Georgsen, Marianne

English

Title:Exploring new pedagogies and classroom practices as a means to capacity building within ICT-based teaching and learningIt is found to be of importance for a teacher to be competent both in relation to general pedagogical planning and in relation to the specific subjects in questions. However, there seems to be no clear answers to how a teacher can be competent in a both practical, methodological and theoretical sense when it comes to integrating technology into his or her general pedagogical planning. A number of challenges present themselves to learning institutions when taking technologies into use in their teaching and learning practices. These challenges address several dimensions of the organisation, such as the managing layer; dimensions of the teaching profession; the knowledge and flexibility of the IT-support units; general capacity building in the organisation; and others. In this paper, we discuss the challenges related to the capacity building process of teachers, and the issue of securing a pedagogically led strategy for ICT in the classroom. In general, integrating technology into a professional practice in organisational settings holds numerous challenges, one of them is ensuring that the general capacities of the professionals are not reduced due to a limitation of the field of decision for the professionals. In teaching, this is seen to happen where both content, methodology and pedagogical approach is embedded into ICT-based tools and teaching materials. On the one hand, this can be seen as leading to less pedagogical and methodological freedom for the teacher, and on the other hand as a means of quality assurance. Salmon et al reports on a project at higher education level where teaching staff participates in a series of workshops with a pedagogically driven (rather than technology-led) framework for implementing elearning (Salmon et al. 2008). A similar approach is described in Buus et al. 2010, where a design methodology for teams in institutions at all educational levels is presented. In other publications (e.g. Vanderlinde & v. Braak 2010) frameworks for developing e-capacity are presented within the tradition of school improvement. This represents a strategy where goals, means and criteria for success are built into the framework, rather than formulated by the local participants as part of the development process. In particular the involvement of teaching staff in the formulation of goals and development of methods seems to be a determining factor when categorising tools, frameworks and models for capacity building in the field of ICT use in teaching and learning. These issues are also discussed by Westbury (1998), who outlines distinctions between the American tradition of curriculum studies and development and the German tradition of Didaktik. Westbury claims that “It is their view of the teacher, and the role of the teacher within their theoretical and institutional systems, which represents the most dramatic difference in viewpoint between Didaktik and curriculum studies” (Westbury, 1998, p. 53).In the paper, we present empirical findings related to a sustainable model for capacity building in groups of teachers as part of their daily teaching practice. In the light of the discussions outlined above, we present concrete tools and methods for developing teacher’s knowledge and experience with integrating ICT into their teaching practice, and furthermore we outline a conceptual model for a qualifications and capacity building framework which works both with great contextual awareness, and within an overall organisational perspective.Bibliography:Buus, L., Georgsen, M., Ryberg, T. & Davidsen, J. (2010). Developing a Design Methodology for Web 2.0 Mediated Learning. In: Dirckinck-Holmfeld L, Hodgson V, Jones C, deLaat M, McConnell D & Ryberg T: Proceedings of the 7th International Conference on Networked Learning 2010Jang, S-J. (2010). Integrating the interactive whiteboard and peer coaching to develop TPACK of secondary science teachers. Computers & Education 55 (2010) 1744-1751Laurillard, D., & Masterman, E. (2009). Online collaborative TPD for learning design. In J. O. Lindberg & A. D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery. IGI Global 2009.Salmon, G., Jones, S. & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology Vol. 16, No. 2, 95–109.Vanerlinde, R. & v. Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education 53 (2010) 541-553Westbury, I (1998). Didaktik and Curriculum Studies. In: B. B. Gundem & S. Hopmann (eds.) Didaktik and/or Curriculum. An International Dialogue, Peter Lang, New York.

Exploring new pedagogies and classroom practices as a means to capacity building within ICT-based teaching and learning

https://vbn.aau.dk/files/43368852/Exploring_new_pedagogies_template.doc

Exploring new pedagogies and classroom practices as a means to capacity building within ICT-based teaching and learning

Abstract

Similar works

Full text

Available Versions

VBN