1. Regional Innovative Teachers Forum 2008 C.T.SALL 1 ICT AND TEACHING - LEARNING PROCESS: INNOVATION OR PARADIGM CHANGE ? Dr Cheikh Tidiane SALL Dr Cheikh Tidiane SALL General Inspector of Education General Inspector of Education FASTEF/UCAD FASTEF/UCAD SENEGAL SENEGAL

2. Regional Innovative Teachers Forum 2008 C.T.SALL 2 Summary 1. About the key-concepts: innovation /paradigm change 1. About the key-concepts: innovation /paradigm change 2. Some considerations about ICT 2. Some considerations about ICT 3. Some theoretical approaches of teaching-learning process 3. Some theoretical approaches of teaching-learning process 4. What relations between teaching-learning process and ICT ? 4. What relations between teaching-learning process and ICT ? 5. What conditions for paradigm change in teaching- learning process by ICT? 5. What conditions for paradigm change in teaching- learning process by ICT?

3. Regional Innovative Teachers Forum 2008 C.T.SALL 3 1. About the key-concepts: innovation / paradigm change SUMMARY 2. Some considerations about ICT 3. Some theoretical approaches of teaching-learning process 4. What relations between ICT and teaching-learning process ? 5. What conditions for paradigm change in teaching-learning process by ICT? INNOVATION 1. Thing (matter), idea or new process Example: a technical innovation 2. Action to bring or to create something new or to act in a new way Example: educational innovation

4. Regional Innovative Teachers Forum 2008 C.T.SALL 4 1. About the key-concepts: innovation / paradigm change SUMMARY 2. Some considerations about ICT 3. Some theoretical approaches of teaching-learning process 4. What relations between ICT and teaching-learning process ? 5. What conditions for paradigm change in teaching-learning process by ICT? PARADIGM = dominant conception, set theories, concepts and methods accepted for a given period by the scientific community Thomas Samuel KUHN (1962): the Structure of the scientific revolutions. The development of the nature sciences is not cumulative, but consist of a succession of paradigms. Gaston Bachelard: the concept of epistemological break In physics: position, time, mass, energy

5. Regional Innovative Teachers Forum 2008 C.T.SALL 5 INTERPRETATION OF THE PARADIGM APPROACH OF KNOWLEDGE ACCORDING TO KUHN (1962) Normal science 2 Paradigm 2 CRISE Paradigm 1 Normal science 1 CRISE Paradigm break

6. Regional Innovative Teachers Forum 2008 C.T.SALL 6 1. About the key-concepts: innovation / paradigm change 1. Both concepts convey an idea of change 1. Both concepts convey an idea of change 2. An innovation does not necessary lead to a paradigm change 2. An innovation does not necessary lead to a paradigm change 3. Many innovations are included in a " normal science " period of a given paradigm 3. Many innovations are included in a " normal science " period of a given paradigm KEY QUESTION: KEY QUESTION: Do ICT introduce a perspective of innovation within the same paradigm (normal science), or do they announce a paradigm change in teaching- learning process? Do ICT introduce a perspective of innovation within the same paradigm (normal science), or do they announce a paradigm change in teaching- learning process?SUMMARY 1. About the key-concepts: innovation / paradigm change 2. Somme considerations about ICT 3. Some theoretical approaches of teaching-learning process 4. What relations between ICT and teaching-learning process ? 4. What relations between ICT and teaching-learning process ? 5. What conditions for paradigm change in teaching learning process by ICT?

7. Regional Innovative Teachers Forum 2008 C.T.SALL 7 2. Some considerations about TIC SUMMARY 1. About the key-concepts: innovation / paradigm change 1. About the key-concepts: innovation / paradigm change 2. Some considerations about ICT 2. Some considerations about ICT 3. Some theoretical approaches of teaching-learning process 3. Some theoretical approaches of teaching-learning process 4. What relations between ICT and teaching-learning process ? 4. What relations between ICT and teaching-learning process ? 5. What conditions for paradigm change? 5. What conditions for paradigm change? A brief search in the INTERNET- Eberhard Heuel (university of Hagen, Germany) Bibeau, Robert: 2004a; 2004b; 2004c, 2004c) ICT 3 important components: An equipment (computers + equipment of networking) Digital resources (online services, software, applications, computing contents, authors program, platforms, Sites, electronic libraries…) Networks (Intranet, Internet: communication cooperation, educational exchanges of information, organization of program, management of contents of education)

8. Regional Innovative Teachers Forum 2008 C.T.SALL 8 2. Some considerations about TIC SUMMARY 1. About the key-concepts: innovation / paradigm change 2. Some considerations about ICT 3. Some theoretical approaches of teaching-learning process 4. What relations between ICT and teaching-learning process ? 5. What conditions for paradigm change? Four (4) Qualities of ICT according to Eberhard   Multimedia qualities   Interactivity   Hypermedia   Ubiquity

9. Regional Innovative Teachers Forum 2008 C.T.SALL 9 2. Some considerations about TIC SUMMARY 1. About the key-concepts: innovation / paradigm change 2. Some considerations about ICT 3. Some theoretical approaches of teaching-learning process 4. What relations between ICT and teaching-learning process ? 5. What conditions for paradigm change? 6 categories of general digital resources:   Gates (Portals), search engines and directories, Software tools,   software package, communication and exchange services   General reference documents,   Data base and protected works,   Training applications,   School and educational applications (Bibeau, 2004) proposed a taxonomy of the digital Resources

10. Regional Innovative Teachers Forum 2008 C.T.SALL 10 3. Some considerations about TIC Seven categories of educational projects with ICT (Bibeau, 2004) 1. TV-correspondence (school, teleconference, virtual class) 2. Edition (Publishing) and publication (build a Web site, publish a newspaper produce an on-line radio or television program) 3. Search and documentary management (retrieval system, orientation and choice of career, entreprenariat) 4. Collection, information sharing (mutualization of the information, virtual collaboration…) 5. Problem solving, cyber collection, virtual laboratory 6. Learning and distance training (run (roam), supports of presentation of these lessons in terms of REA and objects of learning 7. Thematic projects and transdisciplinary ………………………………………………………………………

11. Regional Innovative Teachers Forum 2008 C.T.SALL 11 3. Some theoretical approaches of teaching/learning process Psychological approaches objectives behaviourism Constructivism Teacher: Teaching Learner: learning Contents : structuration Interactions: T/L Meaning construction Mediational Theories

12. Regional Innovative Teachers Forum 2008 C.T.SALL 12 4. What relations between ICT and E/A? ICT allow : To teach in different new ways : explain, show, demonstrate, monitor and especially supervise learners in various adapted manners. To learn differently: by appropriating the knowledge, in a individualized, interactive, cooperative, collective way by treating information in the time and in the space. To question both concepts of time and space by reducing the distance and by changing the presence, according to new interesting modalities for education.

13. Regional Innovative Teachers Forum 2008 C.T.SALL 13 4. What relations between ICT and T/L? ICT call and also question the teaching and learning acts ICT call and also question the teaching and learning acts They question our ways of doing our customs, our attitudes. They question our ways of doing our customs, our attitudes. At every level of learning process, they invite us to change. But how? At every level of learning process, they invite us to change. But how?

14. Regional Innovative Teachers Forum 2008 C.T.SALL 14 4. What relations between ICT and T/L? The ICT results necessarily in a new model, a new paradigm based on new relations Pupils / Knowledge / Teachers. The ICT results necessarily in a new model, a new paradigm based on new relations Pupils / Knowledge / Teachers. Therefore, they provoke and propose an educational reorganization which is in fact a disruption which we have necessarily to know how to manage. Therefore, they provoke and propose an educational reorganization which is in fact a disruption which we have necessarily to know how to manage. This disruption has not begun yet, or so little! It is thus necessary to get ready for it. This disruption has not begun yet, or so little! It is thus necessary to get ready for it.

15. Regional Innovative Teachers Forum 2008 C.T.SALL 15 What relations between ICT and T/L? Other points of view Editorial Education Permanente N° 169 (Digital technology and pedagogy: contradictions? Convergences?) Marie-José Barbot, professor at the university Lille3 Claude Debon, the lecturer in Cnam, Viviane Glikman, lecturer INRP/Cnam Other points of view Editorial Education Permanente N° 169 (Digital technology and pedagogy: contradictions? Convergences?) Marie-José Barbot, professor at the university Lille3 Claude Debon, the lecturer in Cnam, Viviane Glikman, lecturer INRP/Cnam ICT introduce into the educational practices considerable transformations: ICT introduce into the educational practices considerable transformations: - The nature of devices, their forms of organization - The nature of devices, their forms of organization - The educational and human resources to which they appeal - The educational and human resources to which they appeal - The functions attributed to the actors, the teachers and learners. - The functions attributed to the actors, the teachers and learners. - New configurations appear which bring about new modes of intervention, new learning practices, new forms of interactions between the actors. - New configurations appear which bring about new modes of intervention, new learning practices, new forms of interactions between the actors. They can, sometimes bring to the foreground new dynamics bringing major educational innovations, sometimes they appear as a simple adaptation to new tools or a reproduction of already known.

16. Regional Innovative Teachers Forum 2008 C.T.SALL 16 5. What conditions for paradigm change ? GENERAL CONDITIONS (1) (Barbot, Debon, Glikman : Editorial Education Permanente, N° 169) To make known the observed changes, To analyze the break and recomposition To analyze the break and recomposition processes involving pedagogical resources, processes involving pedagogical resources, organizations and interactions, knowledge organizations and interactions, knowledge and learning, teachers and learners. and learning, teachers and learners.

17. Regional Innovative Teachers Forum 2008 C.T.SALL 17 5. What conditions for paradigm change ? GENERAL CONDITIONS (2) (Barbot, Debon, Glikman : Editorial Education Permanente, N° 169) Track down the realized economic and psychological investments, their efficiency, the existing brakes in the developments at the level of devices and at the the level of the actors confronted with the change.

18. Regional Innovative Teachers Forum 2008 C.T.SALL 18 5. What conditions for paradigm change ? GENERAL CONDITIONS (3) It will thus be a question much more of concerning a reflexive glance on existing devices than to present new devices or environments of education intended to optimize the learning process.

19. Regional Innovative Teachers Forum 2008 C.T.SALL 19 5. What conditions for paradigm change ? SPECIFIC CONDITIONS (1) Modify the conceptions about links between ICT and teaching / learning process Modify the conceptions about links between ICT and teaching / learning process Targets: decision-makers, administrators of the educational system, teachers including " innovative teachers ", learners, researchers, ICT projects designers, designers of digital resources, the donors Targets: decision-makers, administrators of the educational system, teachers including " innovative teachers ", learners, researchers, ICT projects designers, designers of digital resources, the donors Challenge: sharing the idea according to which the current level of development of the ICT has to contribute in a decisive way to build a new paradigm of knowledge and the teaching / learning process Challenge: sharing the idea according to which the current level of development of the ICT has to contribute in a decisive way to build a new paradigm of knowledge and the teaching / learning process

20. Regional Innovative Teachers Forum 2008 C.T.SALL 20 5. What conditions for paradigm change ? SPECIFIC CONDITIONS (2) Estimate systematically the effects and the impacts of the integration of the ICT in education and teaching / learning process, and communicate the results to the various actors Estimate systematically the effects and the impacts of the integration of the ICT in education and teaching / learning process, and communicate the results to the various actors Targets: the decision-makers, the administrators of the educational system, the teachers including " the innovative teachers ", learners, researchers, ICT projects designers, designers digital resources, the donors Challenge: to share the idea according to which ICT contribute to improve effectively the quality of the education / learning

21. Regional Innovative Teachers Forum 2008 C.T.SALL 21 5. What conditions for paradigm change ? SPECIFIC CONDITIONS (3) Elaborate and implement principles of an andragogy of the integration of the ICT digital andragogy in education and teaching / learning process Challenge: - Accelerate the adhesion of the teachers in the integration of the ICT in the teaching / learning in a perspective of paradigm break (overcome the psychological barrier, the stress) - Develop the skills of the teachers in ICT - Widen the circle of the innovative teachers (motivated enthusiastic, creative) and facilitate the emergence of innovative teams - Widen the circle of the innovative teachers (motivated enthusiastic, creative) and facilitate the emergence of innovative teams

22. Regional Innovative Teachers Forum 2008 C.T.SALL 22 Toward a new paradigm in education ! The day teachers at last will stop teaching, then students really will start learning ! The day teachers at last will stop teaching, then students really will start learning ! Dr. Cheikh Tidiane SALL Université Cheikh Anta Diop Thank you for your attention ! Thank you for your attention !