TEACHERS TRAINING ON THE PEDAGOGICAL INTEGRATION OF ICT

1

• TEACHERS TRAINING ON THE PEDAGOGICAL INTEGRATION
  OF ICT
• European Pedagogical ICT LICENSE
• Evaluation of the pilot application in Greece
• George Tsakarissianos
• Lambrakis Foundation

2
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, ICT-skills exercises,
  manuals, assignments

3
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)

4
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.

5
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

6
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)

7
Variables descriptive presentation of results
8
Interaction and Collaboration

• Questions reflecting the level of
  Interaction/Collaboration
• I work with my team effectively
• I learn many thinks through group work
• The facilitator responds promptly to my questions
  
• I am given the opportunity to discuss my ideas
  with members from other teams
• Scale 1 - 5

9
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 didnt use the on line forum and
  mail facilities to communicate with other teams.

10
Personal Development

• Questions reflecting teachers perception about
  personal development
• I learned useful things for my work
• I learn how to apply educational software
  packages during my lessons
• I study real cases related to my class
• I am able to develop pedagogic scenarios using
  ICT in teaching process
• I would change my existing teaching practice to
  use ICT in my lessons
• Scale 1 - 5

11
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

12
RESULTS (Personal development)
13
Impact to teaching practice
14
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

15
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