European Pedagogical ICT License

TEACHERS’ TRAINING ON THE PEDAGOGICAL

INTEGRATION OF ICT

European Pedagogical ICT LICENSE

Evaluation of the pilot application in
Greece

George Tsakarissianos
Lambrakis Foundation

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License
EPICT Training Model
Major characteristics and pedagogical principles

• All themes of the course have a pedagogical rationale

• Course material: how to teach/learn about and with ICT
• School-based, in-service training: primary/secondary teachers
• Collaborative learning: team work to develop learning scenarios and
material
• Supported learning: online dialogue with the facilitator
• Blended learning approach: seminars, online collaboration
• Module contents: pedagogical material, supplementary articles, ICT-
skills exercises, manuals, assignments

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Pilot implementation in Greece

Group of trainees
• 75 school teachers [primary + lower secondary
education]
• Basic ICT skills [various levels of expertise]
• 19 school-based groups
• 54,2% female – 45,8% male
• 9 facilitators

Duration: December 2004 – June 2005

120 hours at least
(average 5-6 hours per week)

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Aims of the evaluation process

To identify:
• Effectiveness of the EPICT model
• in supporting school-based teachers’ training
• in promoting the ICT integration
• Factors affecting the successful integration in school
• Factors affecting successful completion of the EPICT
course
• Appropriateness of the EPICT material (structure,
content) in online training.

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

The methodology of the evaluation

multi-method approach, quantitative and qualitative
research
surveys aimed at the training process and the learning
material

 The EPICT trainees’ questionnaire (online forms)

 Training model (effectiveness)
 Training material
 Semi-structured interviews
 Focus group

Laboratory of Comparative Education, International Education

Policy and Communication, Faculty Education, Univ. of Athens

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Theoretical framework

Variables to assess effective learning

•         Independent learning (active role)

•         Educational material (quality – efficiency)
•         Interaction (facilitator, student, content)
•         Peer-Collaboration (collaborative learning)
•         Support (tutor – facilitator)
•         System Management (organization, learning envir.)
• Satisfaction (expectations, needs)

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Variables – descriptive presentation of results

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Interaction and Collaboration

Questions reflecting the level of Interaction/Collaboration

1. I work with my team effectively

2. I learn many thinks through group work
3. The facilitator responds promptly to my
questions
4. I am given the opportunity to discuss my ideas
with members from other teams

Scale: 1 - 5

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Results (interaction – collaboration)

• 94% of the respondents state they are satisfied with

collaborative work

• 92% state they learned many thinks during this

collaboration – improved their skills

• 90% found positive the interaction with the facilitator

• the majority didn’t use the on line forum and mail

facilities to communicate with other teams.

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License
Personal Development
Questions reflecting teachers’ perception about personal development

3. I learned useful things for my work

4. I learn how to apply educational software packages
during my lessons
5. I study real cases related to my class
6. I am able to develop pedagogic scenarios using ICT in
teaching process
7. I would change my existing teaching practice to use
ICT in my lessons

Scale: 1 - 5
Open Classroom Conference Poitiers, 5-7 October, 2005
European Pedagogical ICT License
RESULTS (Personal development)
• 83% state that they learn useful things for their
everyday work in school
• 78% state that they are able to develop pedagogic
scenarios integrating ICT
• 77% agree that they study real cases related to their
classrooms
• 73% state that they learn how to apply educational
software
• 69% state that they would change their existing
teaching practice VS 6% not change their existing
practices

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

RESULTS (Personal development)

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Impact to teaching practice

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License
Highlights

• Training more relevant to school curricula

• Training more relevant to everyday practice in
schools
• Training: part of the school innovation process

►Teachers’ training is not sufficient to establish

innovative learning practices in schools

►Difficulties in translating in-service training in to

educational practices

Open Classroom Conference Poitiers, 5-7 October, 2005

European Pedagogical ICT License

Conclusions

EPICT teachers’ training model:

• Effective in promoting pedagogical integration of ICT
• Effective in supporting school-based, in service
training
• More advanced, flexible and open-ended than other
professional development programmes
• Introduced collaborative learning in training practices
• Enabled teachers to play active role in the course
• Variety of learning resources

Open Classroom Conference Poitiers, 5-7 October, 2005