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A project on integrated ICT-use in elementary school (10-12 year olds): www – site construction

A project on integrated ICT-use in elementary school (10-12 year olds): www – site construction www – site consultation email. The kidNET team: K. Th. Boersma, F. Janssen, B. de Vries, J. M. Pieters, H. van der Meij , M. van Graft, D. van Weelie & J. Zwiers

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A project on integrated ICT-use in elementary school (10-12 year olds): www – site construction

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  1. A project on integrated ICT-use in elementary school (10-12 year olds): • www – site construction • www – site consultation • email

  2. The kidNET team: K. Th. Boersma, F. Janssen, B. de Vries, J. M. Pieters, H. van der Meij, M. van Graft, D. van Weelie & J. Zwiers Presentation for ICO division ICT 21 januari, Twente University

  3. Key points: • Learning by designing • Dialogic learning (read, write, talk) • Functional use of ICT tools • Upper grades elementary school (ages 10-12)

  4. Learning by designing: • Create meaningful Context • Create meaningful Task & Problem • Provide Structured Freedom (e.g., guiding questions & paper dummies)

  5. Site construction Domain: Design & technology (no sites for consultation) Context: Your own messy room Task & Problem: Design ‘cleaning robot’ in ‘jig-saw’ like teamwork – Report via site

  6. Provisional findings Site construction Technical skills (pc use) are hardly an obstacle Sites did NOT invite exchanges with family and friends (access obstacle) Teamwork vital for articulation/reflection Statistically significant improvement in domain knowledge (post-test with control group) Statistically significant increase in domain-specific self-esteem of girls

  7. Site consultation Domain: Biology Task & Problem: Redesign a bee or ant population Scaffolding questions: Who am I? What is my function? What do I need for that? What and who do I need in my surroundings?

  8. Why did we design a portal? • Deficient typing skills & no monitoring • Search engines yield incomprehensible results for children

  9. Why did we redesign our portal? • Portal should reflect domain structure • Afford search by category • Anchor route

  10. Provisional findings Site consultation • Portal helped re-evaluate meaningfulness of certain questions • Portal + provisional answers strongly encouraged more meaningful searches -> less question drift

  11. Email Context: Partner schools working on the same project with a shared time schedule (same task – same time) Task & Problem: Design an airplane that can fly long and far

  12. Email Main research question: Is there interactional coherence? • conditions for functional email use • findings on email use

  13. Email from group K 1. Hi Flying Children 2. You asked us how we construct our plane 3. which materials we are going to use 4. and how we will let it fly.

  14. Email from group K, cont’d 5. We don’t know yet how we will construct it 6. but we think we’ll use kite-wood, plastic trays and maybe cloth. 7. How we will let it fly we don’t know yet 8. We apologize for knowing so little

  15. Email from group K, cont’d .… 11. Friday march 19th we went to the library. 12. where we found siso numbers 659.2, 640.5, 659.6 13. maybe you can do something with it .… 16. Which materials do you have 17. And how will you let it fly?

  16. K’s partner 1. Hello flying four 2. These are the answers to your questions. 3. We use triplex for the plane. 4. We throw it in the air. 5. We are going to stand on the climbing frame 6. and throw it away.

  17. K’s partner 1. Hello flying four 2. These are the answers to your questions. 3. We use triplex for the plane. 4. We throw it in the air. 5. We are going to stand on the climbing frame 6. and throw it away.

  18. K’s partner, cont’d 7. We have a tip for you. 8. You can go to a home centre 9. and ask for cast-away wood …. 11. Would you please mention some titles of books that you use. 12. Because we don’t understand that sisonumber at all.

  19. Email – The CRS-Profile Contextual dimension: • Task – relevance • Time – production time, view time, project time • Tools – physical, mental • Setting – pedagogy, instructional design approach, teacher roles • Conditions – facilities, knowledge & skill

  20. Email – The CRS-Profile Rhetorical dimension: • Frequency – number of emails, exchange pattern • Structure – size, macro-structure • Grammar – speech acts, communication threads, meta-tags

  21. Email – The CRS-Profile Semantic dimension: • Topic – content • Motivation – expression of affect, valence

  22. Provisional findings E-mail • Extremely strong impact of turn-taking pattern • Talk about Domain & Communication dominates (email is not a chat box) • In due course emails have fewer positive expressions of affect

  23. Findings … many things will go wrong

  24. Contact information Hans van der Meij Universiteit Twente Faculteit Toegepaste Onderwijskunde Afdeling Instructietechnologie Postbus 217 7500 AE Enschede meij@edte.utwente.nl http://www.kidnet.utwente.nl/kidnet/

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