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Arne Trageton Writing to Read. Playful C omputer W riting 5-11 years Mass implementation 2002-10

Arne Trageton Writing to Read. Playful C omputer W riting 5-11 years Mass implementation 2002-10. ICCP conference Portugal June 16-18. 2010. Workshop pedagogy Play in lower primary school Themes in lower primary school Writing to R ead with ICT P 32-35.

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Arne Trageton Writing to Read. Playful C omputer W riting 5-11 years Mass implementation 2002-10

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  1. Arne TragetonWriting to Read.Playful Computer Writing5-11 yearsMass implementation 2002-10 ICCP conference Portugal June 16-18. 2010

  2. Workshop pedagogy • Play in lower primary school • Themes in lower primary school • Writing to Read with ICT P 32-35

  3. Pioneer project. 1999-2002 ResumeWill playful computer writing (6-9 years) and delayed formal teaching of handwriting until 8 year olds give better Writing quality and easier Reading?

  4. Grade 1-4 (6- 9 years) 14 classes Norway, Denmark, Finland, Estonia Action research- R&D Observation, questionnaires 60 videos, 7500 texts Tests: Creative computer writing and hand writing Playful computer writing1999-2002

  5. Qualitative developmentGrade 1. Writing to Read very easy Letter strings. Letter hunting Dictionary Story

  6. Grade 2. Producing own textbooks and newspapers. Library important Reading books: Pippi, 5 pages Wild animals in Africa, 6 pages Newspaper: News, sport

  7. Grade 3. Advanced fiction- and factual prose books, newspapersStimulate advanced reading Book: Pippi. Page 26 Newspaper: 16 pages. News. Bombing in Afghanistan

  8. Creative Writing test. Grade 3(score 1-4)Significant p<0.001

  9. Handwriting testGrade 3 Handwriting quality (1 lowest, 4 highest) • PC classes 2.74 • Handwriting classes 2.45 Word pr. minute • PC classes 4.35 • Handwriting classes 4.91

  10. The mass implementation2002-2010

  11. How to implement the playful “Writing to Read” strategy in the Nordic countries?

  12. Textbooks Video (some English) English articles Tekstsamling (1000 texts) www.hsh.no/home/atr/tekstskaping

  13. Courses: 20 000 teachers School development examples: • Norway. Bergen 2002: 18 schools (3 day-courses through the year) 2003: 43 schools (3 courses) 2005: All 65 schools in town 2. Sweden. Similar examples in many communitiesBachelors-some Masters- 2 doctor started 3. Finland: Helsinki Un. Espoo 2009 -> : 25 schools (30%) (Bachelor and Master students follow) Swedish/Finland: Vasa 2006-2009. R&D project (Bachelors/Masters follow) Spread 2009/2011 to rest of Swedish-Finland Åland/Finland: 85% of the schools

  14. Computers in SchoolConsumer or producer?

  15. Norway 2006-2009ICT in School 800 Million Euro? 1 computer per 4 studentsWorld top

  16. PISA. ICT negative effect • High density of computers • Low learning results(f.ex.Norway) • Low density of computers • High learning results(f.ex Finland) Wössmann & Fuchs. München 2004

  17. PC out of school! ”Pedagogic” programmes boring and harmful Negative correlations PC use – learning results PC disturb teaching Uncontrolled gaming and surfing Students break the school’s ICT safety system (Report from USA in Der Spiegel)

  18. Student as consumerIT -> negativ effect Healy J M(1998) Failure to connect • Damaging effects by heavy consumption of internet,CD rom, play station –TV channels • Internet: Push and see - Do surfing and learn nothing • Metaanalysis 300 ICT reports: Little – none - negative learning effect • Serious concentration problems Jonassen D H (2000) Computers as mindtools for schools 85% of ”pedagogic software programs” are oldfashionedCAI/behaviouristic consumer type - Harmful for learning

  19. ICT research(Koschmann 2001, Jonassen 2000)

  20. Lars Vavik <lars.vavik@hsh.no>Education, Curricula & Technology 2007-2010Conclusion Teachers with low subject competence • follow the textbook • much uncontrolled PC use • bad learning results Teachers with high subject competence • do not follow textbook • little, but goal oriented ICT use • good learning results

  21. Use of ICT-tools Natural Science Social Science Never Sometimes Very often Never Sometimes Very often Pedagogical related software on CD-ROM/DVD: 70-90 % unknown or not used

  22. Student as producerNational Curriculum 1997-2006(Norway)

  23. Nat. Curriculum 2006Basic competences • Oral • Writing • Reading • Mathematics • Digital competance (ICT) (produse, compose and publish multimodale digital texts) P 48

  24. EU parliament 2006. Key competences 1. Communication-mother tongue 2. Communication -foreign languages 3. Mathemath/science/technology 4. Digital competence 5. Learning to learn 6. Intercultural/social/civic 7. Entrepreneurship 8. Cultural expression

  25. 1. Communication Express/interpret thoughts/feelings/facts oral and written and interact linguistically 4. Digital competence Retrieve, assess, store, produce, present and exchange information. Communicate/participate in collaborative networks via Internet

  26. Sweden: Nat. Curriculum (1998) …talking and writing well, and with understanding respect other’s way of expressing themselves, oral and written…

  27. Finland: Nat. Curriculum 2004 Learning - active goal-seeking process …work and cooperate in problemsolving …possibilities in use of computers …stimulate activities, self control, creativity …play, creative activities and experiences

  28. Mother tongue and literature Broad text concept: spoken, written, figurative, vocal, graphic Grade 1-2: oral and written expression in pairs, group and class discussions …improvisation, narration, play and drama …reading – writing - reflecting …writing by hand and computer

  29. Writing easier than reading4-7 years 30-40 years research (handwriting) • Clay (1975) What did I write? • Chomsky (1982) Write now, read later • Sulzby (1982) Writing easier than reading • Teale (1982) ” ” ” ” • Hall (1987)The emergency of literacy • Hagtvet (1988) Play writing learned 6 year olds to read • Liberg (1993) How children learn to write

  30. What is play? • Action, symbol making (Comenius 1634) • Children’s Art (Schiller 1793) • Highest human expression (Frøbel 1826) • Emotional mastering (Erikson 1971) • Cognitive growth (Piaget 1946) • Develop abstract thinking (Vygotsky 1933) • Communication (Bateson 1976) • Culture production (Huizinga 1938, Gadamer 1965, Sutton Smith 1990)

  31. Play-Writing 4-9 years • Norway NC1997. Most playful school curriculum in the world. Little research • Playlearning (Pramling 2007) • Playdrama (Lindquist 2005) • Play - Emergent Literacy in Pre-school (Christie/Roskos 2001) • Play-Writing-Literacy in School (Christie/Stones 1999)

  32. Play – Writing - Computers Play criteria • Positive affect • Intrinsic motivation • Process more important than product • ”as if” or non-literal attitude • Exploration Demand to software • Open ended problem-solving orientated • Developmental approproiate practice • Strong relation to play Liang &Johnsen (1999) Tool programmes – simple word processing = most playful

  33. Learning type and effectTeacher controlled - Computer program controlled90% 10% 10 % 90% Child controlled = Playful learning

  34. Play - Creativity • Divergent intelligence (Guilford 1950) • Idea richness, flexibility, originality, fluency, flow, open, intuitive, experiment, problem solving, entrepreneurship, playful, humourous, artistic (Cropley 1970) • New creativity wave. (Csikszentmihalyi 1996, 2000). Reaction against convergent international testing.

  35. Europe need creative humans! UK. 330 000 children: • Nurturing imagination, independence, tolerance for ambiguity and risk, openness (Creative Partnership 2005) • High correlation Arts quality - PISA scores (Bamford 2006) • Creative processes for educational change (Hargreaves & Shirley 2009)

  36. Playful computer writing • No ”right answer” • Children’s creativity in pairs • Discuss, produce, communicate billions of multimodal drawings/verbal texts (Kress 1997, 2003) • Letter strings, wordbooks, stories- fiction/faction/factual prose

  37. Earlier research - ERIC(2000) Computers, primary school 20 000 hits + writing 115 + 5-7 year olds 20 ”Writing to Read” by computer 15 The child as consumer = totally dominating The child as producer, the playlearner = non-existent

  38. Student as producer

  39. Classroomorganisationand computer placement

  40. Oppettaja 40/08Meriusvan School, Espoo-Finland

  41. Talking <-> ListeningI IWriting -> ReadingProducer Consumer

  42. Spare the back Sit too much in school Spare chairs Without chairs - spare space Easier to change position in the pair Why stand?

  43. 24 students – work corners - 2 PC

  44. Colour codes

  45. Page 1 Orally expression/discussionPair: talking <-> listening

  46. Page 2

  47. Page 3

  48. Page 4

  49. Page 5

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