Curriculum innovation using ICT has been regarded as an essential strategy for educational change throughout the era of knowledge society over the past decade. The aim of this seminar is to present local as well as international cases of ICT-supported pedagogical practices that advanced student learning in primary and secondary schools. The students’ roles, teachers’ roles, and students’ learning outcomes in connection to the innovations will also be discussed.published_or_final_versionCentre for Information Technology in Education, University of Hong Kon

Yuen, AHK

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Title ICT as a Lever for Student Change and AdvancementAuthor(s) Yuen, AHKCitation EMB Seminar by CITE - ICT as a Lever for Student Change andAdvancement, Hong Kong, China, 31 January 2004Issued Date 2004URL http://hdl.handle.net/10722/44087Rights Creative Commons: Attribution 3.0 Hong Kong LicenseICT as a Lever for Student Change and AdvancementAllan H.K. Yuenallan@cite.hku.hkCentre for Information Technology in EducationUniversity of Hong Konghttp://www.cite.hku.hkChallenges ahead of UsOld paradigm New paradigmKnowledge is presented objectively to students. Knowledge is constructed by each individual according to his or her context, but involving others.Students study at an educational institution, isolated from the wider community.Students study wherever it is most convenient: home, work, or in the community.The education process is timetabled by an institution and controlled by a teacher.Learning is accomplished at a time and a place that is convenient to the learner.Students are largely dependent on their institution to guide them through their study.Students are independent and enjoy greater choice when they study.Face-to-face teacher/student interaction predominates.Technologically mediated forms of communication predominate.Learners and educators are print oriented. Learners and educators are multimedia literate.Learning in isolation Learning occurs with othersShifting ParadigmsICT as a Lever for Student Change and Advancement :E-learningWhat is E-learning?Electronic learning or e-learning can be technology-enhanced learning and/or technology-delivered learning.As defined by Jackson, R. (2002).  Weblearning resources.  Retrieved 10 Jan 2003 http://www.knowledgeability.biz/weblearning/#Different%20Shades%20of%20OnlineWhat do you believe constitutes good e-learning?There are many factors that can influence the e-learning experience:– Infrastructure.– Quality of content and assessment.– Quality of learner support systems.– Assumptions made by learners and facilitators about the learning experience itself.– Educational design.- Peer support networks for learners and facilitators.• Careful design of quality online learning materialsalong with learner support and learner activity will encourage deep and more meaningful e-learning. Active learningChoiceChunkingMeaning and relevanceEmotions Repetition and rehearsalPrior knowledgeAdequate timeImmediate feedbackCollaborationReflectionThe role of the learner The role of the educatorThe role of the technologyPattern seekingNelson K. (2001). Teaching in the Cyberage:Linking the Internet and Brain Theory. Arlington Height, Illinois: Skylight Training and Publishing. ISBN 1-57517-330-1. Is recommended as an excellent text to help develop online content  and e-learning modules. Designing e-learning environmentsTeacher-Directed Learning EnvironmentStudent Product AssessmentObjectives +EducatorContent/syllabusTechnology© Albon &Trinidad, 2001School (or school system)ClassroomTeacherStudentParentCommunity (home for this group of students)The world at large (beyond the community)Senge, et al., (2000); p.13The Learning CommunityUNIVERSITY• LecturerexpertisePEERS• variety/degrees ofknowledgeTECHNOLGY• email• WWW- resources, lists, chat grps• ILN, WEBCT etc• Databases• Network/organisations SCHOOLS• Reciprocityschools & universityFAMILIES• support andencouragementLIBRARIES• information• electronic services• databasesLinking Learning and AssessmentAssessmentInteractionConstructionLearningdrivesis the  vehicle forenables the outcome ofis demonstrated throughLinking with As essmentLear sLearning Management SystemsBuilding e-learning sitesTeacher built e-learning environments• Green Picnic• http://www.rcgs.edu.hk/internet/index.html• Fractions• http://tiger.hkuspace.org/~bed01g20• Statistics  • http://www.hkedcity.net/ihouse_tools/ihouse.phtml?id=ma7749&pa=ma7749&pa=• Water Rockets• http://mryung.ofhk.net/rocket/index.htm• Hong Kong under Japanese Occupation• http://web.hku.hk/~h9230028/6201/index.htmLinking to Resourceshttp://www.hkedcity.net/hkedcity.netEnglish in the Air http://www.hkedcity.net/english/tv/This is a pilot project launched by the Standing Committee on Language Education and Research (SCOLAR) and sponsored by the Language Fund to encourage greater use ofthe medium of television in the teaching and learning of English in secondary schools. It comprises: (a) the broadcasting of two teenage English television programmestitled "Road Scholars" and "Lizzie McGuire" on the TVB Pearl, and (b) the development of teaching and learning materials and activities based on the two television programmes. E-learning & SARSE-learning & SARS – what happened?Class suspension & ITUniversities:HKU• http://www.hku.hk/sars/index.shtml• http://www.hku.hk/cgi-bin/sars/message_announcement.plAnd similarly for other universitiesSchools:• http://ihouse.hkedcity.net/~sp1400/elearn.htmE-learning & SARS – what happened?Support from within the education community for the community• HKU: “Inter-disciplinary Self-Learning Platform”http://www.hku.hk/gened/withu/• CUHK: “Web-based Support for Primary and Secondary Students”http://www.fed.cuhk.edu.hk/prisecstudent/html• Hong Kong EdCity I-classroom “Learning and Teaching Strategies and Resources on ‘Atypical Pneumonia’”http://www.hkedcity.net/project/cdi/index_eng.htmlE-learning & SARS – what kinds of learning & teaching took place?• Video conferencing?• Webcast/chat room?• Web forum/discussion?Most popular:• Repository of notes & ppt• Delivery of instructions on homework• Posting of assignments by studentsUsing E-learning during SARS: Observation 1IT readiness• Both teachers & students involvement must have used e-learning before• Communication platforms & mode of learning & teaching used must have been already set up and used before• SARS has promoted more extensive uses of IT where it has already taken root• IT can increase momentum, not create it!Using E-learning during SARS: Observation 2Conception of e-learning• The usage is generally very traditional• IT platforms as communal space for disseminating what is most important in teaching and learning• Common use of IT tools: listen to teacher explanation, download course materials and submit assignmentDo such uses of IT in learning Help to prepare students for lifelong learning?Conditions necessary to take advantage of IT during SARS:• Readiness• Conception of learning & teaching - & elearningIT can only be a lever for improvement and innovation, not a catalyst!A Paradigm shift in e-learning?• Some students’ general opinions on the replacement of face-to-face classroom interaction by learning through IT during the outbreak of SARS: “Too many assignments!”“I miss my fellow classmates!”Æ Can technology contribute to learning differently?Collaborative inquiry-based learning using Knowledge ForumKnowledge Forum is a computer-supported communal database that furnishes knowledge building and management tools for collaborative inquiryPre-SARS:Project-based learning (Peer Tutoring Project in July-October 2002)Post-SARS:1. International interchange (Hong Kong Toronto Collaboration in March 2003- present): discussion on relationship with parents, cultural similarities and differences for teenagers and the outbreak of SARS2.Assessment for better learning: students to revise at home and to design the most innovative ways of assessing deep learning Much needed technology innovation:pedagogically sound e-Learning platforms• Existing e-learning platform mostly traditional: teacher-centered and learning-resource centered, focusing on delivery, drill & assessment• Current eLearning platforms are suited for instruction centered and knowledge centred education • Education Reform emphasizes on ‘Life-long Learning’• Life-long learning requires collaborative learning skills, problem-solving techniques and inquiry skills• Current e-learning platforms cannot support this change effectively – we need innovation in e-learning platforms!E-learning –a lever for education innovations To summarize:1. Conditions necessary for taking advantage of IT: * readiness* conception of e-learning2. A paradigm shift in e-learning is necessary3. A need for technology-innovation: e-learning platforms that would support collaborative inquiry SITES M2: an international comparative case study of innovative pedagogical practices using technologyEmerging pedagogical paradigmSecond International Information Technology in Education Study conducted under the auspices ofInternational Association for the Evaluation of Educational Achievement http://sitesdatabase.cite.hku.hk/online/index.aspInnovation & the future of schoolingWhy introduce ICT into the curriculum?• About ICT – as a subject of study• With ICT – make learning more effective• Through ICT – new goals & new processes in education for the information society/knowledge economyEducation & societal change:Apprenticeship Æ standardized productionÆproduce knowledge workers21st century competencies?• Premise: new abilities needed for the knowledge society• Lifelong learning ability – ability to face new challenges, tackle & refine problems, seek new information, learn new knowledge and skills to solve new problems or seek new ways of solving old problems• Ability to use ICT for all facets of life, for work or leisure, professional or social purposesNew Learning goals require new pedagogical practices“The traditional classroom …… is singularly ill suited to producing lifelong learners: Right now, you’ve got 30 little workers who come into a room, sit in rows, follow instructions from a boss, and can’t talk to one another. School is the last time they’ll ever see that model.”(Corcoran, 1993) SITES M2 – innovative pedagogical practices using technology (IPPUTs)Selection criteria:• In which technology plays a substantial role• evidence of significant changes in roles of teachers and students, the goals of the curriculum, assessment practices, and/or the educational materials or infrastructure • shows evidence of measurable positive student outcomes • sustainable and transferable SITES M2 - “Innovative” as locally defined• Promote active and independent learning • competencies and technological skills to search for, organize, and analyze information, and communicate and express their ideas • collaborative, project-based learning involving complex, extended, real-world-like problems • individualized, customized instruction• Address issues of equity, incl. gender, ethnic,  geographic or socioeconomic • “Break down the walls” of the classroom: time, space, who participates in teaching• Improve social cohesiveness and understanding IPPUTs: Pedagogical characteristics• extended learning task over a period of months• deeply engaging, personally meaningful/relevant for learners • involvement of significant others outside of the classroom in the learning process• availability of suitable facilitation.SITES M2 Data 174 Cases Reports 28 participating countriesRussiaSingaporeSlovakiaSloveniaSouth AfricaSpain CataloniaTaiwanThailandUKUSAAustraliaCanadaChileDenmarkFinlandFranceHong KongIndonesiaIsrael ItalyJapanKoreaLatviaLithuaniaNetherlandsNorwayPhilippines PortugalFocus of AnalysisNewOldNewOldPracticesTechnologyHow do we compare innovations?6 dimensions to understand innovativeness (from old to new):6 dimensions of comparisonGoalsTeacher’s RoleStudents’ RoleICT usedConnectednessManifestation of Learning Outcome6 dimensions to compare innovativeness2. Teacher’s Role (Belief towards teaching and learning)Transmitter of information and evaluator of learning Coach to establish and support the development of learning communitiesAbility to function effectively as  members of a learning communityDevelop own learning goals, learning strategy, self monitor & evaluate contribute to communal knowledge buildingSubject-based knowledgeFollow instructions1. Goals3. Students’ RoleDesign learning tasks; provide resource for learningHigher Order ThinkingDetermine learning strategies and schedule6 dimensions to compare innovativeness4. ICT usedNo ICT used Sophisticated technology tailored for specific educational purposesUnidimensionalMultidimensional; knowledge, skills, abilities and attitudes operating in concert for complex problem solvingStandalone classroom Multiple ways of involving outsiders in the curriculum process5. Manifestation of Learning Outcome6. ConnectednessMultiple ways to assess learning outcomesGeneral software for classroom presentationPartial involvement of outsidersCyber Art Project•Subject(s): Art/Music •Level: Primary •Type of Practice: Media Production •Role of Teacher(s): Administer Learning Tasks •Role of Students: Productive LearningCN003Cinderella is Just-In-Time: Authentic Learning in the Middle Years Classroom Using On-Line Multimedia Technology•Subject(s): Cross Disciplinary, Chinese/ Mother Tongue, History •Level: Lower Secondary •Type of Practice: Project •Role of Teacher(s): Guiding Collaborative Enquiry •Role of Students: Enquiry-Based LearningAU001Educational Radio StationIL006•Subject(s): Cross Disciplinary •Level: Upper Secondary •Type of Practice: Media Production •Role of Teacher(s): Provide Learning Resources •Role of Students: Online Enquiry-based Learning• The 6 dimensions are not mutually independent• The extent of innovativeness along the 6 dimensions could be very different• The teacher’s role may not be innovative at all for some of the cases• Teacher’s roles is a focal dimension as it orchestrates the other dimensions• Where the teacher’s role remained traditional, the innovations along other dimensions also created new demands on the teacherSome observationsTo sum up …• Irrespective of whether there were substantial changes in the pedagogical roles played by the teacher, the teacher had to innovate at a professional level to meet new challenges in order to realize the classroom innovation• Teachers had to engage in lifelong learning & work collaboratively with other teachersInnovative Classroom Practices and the Teacher of the FutureIt is through pedagogical innovations that the teaching profession renews and recreates itself into a variety of education professionals in the 21st century.ICT as a Lever for Teacher Change and Development

ICT as a Lever for Student Change and Advancement

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ICT as a Lever for Student Change and Advancement

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