Presentation of NL approaches and instruments to promote integration of ICT in (teacher) education at the ISNITE 2013 Conference in Ankara, Turkey.

1. National ICT-e competence standards
for initial teacher education.
A result of collaboration by Faculties
of Education in the Netherlands.
1
Ton Koenraad (TELLConsult, Netherlands)
www.tellconsult.eu
Aike van der Hoeff (HAN University of Applied Sciences, Netherlands)

2. Innovation in Teacher Ed. to prepare
professionals to teach our next generation
2

3. Instruments to support the integration of
ICT in Education (1) :
The 4 in Balance Model
3More info at NL Schoolnet (Kennisnet)

4. English version (2009) available here
Instruments to support the integration of
ICT in Education (2):
Dutch ICT Standards for teachers

5. Source:
www.tpack.org
5
Koehler & Mishra (2006)
Instruments to support the integration of
ICT in Education (3):
The TPACK model

6. Instruments to support the integration of
ICT in Education :
The 4 in Balance Model
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7. Dutch ICT-e standards for prospective teachers
(Version 1, 2009)
• Collaboratively developed by NL teacher
training colleges (ADEF consortium)
• Describes knowledge, skills ánd attitudes
• Defines performance criteria
• Supports curriculum planning across disciplines
• Is not prescriptive re
subject content nor pedagogy
• Is also useful for CPD programs
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8. 8CPD

9. Dutch ICT Standards for prospective teachers.
Contents (2013 update)
1. Attitude
– The teacher is creative, cooperates with other teachers regarding the use of
ICT, reflects on his own behavior regarding the use of ICT
2. Instrumental skills: Can make use of:
– office software
– Learning Management Systems
– testsoftware
– Authoring tools for multimedia learning materials development
3. Information literacy (Information skills)
4. General pedagogy: can use /make ICT available to:
– Present
– Cooperate and communicate
– Support individual work
– Coach & evaluate
– Test
5. Arrange and develop digital teaching materials
1. Find
2. Adapt / Develop
3. Knowledge of copyright models
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10. Inspired by TPACK
1. TPACK means: Technological, Pedagogical
And Content Knowledge
2. It is a model to help integrate the use of
technology in teaching and learning
3. It is not prescriptive but aims to explain the
relationship between content, pedagogy and
technology
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11. The TPACK model,
source:
www.tpack.org
11
Koehler & Mishra (2006)

12. Technological Pedagogical Knowledge:
Knowing how ICT affects subject teaching
methodologies
Pedagogical Content Knowledge:
Know-how about subject specific pedagogy & methodologies
Technological Content Knowledge:
Realising how ICT influences how subject
matter can be acquired.

13. The premises of TPACK
• Teachers do have content knowledge, they
teach about it
• Teachers do have pedagogical knowledge and
experience, they use it while teaching
• Teachers should have ICT knowledge, so they
can use it when teaching
• These three ‘knowledges’
should be available to them
as integrated set
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14. 14
A use case: Language Dept. at Faculty
of Education, Hogeschool Utrecht (NL)

15. 15More info here

16. 16
According to Bernie Dodge:
“There are at least two reasons that the World Wide Web is an exciting
development for educators:
• Using the Web breaks down the walls that separate schools from
everything else.
• Using the Web forces active learning.”
Why the Web?

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Active learning
In Dodge´s own words active learning
involves:
«putting our students in situations
which compel them to read, speak,
listen, think deeply, and write.
Active learning puts the responsibility
of organizing what is to be learned in
the hands of the learners themselves,
and ideally lends itself to a more
diverse range of learning styles.»

18. 18
WebQuest structure
1. Introduction: orientation & motivation
2. Task: what?
3. Process: how?
4. Resources: which information?
5. Evaluation: which criteria?
6. Conclusion: what have you learnt
& and how to consolidate?
Web
resources
Conclusion
Evaluation
Proccess
Task
Introduction
Teacher’s
page

19. 19

20. 20
WebQuests in Language Ed.?
• The WQ-model can well accommodate current SLA-
views and MFL methodology
- learner-centredness, active learning, focus on learning strategies
• It can help MFL teachers to:
- relate learning to the real world
- enhance & (partly) replace textbook-based learning
- support transdiscipline curriculum activities

21. 21
Why a Project specifically for MFL?
Koenraad & Westhoff, 2003

22. 22
Project Rationale
• 1. Support for what is a triple innovation for most in-
service teachers:
– Change in language pedagogy
– extending skills: ICT and assessment & design of materials
– acquiring new or other classroom and task management skills
• 2. And … related competences development is not
widely available in initial Teacher Ed.
(Westhoff, 2005; Van den Branden, 2006; Koenraad, 2006)

23. Teacher’s page as TPACK evidence
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Web
resources
Conclusion
Evaluation
Proccess
Task
Introduction
Teacher’s
page
• Introduction
• Target audience
• Goals / European
Framework
• Prerequisites
• Evaluation criteria
• Instructiveness
• (Planning)

24. Sharing (student) teachers’ products:
Open Educational Resources
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25. From Pilot to Implementation
From teacher level to curriculum level.
• Early adopter in one
Dept. experiments in
methods course
• Shares experiences with
team members
• Other colleagues adopt &
adapt initial course
materials
• Dept. formalises course
• Other depts. include
element in their methods
courses
• Content teachers adopt
the approach and adapt
their teaching methods
• Relevant competences
included in ICT standards
• Process to realise
implementation in formal
curriculum
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27. Thank you for your attention.
Questions welcome.
Ton.Koenraad@gmail.com
www.koenraad.info
Credits: Images taken from the ‘Four in Balance Monitor, 2012’
English version available
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