ICT in education -

the role of the

facilitator

Hege-René Hansen Åsand

Institutt for Informasjonsvitenskap
Universitetet i Bergen
content

 projects
 questions
 design
 method
 preliminary findings
 summary
 references
project

 From chaos to knowledge

 background
 models
 tools
 setting
project: background
From chaos to knowledge
 spearheaded by NSD in co-operation with
 HEMIL-centre
 The Educational Department at Bergen University
College
 funded by ITU and one of the main projects for the
period ranging between 2000-2003.

 the primary goal: Develop and evaluate learning

effectiveness of two pedagogical-technologocal
model, based on
 Problem-based learning

 students as researchers
 project: models

 Interactive whiteboard
model (ITM)

 Project work
model(PAM)
project: tools

 NSDstat school
 Statistical software
 nsd

 Window towards the

Society 1
 ICT-based learning package
 nsd

 Internet
project: setting

 12 secondary and upper-secondary schools in

Hordaland County

 subject domain: social science

(gender role and partnerships)

 one classin upper-secondary school, 17 pupils

 the pupils are familiar with the use of computers
 the teacher have good knowledge about the software
and the use of computers
questions
 perspective:
teacher as facilitator

 how does the dialogue between the pupils and the teacher start?
 who is initiating the dialogue?
 what kind of dialogues are taking place?

 categories – facilitator roles:

 support
 domain authority
 organiser
 task interpreter
 conversational peer
Andreas Lund
Institute of Teacher Education and School Development
University of Oslo
design
 knowledge building
 unit of analysis
 one group of pupils Problem
 the teacher

Trigger Competence
Result Hypothesis

Argumentation
theory
expand the knowledge level
 (Vygotsky, ZPD)
method

 data collection
 video
 observation
 interview
 questionary
 videorecording
 one group of pupils
 camera on tripod
 observing in the background
preliminary findings

 how does the dialogue between the pupils and the

teacher start?
 findings:
 Situations
 lesson start-up, plenary
 breakdowns, pupils out of focus, what now?
 pupils asking for help
 teacher look up the groups, asking about progress
preliminary findings

 who is initiating the dialogue?

 findings:
 both pupils and teacher initiate the dialogue
 who: depends on the situation
 pupils - what now?
- is this right?
 teacher - control
- asking about progress
- giving advice
preliminary findings

 what kind of dialogues are taking

place?
 findings:
 categories of roles for the facilitator/teacher
 using different roles, shifting all the time
 expected the support role to be distinctive…
 ...but all roles where presence
 motivation important!
summary

 when using ICT in education, the teacher have a new

role - support
 important that the teacher have knowledge about the
software
 the teachers confidence with the use of ICT, have
influence on the pupils
 external factors have influence on both teacher and
pupils
 preparatory work is important
more information?

 e-mail:
hege-rene.asand@ifi.uib.no
 homepage: http://www.ifi.uib.no/student/v99/d1166/

 DoCTA – NSS
 http://www.ifi.uib.no/projects/docta/doctaNSS.htm

 From chaos to knowledge

 http://www.nsd.uib.no/skoleveven/kaos/index.html
 references

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 references
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