Innovation and new technologies in education Centro Cultural Estación Mapocho, Santiago de Chile, October 23th 2015 Jari Lavonen, Department of Teacher Education, University of Helsinki, Finland Jari.Lavonen@Helsinki.Fi
21 st century competences Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw & E. Care (Eds.) Assessment and teaching of 21st century skills (pp. 17 66). Dordrecht: Springer 21 st century competences Ways of thinking Ways of working Tools for working Acting in the world (contexts for working) Attitude - Creative thinking and critical thinking - Learning to learn - Inquiring and problem-solving - Communication and collaboration - Networking - Technological skills, - Broad literacy, icl. media literacy - Global and local citizenship - Cultural awareness and social responsibility - Willingness to engage in working - Self-efficacy, self-concept 2
Question to be answered Which school/ kindergarten level factors support the design and adoption of educational innovations/new technologies? An educational innovation is as an idea or practice that is new to one (or a group) who create it that one meets first time that one knows but has not adopted or rejected it (Rogers, 2003) 3
Content of the presentation 1. Creative process and problem-solving 2. What is adoption and what influences to it 3. An innovative school which is supportive for teachers creativity and collaboration 4. Case 1: The use of smartphones in personalised science learning 5. Case 2: School-Community Collaboration (SCC) that engage primary pupils in SCC and use of tecnology 6. Discussion 4
Theoretical framework School-Home Collaboration (SHC) (Epstein) Viewpoints of partnership and shared responsibilities Forms of collaboration and participation: Parenting, Communicating, Volunteering, Learning at home, Decision making, Collaborating with community ICT use as an innovation / Theory of diffusion of Innovations (Rogers) Viewpoint of the innovation diffusion process Knowledge about the innovation, persuasion, decision implementation, implementation and confirmation 7.1.2 016 5
Creative process and problem-solving
An educational innovation is as an idea/practice/tool/ that is new to one (or a group) who create it that one meets first time that one knows but has not adopted or rejected it (Rogers, 2003) Examples digital cameras, interactive whiteboards, document cameras, mobile devices MOOCs, internet-based learning environment with access for students, teachers and parents 7
Innovations are created a through a creative process In a creative process one is combining ideas and facts he/she already knows in order to create something new (at least for him (Fisher, 1990, 29-31). You should be ready to ask: Could this be organised in a different way? 8
9 Arjen teknologiaa
We are brainstorming here, and there are no dumb ideas.
I am happy to have almost 100 ideas. Now it is time for evaluating the ideas
A creative problem-solving process An open problem Facts Opinions Aims Visions Ideas Evaluation of ideas Accepting the outcome of the creative process Implementation
Ideointimenetelmiä Generating of ideas is the hearth of the problemsolving process
8x8 method for generating ideas for the smartphone use Making notes - text - graph Recording notes - picture - video - audio Looking notes - listening - surfing Looking for info: Google, Bing How I use smartphone in learning Wiki YouTube Newspapers Sharing SkyDrive Messenger Vimeo - Skype Applications Office programs E-mail Sääkaveri (weather app) Map software / navigator Calculator Water level app Applications Helsingin sanomat app Vimeo Skype-...
8x8 method for generating ideas Generating ideas for a robot Processes Voices and lights Rotations Input Output Inputs - Eye - Touch - Keyboard -. Characteristics of a robot Movement Shape Decorations
Brainstorming and planning process - pupils Making notes - Taking pictures - Making podcasts - Writing - Taking videos - making lists - Listening podcasts Searching information - Search engines Google and Bing -> Picture search -> Video search - Wikipedia - YouTube - Helsingin sanomat newspaper Sharing - SkyDrive - Messenger - Vimeo - Skype - e-mail Applications - Office programs - Sääkaveri (weather app) - Map software / navigator - Calculator - Water level app - Helsingin sanomat app - Vimeo - Skype Table 2. Classification of pupils ideas for smartphone use in science learning
While evaluating the ideas, all possible point of views should be taken into account. Therefore, formal evaluation methods should be taken into account. 17
Assessment spectrum The views in assessment are presented through a spectrum Support to Support to Support to feeling Ideas autonomy social relatedness of competence Visit to industry ++ +++ + Co-operative learning ++ ++ +++ Science inquiry ++ +++ +-. + ++ +. + + +.........
What is adoption and what influences it?
Adoption of (educational) innovations (Rogers, 2006) S-shape curve describing the cumulative adoption Adopter categories of teachers: Cumulative Adoption of an Innovation by Teachers through Communication Channels
Factors influencing the adoption of educational innovations (Fullan, 2007) Properties of the innovations: usability aspects (learnability, newness, ), influence to learning and engagement, Could be supportive to the professionalism of teachers Local characteristics: curriculum and assessment, teachers beliefs, leadership, how teachers and pupils collaborate, networks and partnerships (inside external), External factors: education context, policy, 21 st century skills movement, reforms in education, teacher education, level of decentralization, Communication channels 21
An innovative school which is supportive for teachers creativity and collaboration
Values and Aims of an Innovative School Professional teachers Knowledge base Collaboration Life-long learning Local curriculum and environments Broad aims Learning environments Leadership and quality culture Goal orientation and interaction Quality culture Networks & partnerships Design and adoption of educational innovations Finnish society Partners Diverse learners A Finnish school Global Stakeholders Parents
Case 1: The use of smartphones in personalised science learning Design the use of smartphones in personalised science learning through teachers, researchers and pupils active collaboration. Researching the variation in the pupils smartphone use in personalised science learning.
Smartphones in education: Exploring sky (vitoset) https://www.youtube.com/watch?v=gurw5em8zs0 25
Personalising learning All learners aren t the same Recognising pupils ways of learning, abilities and interests Planning (aims in the curriculum, learners) Engaging in meaningful learning (learning, collaboration, supporting learning) Formative, continuous and informal assessment Learning is not restricted by time or place (Fullan 2009, Heller at al. 2005, Järvelä 2006, FAIDD 2013, Miliband 2006, Samson and Karagiannidis 2002)
Mobile learning Learning is supported by mobile technology. Boundless learning (independent of time and place) Pupil, knowledge, assessment and community centered. (Kotilainen 2011, Sharples et al. 2010)
Personalisation of learning through the use of mobile devices Personalizing of learning through choosing Is guided by general differentiation principles, like - respectful tasks - flexible grouping - continuous formative assessment Use of mobile phone personalise Use of mobile phone personalises Content Process Product A mobile phone is a tool for rich learning resources According to student s Readiness Interest Learning profile Use of mobile phone could increase interest: - content - context - task - knowledge Tomlinson, 1999
Participants and data 49 pupils (27 male, 22 female, 10 special needs pupil, age 11) 3 teachers and 3 researcher Pupils develop and use smartphones (Lumia 800) with data package Data gathering through Documents created during the project Socrative questionnaire (ESM)
Getting to know the smartphone (data gathered through notes, idea-generation sessions) Personalising the device - Getting started - Creating Windows Live ID - Setting picture as wallpaper - Setting style and ringtone - Pinning websites to start - Syncing pictures and videos to SkyDrive Using applications - Taking pictures and videos - Making calendar marks and notifica- tions - Adding contacts - Windows Live settings and functions - Sports Tracker - Multiplication app - Sending email and SMS Phone as a learning tool - Searching information (arts) - Practicing English vocabulary with On- enote - Making short films with phones - Writing down logging information to OneNote - Making English word test with Socrative or SMS - Making homework and sending it to teacher - Making work submission with Socrative Support pupil / home - Parental meeting for presenting phones - Setting up Xbox- account and using Marketplace - Making video tutorial how to create Xbox account - Making and accepting friend request in Messenger
Brainstorming and planning Process - teachers Planning the science project (water-project) Pupils were grouped in three groups, each 16 pupils. Each group worked one week with one teacher (2 x 3 lessons) -> 6 days Inquiry activities with smartphones Looking information from various sources Making reports Emailing reports to the teacher Smartphone tools Camera Voice recorder Notepad Internet
Pupils brainstorming and planning process (data gathered through notes, idea-generation sessions) Classification of pupils ideas for smartphone use in science learning Making notes - Taking pictures - Making podcasts - Writing - Taking videos - making lists - Listening podcasts Searching information - Search engines - Picture search -Video search - Wikipedia - YouTube - Helsingin sanomat newspaper Sharing - SkyDrive - Messenger - Vimeo - Skype - e-mail Applications - Office programs - Sääkaveri (weather app) - Map software / navigator - Calculator - Water level app - Helsingin sanomat app - Vimeo - Skype
Results: Pupils Smartphone usage in science project Sum Mean Median Ways of using Making notes 231 4,7 5 55 % OneNote 13 % Office 18 % writing 17 % pictures Practising 209 4,3 3 65 % Looking over notes 17 % Playing educational games 10 % Watching videos 6 % Listening podcasts Searching information 154 3,1 2 48 % Search engines Google and bing 16 % Wikipedia Help from home 154 3,1 2 Using calendar 79 1,6 1 58 % school 35 % freetime Contact to friend 64 1,3 1 Contact to teacher 54 1,1 0 Other usage 227 30 % Playing games 12 % Using calculator 8 % Taking pictures 8 % Marketplace
Smartphone use in science project - all respondents Mentions 45 40 35 30 25 Searching information Using calendar Help from home Contact to teacher Making notes Practising Contact to friend teacher s influence on pupils use of smartpho nes in primary science learning 20 15 10 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Day
Smartphone in Teaching and Learning / Älypuhelimen käyttö opetuksessa ja oppimisessa https://www.youtube.com/watch?v=vwnhd4q-- RQ&index=5&list=PLEE385BC5A0125995 35
Smartphones in education - Finnish Forest Fair (vitoset) https://www.youtube.com/watch?v=yvjisfzhkfa 36
Pupils overcome the difficulties in making notes, recording and analysing data and learn 21 st century competences through Personalised learning 21 st century competences Ways of thinking Ways of working Tools for working Acting in the world (contexts for working) Attitude - Creative thinking and critical thinking - Learning to learn - Inquiring and problem-solving - Communication and collaboration - Networking - Technological skills, - Broad literacy, icl. media literacy - Global and local citizenship - Cultural awareness and social responsibility - Willingness to engage in working - Self-efficacy, self-concept 37
School, Kindergarten, Senior Home and Library Partnerships through the Use of ICT Crossing of boundaries creates learning environments for engaging pupils in learning Versatile use of ICT as an Innovation Tutor-students as innovators, innovation adaptors and experts Active, responsible, participation
An action team in partnerships is based on Epstein s (2011) model. Adults School Kindergarten City Library One Teacher Headmaster Researcher Manager One Kindergarten teacher One kindergarten nurse Manager Two library workers Action Team Senior Home Manager One senior home worker Tutor- Students Ten Fourth graders Five girls and five boys
Collaboration in practice Getting familiar to each other actors and learning spaces Planning the action together actors needs and wishes Training Implementing in practice Dat collection trough questionnaires and interviews and analysis Sharing best practices
Oman kylän verkosto https://vimeo.com/80813661 41
School-Community Collaboration (SCC) creates learning environments which are supportive for the Learning of 21 st century competences 21 st century competences Ways of thinking Ways of working Tools for working Acting in the world (contexts for working) Attitude - Creative thinking and critical thinking - Learning to learn - Inquiring and problem-solving - Communication and collaboration - Networking - Technological skills, - Broad literacy, icl. media literacy - Global and local citizenship - Cultural awareness and social responsibility - Willingness to engage in working - Self-efficacy, self-concept 42
Discussion
Which school level factors support the design and adoption of educational innovations? Finnish school is supportive for communication: - characteristic of leadership and professionalism, - networks and partnerships. Factors influencing the design and adoption of educational innovations: - properties of the innovation - local characteristics (environments, leadership, ) - external factors (policy, culture, ) Teacher professionalism depends on: - teacher competence: - teacher knowledge base - networks & partnerships (collaboration, facilitator) - life-long-learning (consume research based knowledge; reflection) - school level factors - cultural and education policy factors
In education we need more... less... professionalism vision, goal orientation and collaboration in leadership collaboration, networking and partnerships decentralization, decision making, curriculum work and assessment at the local level trust based responsibility (self-evaluations, listening of students and municipality people/ parents voice) bureaucracy ad hoc ideas coming from the politicians competition and rankings standardization, inspection and national testing test based accountability 45