TVT opettajaopiskelijoiden ja opettajankouluttajien kansainvälisen verkostoitumisen välineenä ja sisältönä SoNetTE-projektissa

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1 TVT opettajaopiskelijoiden ja opettajankouluttajien kansainvälisen verkostoitumisen välineenä ja sisältönä SoNetTE-projektissa Ainedidaktinen symposium Kari Sormunen, Sini Kontkanen & Stina Hacklin, Itä-Suomen yliopisto Piret Luik, Tarton yliopisto, Viro

2 Social Networks in Teacher Education (SoNetTE)

3 Tausta EU:n Lifelong Learning ohjelman rahoittama koulutushanke 9 eurooppalaista partneria, Groningenin yliopisto (Hollanti) koordinoi tavoitteena opettajaopiskelijoiden, opettajien ja opettajankouluttajien kansainvälinen verkostoituminen välineenä ainedidaktisesti tai pedagogisesti painottuneet verkkoopintojaksot (18 kpl) tutkimusperustaisesti opiskellaan, jaetaan ja hankitaan uutta tietoa opiskeluryhmissä

4 Tarkoitus ja tavoite tarkoituksena arvioida pedagogisten ja teknologisten ratkaisujen toimivuutta arvioijina sekä opiskelijat että opettajat kyselylomake sekä haastattelut tavoitteena tukimateriaalin kehittäminen vastaavien avoimien verkko-opintojaksojen suunnitteluun ja opiskeluryhmien ohjaamiseen

5 Tieto- ja viestintäteknologia opintojaksoilla

6 Esimerkkinä TVT-teemaiset opintojaksot Teaching methods and tools in digital age (18 opiskelijaa) Technological Pedagogical and Content Knowledge: TPACK (15 opiskelijaa) Challenges and possibilities of ICT in education (10 opiskelijaa) Itä-Suomen yliopisto ja Tarton yliopisto perusopiskelijoita, kv vaihto-opiskelijoita, jatko-opiskelijoita sekä opettajia opetuskieli englanti viikkoa 3-5 opintopistettä jokaisella opintojaksolla laajahko tutkimustehtävä

7 Opintojakson rakenne ja aikataulu

8 TVT ja yhteisölliset välineet toteutuksessa toteutusalusta Moodle tai EdX korostettuna sosiaalisen median välineiden yhteisöllinen käyttö opiskelutehtävien tekemisessä käytössä alustan perustyökalut ja viestintäkanavat

9 Lisäksi mm. videopalaverit: ACP, Skype aikojen sopimiseen: Doodle yhteisölliseen työskentelyyn: Google ja sen työkalut, Etherpad ideoimiseen: Tricider, Paddlet, Scriblink, Twiddla materiaalipankkina: Getwapps tuotosten jakamiseen: Prezi, Knovio, Voicethread 9

10 Kokemukset

11 Opiskelijoiden kokemus

12 Opiskelijoiden sanoin I would recommend it because it really helps to think about your own teaching and you can have very good ideas from the course and from your group mates. (Student, Methods and tools) It makes you think about and assess your knowledge as a teacher. It is great place to evaluate yourself. It helps teachers to analyze their work and knowledge. It is kind of self-analyze, that helps to find sides that can be improved. (Student, TPACK) I would recommend this course to teachers because it is very useful for modern teachers. There are many old teachers in my school and they don't know anything about ICT. Also it is useful to code ICT materials. (Student, ICT Challenges and Possibilities) Due to a very tight schedule, online working was a perfect choice for me. (Student, TPACK)

13 Opiskelijoiden ja opettajien palautteen avulla Kurssipalautteiden analyysin kautta best practices Opas ja tutoriaali verkkokurssien suunnittelun avuksi Video 13

14 Kiitos uef.fi

15 Technological Pedagogical and Content Knowledge: TPACK Description of the course The course will explore first the concept of technological pedagogical and content knowledge (TPACK) according to research literature and videos. According to this information students evaluate their own TPACK and their strengths and weaknesses of these areas. As the course progresses, participants will be expected to collect data with questionnaires from pre-service and inservice teachers from their home countries. They are also expected to code and analyze the data and make some conclusions of it. According to these results students together formulate their common understanding of TPACK in Europe among pre-service and in-service teachers. After the course, the participant will be able to: - Understand complex nature of teachers professional knowledge and especially technological pedagogical content knowledge - Analyse and evaluate TPACK of pre- and in-service teachers with certain research instrument - Understand the knowledge teachers need to teach effectively with technology

16 Teaching methods and tools in digital age Description of the course New generation (Prenski, 2001, Wim Veen, 2005) learns differently. Using technology in learning process needs new skills from students and teachers. The course focuses on use of technology in learning process, methods on learning and teaching. Participants share in forum discussion their experiences in using technology and study different tools and methods of teaching with technology. They will be aware, how to observe and they conduct observations of lessons, where teachers use technology. After that they discuss, how the data of observation could be analyzed. Using the scoring system they analyze their data and compare results with the others. After that course participants expand their knowledge of different teaching methods using technology and observation method in educational research to gain understanding how teaching methods using technology relate on school settings, goals of learning and individuality of students. The aim of this course is to study together which methods, tools and materials teachers use in teaching with technology. After the course, the participant is able to: choose proper method of teaching with technology considering possibilities of school, goals of learning and individuality of students; use social software in learning process; use observation as data collection method in educational research; use scoring system as data analysis method. Target group: pre-service and in-service teachers; doctoral students from educational science. Length of the course: 14 weeks

17 Challenges and possibilities of ICT in education Description of the course The use of the ICT has increased dramatically in recent years. In education we are faced with new generation, the generation whose lives are strongly related to the cyberworld. Cyberworld offers us plenty of information, entertainment, and new forms of communication, but there are also several problems that deserve our attention. Therefore using technology in learning process needs new skills from teachers. Teachers have to be aware, which kind of materials and tools are beneficial for learning and what are the risks, which might threaten students when they use Internet for studying. The course focuses on different ways how to use technology in learning process and what should teachers know about the Internet risks. Participants share in forum discussiontheir experiences about the challenges and possibilities of using ICT in education. They will be aware, how to analyze web-pages using content analysis and discuss, how the data could be analyzed. Using the scoring system they analyze their data and compare results with the others. After that course participants expand their knowledge of different ways using technology proper way and how to analyze educational portals. Research questions Which possibilities ICT offers in education? Which challenges threaten students using educational portals? How to use educational software in proper way? The research conducted during the course is about content of educational portals, learning materials and social software. Learning outcomes After the course, the participant is able to: choose proper method and material for teaching with technology considering pros and cons of this material; use proper way social software in learning process; use content analysis as research method in educational research.