Presentation on theme: "Getting Started Around the World: Localization and Adaptation of a Technology Course for Teachers Daniel Light, EDC Torie Gorges, SRI International Roshni."— Presentation transcript:
Getting Started Around the World: Localization and Adaptation of a Technology Course for Teachers Daniel Light, EDC Torie Gorges, SRI International Roshni Menon, EDC Vera Michalchik, SRI International Presented at the Comparative and International Education Societys 53 rd Annual Conference March 24, 2009 Charleston, SC, USA
Introduction Getting Started Course is an Intel® Teach Program offering. EDC and SRI are the global evaluators for Intels education programs. We will present findings for Getting Started in Brazil, China, Costa Rica, Nigeria, and Vietnam.
About the evaluation teams Conducted in coordination with local researchers: Centre for Evaluation and Accreditation at the Ho Chi Minh City University of Pedagogy Blueprint Global Services Limited, Nigeria Centro de Investigación y Docencia en Educación at the Universidad Nacional, Costa Rica Department of Education at the East China Normal University Learning Technologies Network-Brasil
Research focus How did teachers follow up on program – for ICT and teaching strategies - when they were back in their schools? What factors support or inhibit teachers ability to follow up? But, this talk focuses on differences in how the context shapes teachers experience and learning from the course.
About Getting Started The focus of the course is on teacher use, not student use. Introduces teachers to: Software productivity tools (word processing, presentation software, spreadsheets) Learner-centered instruction Action planning to make changes to teaching practice
About Getting Started Teachers learn by creating teacher tools like class lists, posters, or presentations. Teachers work in groups and explore technology, creating products in a hands-on way. Teachers create an Action Plan detailing the ways they will apply their new skills and approaches.
Basic program model Implemented in Asia, Africa, the Middle East, and Latin America since 2006. 12 two-hour modules in 24 hours Train the trainer model using ICT teachers in each school.
Local program variations China, Nigeria and Vietnam use the basic model. Brazil: 48 hours over months, MS and open source, includes Think.com, MTs not school-based. Costa Rica: 40 hours over 5 days, more Excel use, MTs not school- based.
Research methods Case studies of four – eight schools per country. Interviews with teachers, principals, and other relevant educators. Bilingual research in Brazil, China, and Vietnam.
Findings: Overview Teachers had positive experiences with Getting Started. Teachers enjoyed the learner- centered design of the course. Teachers with different levels of ICT expertise valued the chance to become comfortable with ICT or improve their ICT skills.
Contexts shapes follow up Education systems and teachers were at different starting points along two key dimensions: Prior knowledge and use of learner-centered instructional strategies; School-based access to technology and teacher familiarity with ICT. Teachers with different learning needs took away different messages from the course.
Intersection of Getting Started and reform programs The intersection of Getting Started and other reform trends shaped teachers experience and follow up of the course. In countries new to pedagogical reform efforts and new to ICT, teachers tended to focus on the pedagogical side of course. In countries with long running pedagogical reform, teachers tended to focus on the technology content, regardless of their prior experience with ICT.
More familiarity with technology and learner-centered approaches Brazil and Costa Rica have more widespread access to ICT and more awareness of learner-centered pedagogy. They tended to focus on the importance of the courses technology content, rather than its pedagogical content.
Costa Rica Long-term reforms for constructivism and for ICT; Getting Started targeted one- teacher schools. Teachers valued that Course adapted to different skill levels; Teachers applied tools for administration and management.
Brazil - Indiatuba Many years experience with constructivism; Course is part of a ICT municipal program with clear expectation for use in classroom; Role of ICT teacher is being replaced by classroom teacher. Teachers value getting over their fears and acquiring basic tech skills. Teachers did not create teacher tools, because they were focused on classroom use, and felt the course was about teaching ICT.
Less familiarity with technology and learner-centered approaches Vietnam, Nigeria, and China are less familiar with learner-centered approaches and with ICT. They valued the training as exposure to new ways of learning pedagogy, and were more likely to credit course as source of new approaches
China China is starting a major education initiative in the western regions, both ICT and constructivism are relatively new to the region. GS is targeted in this region and most MTs are ICT teachers. Teachers said the pedagogical approaches discussed in the course were new concepts that left a strong impression on them. Teachers reported attempts at using project- based learning and collaborative exercises in their classes Teachers used ICT to deliver lessons in the multimedia classroom more frequently.
Vietnam New reforms putting ICT in schools; Just starting discussion on constructivism. Teachers valued pedagogy and ICT; Teachers applied group work, sharing/discussing, and cycles of production Teachers were using web-based; resources.
Nigeria Beginning discussion on reform; Many schools lack basic infrastructure, others have poor connectivity. Too many students, etc; Teachers prior experience with ICT and the pedagogy approaches. Teachers valued pedagogy and ICT; but Ability to implement hindered by context; and Teachers conflate ICT with 21 st Century pedagogy.
Conclusion Global programs interact with local context and take on a life of their own Factors that changed the way the course was interpreted included: Relation to other reform efforts; Teachers prior experiences with technology; and learner-centered pedagogy; Teachers different learning needs; Access to technology.