European Pedagogical ICT License

TEACHERS’ TRAINING ON THE PEDAGOGICAL INTEGRATION OF ICT

European Pedagogical ICT LICENSE Evaluation of the pilot application in Greece

George Tsakarissianos Lambrakis Foundation
Open Classroom Conference
Poitiers, 5-7 October, 2005

European Pedagogical ICT License

EPICT Training Model
Major characteristics and pedagogical principles

• • • • • • •

All themes of the course have a pedagogical rationale Course material: how to teach/learn about and with ICT School-based, in-service training: primary/secondary teachers Collaborative learning: team work to develop learning scenarios and material Supported learning: online dialogue with the facilitator Blended learning approach: seminars, online collaboration Module contents: pedagogical material, supplementary articles, ICTskills exercises, manuals, assignments

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Pilot implementation in Greece
Group of trainees • 75 school teachers [primary + lower secondary education] • Basic ICT skills [various levels of expertise] • 19 school-based groups • 54,2% female – 45,8% male • 9 facilitators Duration: December 2004 – June 2005 120 hours at least (average 5-6 hours per week)
Poitiers, 5-7 October, 2005

Open Classroom Conference

European Pedagogical ICT License

Aims of the evaluation process
To identify: • Effectiveness of the EPICT model • in supporting school-based teachers’ training • in promoting the ICT integration • Factors affecting the successful integration in school • Factors affecting successful completion of the EPICT course • Appropriateness of the EPICT material (structure, content) in online training.

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

The methodology of the evaluation
multi-method approach, quantitative and qualitative research surveys aimed at the training process and the learning material  The EPICT trainees’ questionnaire (online forms)  Training model (effectiveness)  Training material  Semi-structured interviews  Focus group
Laboratory of Comparative Education, International Education Policy and Communication, Faculty Education, Univ. of Athens
Open Classroom Conference
Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Theoretical framework
Variables to assess effective learning • • • • • • •         Independent learning (active role)         Educational material (quality – efficiency)         Interaction (facilitator, student, content)         Peer-Collaboration (collaborative learning)         Support (tutor – facilitator)         System Management (organization, learning envir.) Satisfaction (expectations, needs)
Poitiers, 5-7 October, 2005

Open Classroom Conference

European Pedagogical ICT License

Variables – descriptive presentation of results

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Interaction and Collaboration
Questions reflecting the level of Interaction/Collaboration

1. I work with my team effectively 2. I learn many thinks through group work 3. The facilitator responds promptly to my questions 4. I am given the opportunity to discuss my ideas with members from other teams Scale: 1 - 5

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Results (interaction – collaboration)
• 94% of the respondents state they are satisfied with collaborative work • 92% state they learned many thinks during this collaboration – improved their skills • 90% found positive the interaction with the facilitator • the majority didn’t use the on line forum and mail facilities to communicate with other teams.
Open Classroom Conference
Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Personal Development
Questions reflecting teachers’ perception about personal development

3. I learned useful things for my work 4. I learn how to apply educational software packages during my lessons 5. I study real cases related to my class 6. I am able to develop pedagogic scenarios using ICT in teaching process 7. I would change my existing teaching practice to use ICT in my lessons Scale: 1 - 5
Open Classroom Conference
Poitiers, 5-7 October, 2005

European Pedagogical ICT License

RESULTS (Personal development)
• 83% state that they learn useful things for their everyday work in school • 78% state that they are able to develop pedagogic scenarios integrating ICT • 77% agree that they study real cases related to their classrooms • 73% state that they learn how to apply educational software • 69% state that they would change their existing teaching practice VS 6% not change their existing practices

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

RESULTS (Personal development)

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Impact to teaching practice

Open Classroom Conference

Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Highlights
• Training more relevant to school curricula • Training more relevant to everyday practice in schools • Training: part of the school innovation process ►Teachers’ training is not sufficient to establish innovative learning practices in schools ►Difficulties in translating in-service training in to educational practices
Open Classroom Conference
Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Conclusions
EPICT teachers’ training model: • Effective in promoting pedagogical integration of ICT • Effective in supporting school-based, in service training • More advanced, flexible and open-ended than other professional development programmes • Introduced collaborative learning in training practices • Enabled teachers to play active role in the course • Variety of learning resources
Open Classroom Conference
Poitiers, 5-7 October, 2005