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The LIKA project – integrating ICT learning outcomes in teacher training programs,[object Object],Mats Hanson, ,[object Object],Royal Institute of Technology,[object Object],Eva Fors, ,[object Object],Swedish School of Sport and Health Sciences,[object Object]
LIKAaims,[object Object],introducing digital  competence as progressive part in programs and courses in Teacher training,[object Object],to ,[object Object],strengthen actuality, relevance and quality,[object Object],ICT should be an integrated and natural part in the profession of teaching ,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],2,[object Object]
Collaborators,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],3,[object Object]
Framework,[object Object],LIKA is a six year project financed by the Swedish Knowledge Foundation and partners,[object Object],The Knowledge Foundation national promotion of ICT in Teacher Education, equivalent to 27 million USD. ,[object Object],LIKA = 3.5 million USD ,[object Object],LIKA will in the end engage approx. 600 teachers trainers  and 15 000 teacher students ,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],4,[object Object]
The target group for LIKA,[object Object],Teacher educators - engaged in both method development and course development,[object Object],Teacher students - reference group and participants,[object Object],In-service teachers in partner schools working as mentors for teacher students during periods of practice,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],5,[object Object]
Is TeacherTraningready for e-learning?,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],6,[object Object]
CDIO,[object Object],ENGINEERS WHO CAN ENGINEER,[object Object],LIKA,[object Object],TEACHERS WHO CAN TEACH,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],7,[object Object]
10  principles,[object Object]
Digital literacy is an important part in the teacher-training program. ,[object Object],Specific and detailed Learning outcomes of subject knowledge and skills in ICT to be integrated as much as possible ,[object Object],There must be a progression of ICT skills across the program.  ,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],3 principlesThe board, management and teachers involved must subscribe  to:,[object Object],9,[object Object]
3 principles The conditions for teacher training student ,[object Object],4. Students will have access to the computer and support ,[object Object],5. Introduction to ICT in early education ,[object Object],6. Learning environment that supports ICT,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],10,[object Object]
1 principal forExamination ,[object Object],7. ICT knowledge and skills to be examined,[object Object], ,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],11,[object Object]
1 principal Resources are important for the development of teacher competence,[object Object],8. Resources must be ensured for Teachers Trainers competence development ,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],12,[object Object]
2 principles evaluation and dissemination of results,[object Object],9. The LIKA principles should be integrated within the normal quality system ,[object Object],10. LIKA is a collaborative project. Participants should be active in networking and dissemination,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],13,[object Object]
Sustainableteachereducation,[object Object],- a scientific and critical approach,[object Object],- a historicalperspective,[object Object],- an international perspective,[object Object],- information and communications technology (ICT) as an educational resource ,[object Object],SOU 2008:109,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],14,[object Object]
Development of the LIKA Matrix,[object Object],CDIO as a guideline,[object Object]
Digital Competences,[object Object],The LIKA project looks upon competences as representation of a dynamic combination of knowledge, understanding, skills, abilities, judgment and approach.,[object Object],Skills are abilities formed in learning activities which can be divided into ‘subject specific’ and ‘generic’.  All skills range from a low to a high level. ,[object Object],		I.e. Low: discuss, explain, describe, tell, etc.,[object Object],		High: rank, create, show, design, decide, analyze, etc. ,[object Object],Skills listed in the matrix are interchangeable due to the technological development and the rapid change in society.,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],16,[object Object]
Communication,[object Object],Administration,[object Object],Learning,[object Object],Information,[object Object],    Program progression,[object Object],Year 1,[object Object],Course C,[object Object],Course A,[object Object],Course B,[object Object],Course D,[object Object],Year 2,[object Object],Course G,[object Object],Course E,[object Object],Course F,[object Object],Course H,[object Object],Year 3,[object Object],Course L,[object Object],Course J,[object Object],Course I,[object Object],Course K,[object Object],Year 4,[object Object],Course M,[object Object],Course P,[object Object],Course O,[object Object],Course N,[object Object],Year 5,[object Object],Course R,[object Object],Course Q,[object Object],Course S,[object Object],Course T,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],17,[object Object]
The LIKA Matrix,[object Object],A digital theoretic competence implies that teachers has knowledge about ICT-pedagogic theories and methods for teaching and learning, and is able to value how a different theoretical aspect affects  practical professional pedagogic activities.,[object Object],A digital theoretic competence also requires knowledge about research within the field of ICT and learning.,[object Object],A digital technical competence implies that teachers can decide when and what digital tool to use in a pedagogic environment. ,[object Object],The person should have technical skills and be continually updated within this area.,[object Object],A digital didactic pedagogical competence is to be able to judge when, what, why and how ICT should be used as a pedagogic and methodological support for learning.,[object Object],Teachers should be able to choose methods and digital tools suitable to the content, environment and the context.,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],18,[object Object]
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],19,[object Object]
ICT and Digital competences,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],20,[object Object]
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],P,[object Object],R,[object Object],O,[object Object],G,[object Object],R,[object Object],E,[object Object],S,[object Object],S,[object Object],I,[object Object],O,[object Object],N,[object Object],21,[object Object]
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],22,[object Object]
Lessons learned? ,[object Object],Please, ask questions at the panel debate,[object Object],The LIKA Wiki,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object],23,[object Object]
Thank you!,[object Object],In a completely rational society, the best of us would be teachers and ,[object Object],the rest of us would have to settle for something less. ,[object Object],Lee Iacocca,[object Object],24,[object Object],Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 ,[object Object]

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Hanson Lika Kth 2010 It I LäRarutbildningen

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