Ict In Education The Role Of The Facilitator

ICT in education the role of the facilitator Hege-René Hansen Åsand Institutt for Informasjonsvitenskap Universitetet i Bergen

content projects  questions  design  method  preliminary findings  summary  references 

project 

From chaos to knowledge  background  models  tools  setting

project: background From chaos to knowledge 

spearheaded by NSD in co-operation with  

HEMIL-centre The Educational Department at Bergen University College



funded by ITU and one of the main projects for the period ranging between 2000-2003.

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the primary goal: Develop and evaluate learning effectiveness of two pedagogical-technologocal model, based on 



Problem-based learning

students as researchers

project: models 

Interactive whiteboard model (ITM)

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Project work model(PAM)

project: tools 

NSDstat school  

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Window towards the Society 1  

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Statistical software nsd

ICT-based learning package nsd

Internet

project: setting 

12 secondary and upper-secondary schools in Hordaland County

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subject domain: social science (gender role and partnerships)

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one classin upper-secondary school, 17 pupils  

the pupils are familiar with the use of computers the teacher have good knowledge about the software and the use of computers

questions 

perspective: teacher as facilitator

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how does the dialogue between the pupils and the teacher start? who is initiating the dialogue? what kind of dialogues are taking place?

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categories – facilitator roles:

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    

support domain authority organiser task interpreter conversational peer

Andreas Lund Institute of Teacher Education and School Development University of Oslo

design  

knowledge building unit of analysis one group of pupils  the teacher 

Problem

Trigger

Result

Competence

Argumentation

Hypothesis

theory 

expand the knowledge level (Vygotsky, ZPD)

method 

data collection    



video observation interview questionary

videorecording   

one group of pupils camera on tripod observing in the background

preliminary findings  

how does the dialogue between the pupils and the teacher start? findings: 

Situations    

lesson start-up, plenary breakdowns, pupils out of focus, what now? pupils asking for help teacher look up the groups, asking about progress

preliminary findings  

who is initiating the dialogue? findings:  

both pupils and teacher initiate the dialogue who: depends on the situation 



pupils - what now? - is this right? teacher - control - asking about progress - giving advice

preliminary findings 

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what kind of dialogues are taking place? findings: 

categories of roles for the facilitator/teacher   



using different roles, shifting all the time expected the support role to be distinctive… ...but all roles where presence

motivation important!

summary 

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



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when using ICT in education, the teacher have a new role - support important that the teacher have knowledge about the software the teachers confidence with the use of ICT, have influence on the pupils external factors have influence on both teacher and pupils preparatory work is important

more information?

 e-mail:

[email protected]  homepage: http://www.ifi.uib.no/student/v99/d1166/  DoCTA 

http://www.ifi.uib.no/projects/docta/doctaNSS.htm

 From 

– NSS

chaos to knowledge

http://www.nsd.uib.no/skoleveven/kaos/index.html

references Bødker, S. (1996). Applying activity teory to video analysis: How to make sense of video data, in B.A. Nardi, Ed., ”Context and consciousness: Activity Theory and Human-computer Interaction, MA:MIT Press, Cambridge, pp. 147-174 Enger, K. Project description: Fra Kunnskap til Kaos. Available on the web 27.03.01: http://www.nsd.uib.no/skoleveven/kaos/Info/index.html Engeström, Y. (1987), Learning By Expanding: An activity-theoretical approach to developmental research, Orieta-Konsultit Oy, Helsinki. Høyland, A., Omdahl, K. And H. Åsand (2001), Video as Technique for Data Collection in two CSCL Studies, in Paper presentet at IRIS24, Norway, Hellevik, Ottar, (1991), Forskningsmetode i sosiologi og statsvitenskap, Oslo: Universitetsforlaget Jordan, B., & A. Henderson (1995), Interaction analysis: Foundations and practice. The Journal of the Learning Sciences. Available on the web 10.02.01:http://lrs.ed.uiuc.edu/students/c-merkel/IASEC1.HTM Koshmann, T. (1996), Paradigm shifts and instructional technology: An introduction, in T. Koschmann, Ed., ‘CSCL: Theory and Practice of an Emerging Paradigm, Lawrence Erlbaum Assosiates, New Jersey.

references Muukkonen, H., K. Hakkarainen, L. Lipponen & T. Leinonen (1999), Computer Support for Knowledge Building, in 'Paper presented at the Ninth European Congress on Work and Organizational Psycology', Espoo-Helsinki, Finland, May 15, Available on the web 08.04.01 at http://fle.uiah.fi/research/eawopper.html Pettersen, R. C., (2000), PBL - Problembasert læring – for studenten, Universitetsforlaget, Otta, Norway. Potter, J. (1997), Discourse analysis as a way of analysing naturally occuring talk, in D. Silverman, Ed., ‘Qualitative Research: Theory, Method and Practice’, SAGE Publications, London. Ruhleder, K., & B. Jordan (1997), Capturing Complex, Distributed Activities–Video–Based Interaction Analysis as a Component of workplace Ethnography. Available on the Web 08.02.01: http://alexia.lis.uiuc.edu/~ruhleder/publications/97.IFIPWG82.html Scardamalia, M. & C. Bereiter (1996). Computer support for knowledge-building communities. In T. Koschmann, Ed., ‘CSCL: Theory and practice of an emerging. Suchman, L. & R. H. Trigg (1991), Understanding Practice: Video as a Medium for Reflection and Design, in J. Greenbaum and M. Kyng, eds., ‘Design at Work: Cooperative Design of Computer Systems’, Lawrence Erlbaum, New Jersey

references Säljö, Roger, (2000), ”Lärande i praktiken – ett sociokulturellt perspektiv”, Stockholm: Bokförlaget Prisma Vygotsky, L.S., (1978), ”Mind in Society”, Cambridge: Harvard University Press Yin, R. K., (1994), Case Study Research: Design and Methods, Second Edition, ‘Applied Social Research Methods Series’, Volume 5, SAGE Publications