Presentation on theme: "BULGARIAN TEACHERS AND INTERACTIVE TECHNOLOGIES Аssoc. Prof. PhD Yanka Totseva Bulgaria."— Presentation transcript:
BULGARIAN TEACHERS AND INTERACTIVE TECHNOLOGIES Аssoc. Prof. PhD Yanka Totseva Bulgaria
Objectives linked to Europe 2020 & ET2020 Increasing digital competence/ e- literacy ICT enhancing innovation of E&T
four strategic objectives ET four strategic objectives making lifelong learning and mobility a reality; improving the quality and efficiency of education and training – all citizens need to be able to acquire key competencies and all levels of education and training need to be made more attractive and efficient;key competencies promoting equity, social cohesion and active citizenship; enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
Shortages in pedagogical practice and teacher training Teachers lack pedagogical strategies and experiences to effectively use ICT Professional development of teachers lacks the pedagogical, innovation and practical dimension Assessment of digital literacy is not widespread Major lack of systematic impact in practices Innovations not enough supported by changes in pedagogy Discrepancy between children’s under-use of ICT at school and frequent and sophisticated use at home
The new The new teacher Every person whose vocation is to teach, seek options to make it ongoing activity first attractive and impressive, then interesting, challenging, attractive and, of course, useful. The concept of lifelong learning has emerged as one of the key ideas for the twenty-first century. It exceeds the traditional distinction between basic and continuing education and face the challenges of a rapidly changing world, as is justified by the need for people to turn to learning to cope with new situations arising in the personal and working life
Computer Technology Teacher Н New informational environment Нова информационна среда Ученик Ученици Student Students Ученици
Research on learning outcomes and learning in adults indicate that more than three days you can remember: 10% of what is read; 20% of what is heard; 30% of what is seen; 50% of what is seen and heard; 70% of what is said; 90% of what is done if they used interactive methods and / or multimedia program.
Interactive methods require partnerships, dialog type communication (based on pre-specified arrangements and procedures) among the students, between students and interactive media, between the student and teacher.
Distinctive features of interactive methods are: - Intensive communication between students in the school group (class) as well as between teacher and student - building a positive atmosphere of mutual acceptance and trust; - Frequent change of activities; - Emotional intensity of the process - focusing on feelings, not only on rational understanding and processing information; - Reflection on their activities and behaviour and the process of interaction; - Feedback.
Interest in acquiring skills for using interactive technologies by teachers technology facilities in schools; mass campaigns for computer literacy among teachers; National Strategy for ICT in Bulgarian schools ( ); National Programme “Information and communication technologies (ICT) in schools” (2007); 3173 equipped computer labs; quality Internet connection in 1050 schools.
Multimedia technology modern information technology that allows you to combine text, sound, speech, pictures, computer graphics, video and animation. It is a combination of audio and video technology, united by interactive software.
What are the dimensions of the didactic use of these technologies and what is their impact on effectiveness and efficiency of the educational process? Teachers and students are increasingly interested in multimedia technologies both during schooling, but also in their free time.
Questions that have not yet been answered: - What is the relationship between teacher and student computer program? - What is the optimal distribution of functions between the teacher and the computer? - How to combine traditional learning with multimedia? - What is the role of the teacher in constructing multimedia products? - Are we give up the traditional static visual devices and start to use only computer and multimedia technologies? - Are teachers prepared to cope with the new information environment and the new roles of the classroom? - Are the teachers must to be only users, or they must to be creators?
Some objective facts and disadvantages: -still too expensive technique that not every school can afford to buy with the delegated budget if it did not provide with a project; -the lower computer culture by teachers; -difficulty of designing multimedia products; -need to work in a team of many specialists and hence their high price.
Interactivity – key element in multimedia quality multimedia products rely primarily on user activity: - to choose the method of operation, - adopt one or another option, - even wrong and fix it, - go back and learn additional information about a question and an answer, - and why not additional motivational incentives, etc.
Blog "Community Education"
Community blog "Primary education" statistics on active users, the most popular posts, recent comments, the most discussed publications, publications with a maximum rating, also read, discussed, and a maximum active rating authors. It allows you to search by keyword or label, but also maintains an archive of all publications.
The main topics to be discussed: Share experiences or seek help with difficulties; users offer to their colleagues multimedia products, which are created from themselves or you can found on free access in the network; related to direct employment of teachers in individual subjects
Participants offered several types of materials: syllabus of lessons lessons-presentations presentations that can be used in lessons in combination with other methods scenarios for celebrations methodological studies on specific topics that can be implemented in one or more consecutive lessons distribution of topics in optional subjects links to products, software, interesting materials, prepared presentations and more.
Conclusion: Multimedia technologies are the most attractive part of developed and approved by teachers in technology education. The review of blog "Primary education" gives us a reason to be optimistic about the reality of change happening in the IT environment in the classroom.
In-service training courses and specialization A good example might be the work of RAABE Bulgaria Publishing Ltd, launched in Topics for teacher training: Education Management Educational Psychology Practical workshops for primary teachers Working with gifted children Aggression and dependencies Working with interactive boards. Lessons with digital content Interactive teaching methods Children with SEN and learning difficulties Working in a multicultural environment Tests Seminars for vocational schools Specialized workshops Training
Interactive teaching methods: Development, deployment and use of interactive forms and methods in the educational process Interactive learning as an innovative approach to education Interactive boards. Lessons with digital content include the following questions: how to present the electronic lesson how to develop electronic content for a lesson how to organize the entire educational process how to work with interactive whiteboard.
In the field of interactive technology available topics are: Application of ICT in education One computer - many mouses. Working with the program Microsoft Mischief Project-based learning in primary and secondary school Work with Interactive boards Development of web pages Preparation for creating electronic lessons Organizing a comprehensive educational process
Workshops for primary teachers Interactive techniques for learning in primary school Preparation of multimedia lessons in primary school
Conclusion: Total number of seminars for teachers took place in 2011 was 305, with 8614 participants. Topics related to interactive technology - interactive board, multimedia lessons, lessons with electronic content are most popular, along perhaps with topics for children with special educational needs. The second rank preferences topics related to Classroom Management and Aggressive behaviour. In 2011 publisher has organized 36 seminars on interactive technologies, which are involved teachers. The greatest interest was to work with an interactive whiteboard. Conducted are 23 courses in which participated more than 600 teachers from across the country.
FINAL REMARKS Technology is not enough: promote training that is seen as meaninful and professionally effective Innovative practices for teaching via interactive technology in schools requires them to integrate into traditional practices. Promote teachers training that is shared with colleagues, within the school activities