Teacher Training and Education in a Changing World

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Teacher Training and Education in a Changing World

• Pieter Hogenbirk
• teacher (1975-1987)
• national project and process manager ict and
  education (1987-2000)
• inspector of education (2000-now)

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Teacher Training and Education in a Changing World

• Inspectorate of Education
• Judging the educational quality of schools
  (primary, secondary, tertiary and higher)
• thematic research
• stimulating education (ict-portraits)

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Overview

• Developments in education
• ICT-portraits
• Model for teacher training
• Examples
• Strategy for change
• Capacity building

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Developments in Education (1)

• preparing pupils for the information-society
• skills rather than knowledge
• constructivistic learning
• collaborative learning
• self-responsible learning
• teacher as a coach
• dynamic and rich learning environment

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Developments in Education (2)

• teachers should be
• coaching the learners
• arranging the learning process
• able to use ICT in a variety of ways in a dynamic
  learning environment

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Developments in Teacher Education

• from supply-driven to demand-driven
• from incidental to on-going
• form generic to specific
• from individual to groups
• from exercising to experimenting
• from training to coaching
• from verbal to multimedial

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Aims for the ICT-portraits

• To describe good examples to inspire other
  schools and other inspectors
• To develop criteria and a framework for good
  practices
• Information for policy makers on the necessary
  conditions for schools
• Longer term contribute to the re-definition of
  common objectives and quality standards

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Types of portraits (1)

• ICT-school portraits- provide insight in school
  strategyand organisation- provide good
  sometimes isolated examples
• International portraits- give overviews on
  excellent examples - give ideas on other
  structures

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Types of portraits (2)

• Thematic ICT-portraits- provide an insight into
  ICT developments occurring in a certain subject
  or theme- disclose good practices in the primary
  process of several schools- give insight in the
  work of specialized expertise centres, school
  networks, publishers or school supervisory
  boards.

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Types of portraits (3)

• Personal ICT-portraits- What are the
  characteristics of successful school leaders?-
  What kind of teacher development leads to
  successful ICT practice?

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Way of working (1)

• We form teams of inspectors
• We develop a comprehensive framework together
  with centres of expertise or individual experts
• We use the framework to assess in terms of strong
  and weak
• We select schools, visit them and talk to
  teachers, pupils and managers

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Way of working (2)

• We write the reports
• We spread the results- to other inspectors -
  through booklets- (cd-roms)- internet (also in
  English)
• www.onderwijsinspectie.nl/schoolportretten

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Leadership (1)

• First conclusions Successful administrators
• can think conceptually and translate concepts to
  daily practise
• give room to their teachers and stimulate
  teamwork
• are charismatic and courageous
• uses instruments like support, pressure and
  distributed leadership

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Leadership and ict (2)

• Above that successful administrators in ICT
• think innovatively
• are aware of the pitfalls talk about policy not
  about technology
• have a vision on using modern media in
  educational arrangements
• can handle this triple innovation technology,
  education and organisation, human resources

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Professional developmenta framework
teachers characteristics
professional development
successfull ict-practice
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Professional development (1)

• Successful ict-practice
• more effective
• more motivating
• more differentiating
• more varied
• more efficient
• more collaborative
• less costly

than before
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Professional development (2)

• Teacher characteristics
• level of involvement (CBAM)
• competencies
• view on education
• learning style of the teacher (!)
• man/woman, age, history, subject, etc.

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Professional development (3)

• Personal development
• technically policy-driven
• supply-driven demand-driven
• reproduction production
• incidental structural
• generic specific
• individual collaboration
• training coaching
• exercising experimenting

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Professional development
teachers characteristics
Best fit
professional development
successfull ict-practice
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Involvement

• level of involvement of individual teachers
  (CBAM)
• 1 interested in ict
• 2 some knowledge about ict
• 3 some experience in using ict
• 4 regularly using ict in the classroom
• 5 creative use and leadership

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Involvement and development (1,2)

• information, warming-up meetings, publication of
  good practices
• 1 interested in ict
• basic skills in using ict,
• computercourses
• 2 some knowledge about ict

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Involvement and development (3,4,5)

• conferences, afternoon sessions for good
  practices
• 3 some experience in using ict
• physical and virtual networks
• 4 regularly using ict in the classroom
• participating in development projects
• 5 creative use and leadership

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Example 1 the PIT-project (1993-1997)

• a School with PIT
• a School with SPIRIT

!
T
P
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Organisation in 3 rounds (1993-1997)

• We defined 45 themes in 8 school-subjects for
  using ict in education
• We formed 45 networks (communities) of teachers
  from more than 400 schools
• Teachers of 15 schools in each network
• Each network had some six hands-on sessions per
  year
• home work between the sessions was also
  evaluated in the sessions

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SPIRIT in Science

• Theme 1 Demonstrations and simulations
• the teacher as an executor
• the pupil as processor
• schools with little experience

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SPIRIT in Science

• Theme 2 Computer-assisted laboratory session
• the teacher as a companion
• the pupil as executor/processor
• schools with some experience
• not committed to specific method

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SPIRIT in Science

• Theme 3 Differentiation
• teacher as a coach
• the pupil as a researcher
• schools with experience
• model of differentiation depends on the school

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Resultsict-coordinators
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ResultsThe PIT-teachers

• level of involvement (CBAM)
• 5 creative use and
  5
• leadership
• 4 regularly using IT
  4 in the classroom
  3,73 May 95
• 3 some experience
  3
• in using IT Sept.93 2, 56
• 2 some knowledge
  2
• about IT
• 1 interested in IT
  1

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Example 2 iEARN-projects

• Ict-use in classrooms
• teacher initiated
• international collaboration
• natural learning
• extremely motivating

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The (E)STT-modelan educational approach
Strategy for Change (1)

• (Emerging)
• Substitution
• Transition
• Transformation

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Strategy for Change (2)

• (emerging and) substitution
• (schools are exploring the possibilities of ict)
• ict replaces traditional didactical methods
• the learning process is automated
• Examples - training vocabulary- writing an
  essay with a wordprocessor- drawing a graph with
  a computer

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Strategy for Change (3)

• transition
• the teacher starts to use ict to implement new
  didactical practices
• he/she thinks that ict can change certain parts
  of the curriculum
• Examples - training vocabulary with feedback-
  designing an essay with a wordprocessor-
  comparing graphs with a computer

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Strategy for Change (4)

• transformation
• the technology provides a whole new learning
  environment
• the learning process is being informated
• Examples - learning a foreign language in a
  multimedia environment- learning economics in a
  simulation environment- doing collaborative
  tasks with the internet

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Increasing ICT-infrastructure

• standalones
• computer laboratory
• internet connection
• networked computers in classrooms
• open learning centre

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Educational development

• from
• Traditional, static learning, teacher centred
• to
• New, dynamic learning, pupil centred

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transformation
Increasing ict
transition
substitution
educational development
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Capacity Building (1)

• define activities which meet the possibilities
  (level of involvement) and expectations of the
  teachers
• make a critical mass of experts in the field
• define themes in the curriculum for using ict

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Capacity Building (2)

• organise face-to-face meetings and build up
  professional networks
• put emphasis on professional development and
  exchange of experiences
• involve administrators

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Capacity Building (3)initial training

• involve the trainers
• bring the students into the classrooms
• use the development capacity of the students for
  the schools

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Teacher Training and Education in a Changing World

• Pieter Hogenbirk
• Inspectorate of education
• P.O. box 2730
• 3500 GS Utrecht
• The Netherlands
• p.hogenbirk_at_owinsp.nl

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Teacher Training and Education in a Changing World

• www.onderwijsinspectie.nl
• www.ictportretten.nl
• www.kennisnet.nl
• www.unesco.org
• www.ifip.or.at
• www.iearn.org