Why and how are teachers integrating ICT (Information and Communication Technology) into primary education? In this course we analyse examples from schools in different parts of the world, and bring professional teachers, headteachers and policymakers together to share their best ideas and inspiring stories. The materials in the course are based on studies carried out for the UNESCO Institute of IT in Education, Moscow. Learning Outcomes: to be aware of the range of reasons for using ICT to critique the strategies for developing ICT over time to analyse the strengths and weakness of different decision-making mechanisms to become familiar with a wider range of useful tools and resources for integrating ICT
An inspiring project that overcame some challenges
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En provenance du cours de University of London
ICT in Primary Education: Transforming children's learning across the curriculum
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University of London
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Inspiring examples and implementation concerns
This week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT. We also wish you to share and build some solutions to these concerns and problems and consider these solutions to be of different kinds: learning design, infrastructure, negotiation with parents, communities of practice, policies, staff development, pedagogical innovations, differentiation, affordable access, and teaching support.
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Professor Diana LaurillardProfessor of Learning with Digital Technologies
London Knowledge Lab, UCL Institute of Education, University of London
This clip is the first one of five expounding the project, the Darwin's
world, aimed at fostering scientific thinking,
in kids from primary school with ICT.
The project is presented by Michel Aubé and Florian Meyer from
the University of Sherbrooke, and Robert David from the University of Montréal.
Part one presents another view of the project.
The whole project is based on three main
principles corresponding to three essential characteristics of science.
Science is a collective endeavor, meaning that scientific
rigor emerges essentially through critical exchanges between peer experts.
Science involves social commitment.
Meaning that scientists are accountable before
society for the knowledge they produce.
Scientific progress stems from questions.
Meaning that scientists do not look only for answers.
They mainly crave for good questions as unique
tools to probe and decipher the real world.
The following question is raised as a tentative heuristics.
Could scientific rigor and practice be learned in
a way similar to how kids learn natural language?
To achieve this, children should have significant things to talk about.
A stimulating community to talk with, and a
commitment as to the credibility of the content exchange.
This is what the Darwin's World is trying to set up as a learning environment.
This website offers various activities about natural
sciences, but with focus here on one in
particular, called the adoption program, presented in the,
in the education pavilion section of the site.
The essential idea is to adopt a wild vertebrate from the vicinity.
Adopting here means the commitment to set up a complete
card file about the identity of the ecology of the species.
For a class which is doing the project a few rules have to be respected.
The animals should not have already been adopted by another class.
So, that the class could become known as the expert on this species.
The class should create a best pro, possible card file on the species.
In, including at least one good photograph free of rights of the animal described.
The class should find a scientific advisor and a linguistic counselor, and
submit them, regularly the content of the file before posting it publicly.
The class should commit to act as expert
about incoming questions raised online concerning the studied species.
Part two presents the structure of the class work.
The project website includes a computerized form to help fill the
card file together with various tools, located in the researcher's workshop.
The workshop offers an editing module for the
children, and a validating module for the advisors.
It also includes suggestions, and guidelines, to
help setting up and completing the card file.
The file is accessed through a selective password, owned strictly by
the members of the class, the two advisors, and the project managers.
Once entered into the addition module, different types
of information could be added and easily corrected.
There is plenty of texts of course, structured along different sections
of the file pertaining to the identity and classification of the animal.
The reproduction and life cycles.
Behavior and habitat, and the scientific questions of interests about the animal.
Another frequent way of posting information
is by filling tables, especially when
numerical data is required as for
menstruation, longevity, litter size, et cetera.
It is also possible to include in the file various hypermedia such as photographs,
distribution maps, graphs, sounds, video clips, and hyper links.
These links could lead to other sections of the same card
file to species adopted by other classes, or to external websites.
The required information is mainly gathered from
books and articles, or through the Internet, be
it by browsering websites or exchanging information
with experts, or with other classes through emails.
But children also get direct observations and measurements within the class itself.
Notably when the animals could be held in captivity.
Finally, there are also frequent field observations that are notably enabled
by the fact that the species adopted have to be chosen from the local fauna.
Sometimes the expert advisers themselves lead these outdoors activities.
Part three, four, and five illustrate how the
founding principles are met through the ongoing activities.
Part three is concerned about meeting the first principle.
This first principle has to do with the following fact.
Science is a collective endeavor that offers the best guarantee of rigor.
By confronting and merging the best ideas and data issued
from many thinkers, concentrating their minds on the same problem.
In the project, this principle is captured through multilevel cooperating tools,
which facilitate discussion and critical exchange
of information, all across the project.
Those include, notably, online support, suggestions
for children, teachers, and experts, and people.
One example of online support is the accompanying guide for
the creation of the card file found in the researcher's workshop.
It explains in detail the sections of the file, providing
examples and suggestions as to how complete each of them.
One example of suggestions for children,
teachers, and experts is the adoption guideline found in the education pavilion.
It provides an exemplary proceeding for the whole
adoption process, from choosing the animal to organizing
the research, gathering the data, processing the information,
by dating the content and communicating the results.
Example for the resources coming from interacting with
people include experts found on the internet, specialized
visitors giving presentations, classroom activities involving experiments and
discussions between the children and the teacher, et cetera.
Part four is concerned about meeting the second principle.
The second principle is stated as follows.
Science involves social commitment in the sense that
scientists are socially responsible of the knowledge they produce.
Whether such knowledge comes from the facts discovered.
Theories expounded of, or the technologies developed.
The loosely gathered data may be erroneous.
Poor theory rising may result in sterile research and costly applications.
And badly tested technologies may have traumatic detrimental effects.
A very simple tool for evaluating the rigor of the sources used in
the file has being proposed to children and teachers with fairly good results.
The use a simple grid where they record any relevant
piece of information to be used in the card file.
All information should rest at the
very least, upon two different converging sources.
If two sources are diverging, additional sources should be looked for,
and the student should try to explain a way it divergences.
The computer form is posted in neat
format witnessing the seriousness of the endeavor.
The picture illustrates parts of the identification section.
On the left column, the various sections of the file are listed.
The file always opens with the
identification, including a good photograph, the scientific
classification of the species, and a sort, and a short text describing the animal.
We have seen some classes spend a whole day con, combining short
texts from every child in order to formulate the best possible description.
The photograph used was taken and authorized by biologist
responsible for the National Atlas of Amphibians and Reptiles.
[BLANK_AUDIO]
As mentioned in the second clip, the whole file is composed of various types of data.
Texts, table for graphs, distribution maps drawn by the students themselves, graphs
and histograms, sounds, songs, calls, and cries, video clips, hyperlinks, et cetera.
Children are warned to the rigorous and choosy as to the inclusion
of new information, and each added piece has to be free of rights.
As such, the information posted by the students in
their card file is favorably comparable to what is
found in most field guides that are ab, amply
used by the university level for field training and biology.
Actually, the information found in those guides is much less
complete and developed than what is found in the students' files.
As these card files are publicly posted on the web after rigorous val, validation.
They practically reach the status of genuine scientific production.
Finally, the young would be scientists,
did not only demonstrate their accountability
by rigor invested in their work, they also felt proud for the
knowledge they had acquired, and some classes with nests the responsibility they
inherited from this knowledge by communi,
by communicating their worry to local authorities.
Notably, about environment matters,
environmental matters, and endangered species.
Part five is concerned about meeting a third principle and about concluding.
The third principle is stated as follows.
Scientific progress stems from questions.
Although scientists indeed look for answers and try to solve the problems
they are confronted with, they also look for questions raised along their quests.
They crave for these interrogations as unique
tools to probe and decipher the real world.
Learning to formulate good questions is basic training in science.
As is usual, launch new promising research.
This training is incorporated by having
the kids, all through the project, systematically
incited to look for curiosity and surprising
things concerning the species they, they adopted.
Reflect currently about validity of, and soundness of their sources.
Compare and exchange information between teams and classrooms
about similar species, similar behaviors, similar ecosystems, et cetera.
Try raise new, significant and challenging, even yet
unsolved questions about a species that they have adopted.
Children are frequently presented with
astounding facts encountered across biodiver, diversity.
When the opportunity affords it, they
would be mentioned such astonishing facts as
that indigo bunting uses an internal
celestial map to ensure navigation during migration.
Or that the most frequently encountered deer mouse is a bearer of the
antivirus and hemorrhagic fever particularly as lethal as Ebola.
And that chameleon-like gray tree frogs
freeze during winter and unfreeze in spring.
The two following slides illustrate a genuine
scientific exchange between young scientists from primary schools,
and an expert researcher found on the
internet about the reproduction of the spotted salamander.
After a thorough reflection, concerning the different, differential
behavior of males and females the student ask.
If there are more males than females in
the marsh, is it because there are more males
at birth, or because there are just a
certain number of females that reproduce at every year?
The expert fully recognizes the significances of the
question, and he invites the children to combine the
information they had correctly gathered on the subject,
so as to make sense of the apparent paradox.
A neat piece of quasi-socratic interaction.
This slide enumerates further examples
of interesting scientific questions raised, raised
by the children through their own research within the Dowing project.
These interrogations have been formulated by children between 11 to 12 years of age.
From different schools in Quebec and in France.
They bear witness to the capacity of young minds to engage in deep scientific
thinking, provided that the ideological environment is
apt at sustaining the mind expanding activities.
Finally, this slide, this last slide summarizes the main characteristic of
the world of Darwin, of Darwin that gave the project its strengths and efficacy.
At first, engage the participants
in long-termed project-based situated learning.
Indeed, the kids have an, had an opportunity to present an
animal of their local fauna, to the rest of the planet.
And pride raising activity, that made sense even for their friends and kin.
They also had time to scrutinize information,
discuss about it, correct it, and improve it.
The collaborative atmosphere that impregnated the whole approach
allowed a lot of significant directions, sometimes highly gratifying.
The quality of the, the work posted in form as well as
in content, also raised their own standards and pushed them yet forward.
The interaction with renowned expert, and the
possibility of publishing their work to a large
audience, also fostered rigour of thinking, and
responsibility about the worth of knowledge and effort.
All these elements concurred to the overall success of the enterprise.
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