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TEACHING PRACTICE FROMTHE PERSPECTIVE OFICT STUDENT TEACHERSAT THE FACULTYOF EDUCATION,[object Object],Miroslava ČERNOCHOVÁ,[object Object]
INTRODUCTION,[object Object],Jan  Amos Komensky(1592-1670 Naarden),[object Object],Bedřich Hrozný,[object Object],Via lucis (Cesta světla) ,[object Object],Didactica magna,[object Object],Didactica,[object Object],Orbis pictus,[object Object],Hittite writing system solution,[object Object],Pavel Spurný,[object Object],Josef andKarel Čapek,[object Object],They created the word "Robot“,[object Object],R.U.R.,[object Object],IFIP Brisbane, 2010,[object Object],Located the place where a meteorite fell,[object Object]
INTRODUCTION,[object Object],Jakub Rož,[object Object],Developer in Secondary School, aged 16,[object Object],David Mudrák,[object Object],Graduated from the Faculty of Education (one of 16 core MOODLE developers),[object Object],ŠKOLNÍ SEŠIT(MySchoolNotebook),[object Object],IFIP Brisbane, 2010,[object Object],http://www.youtube.com/watch?v=3TnlTRep8Zs,[object Object]
INTRODUCTION,[object Object],ICT in Education in CZ,[object Object],ICT as a compulsory integraldomain in curriculum,[object Object],ICT, Informatics, Computer Science, Programming, Working with computers, ...,[object Object],Základypráce s počítačem,[object Object],Vyhledáváníinformací a komunikace,[object Object],Zpracování a využitíinformací,[object Object],ICT in curriculum,[object Object],ICT teachers,[object Object],Hardware/Software equipment in Czech Schools,[object Object],Support for ICT in education,[object Object],NO governmentalpolicyfor ICT in Ed.,[object Object],Experienceswith ICT in schools,[object Object]
Teaching practice in initial Teacher Education at Charles University in Prague, Czech Republic:,[object Object],Faculty of Maths and Physics:,[object Object],Informatics Education,[object Object],Faculty of Education:,[object Object],ICT Education,[object Object],Technical and Informatic Education,[object Object],Teaching practice,[object Object],Bachelor´s study,[object Object],Master´s study,[object Object],Year 1,[object Object],Year 1,[object Object],Year 2,[object Object],4 weeks teaching practice,[object Object],4 weeks teaching practice,[object Object],One semester visiting and monitoring  schools,[object Object],INTRODUCTION,[object Object],IFIP Brisbane, 2010,[object Object]
Teaching practice in ICT,[object Object],In Primary and Secondary Schools (age 11-19),[object Object],A system of schools collaborating with the Faculty of Education,[object Object],Supervisors (university staff),[object Object],Some ICT student teachers,[object Object],prefer to choose schools that they attended as a child (good relationship with their mentors),[object Object],work in schools as part/full time non-qualified teachers to obtain experience with,[object Object],Assessment of pupils learning outcomes,[object Object],Juridical responsibility,[object Object],Communication with parents,[object Object],Network administrators,[object Object],work with children in optional ICT courses or after-school activities,[object Object],work in computer private companies,[object Object],TEACHING PRACTICE,[object Object],IFIP Brisbane, 2010,[object Object]
Student's activities during teaching practice:,[object Object],To plan and teach at least 12 classroom lessons,[object Object],To assist school teachers,[object Object],To help a mentor with other student activities,[object Object],To support a schools computer network (Software and Hardware installation, supervision, etc.),[object Object],To train teachers in using ICT,[object Object],To organise after-school ICT activities (optional courses for children),[object Object],To teach children aged 6-10,[object Object],Four competencies:,[object Object],Subject content competency (professional knowledge of subject),[object Object],Didactics and methodological competency (pedagogical and psychological competency),[object Object],Interpersonal, Intercultural communication competency,[object Object],Organisational competency,[object Object],Supervisors’s activities (academic staff):,[object Object],To monitor and assess student teachers in schools,[object Object],To support student teachers during their teaching practice,[object Object],TEACHING PRACTICE,[object Object]
TEACHING PRACTICE,[object Object],Main purposes of MOODLE:,[object Object],To be in contact with ICT student teachers,[object Object],To advise of any changes,[object Object],To publish about a mentor expertise (blog),[object Object],To collect and publish lesson plans and all related documentation,[object Object],To evaluate teaching practice,[object Object],To communicate with schoolmates from the Faculty of Education,[object Object],Actors: student teachers, supervisors (+mentors),[object Object],From 2007,[object Object],Video-recording of ICT student teachers ,[object Object],Analysis after practice,[object Object],Student teachers´ activities,[object Object],A classroom situation,[object Object],Condition in schools:Computer-labs, school management support, …,[object Object],digital camera,[object Object],moodle,[object Object],IFIP Brisbane, 2010,[object Object]
“I appreciate the clear structure and function of Moodle support. Thankyou for very clear instructions regarding teaching practices in my colleagues schools, and what I have done. Our supervisor from the Faculty of Education immediately provided answers to our questions.”,[object Object],“I appreciated Moodle support which helped me quickly to understand how teaching practices are organised. It is a pity that other departments from our faculty do not use a similar support.”,[object Object],„I appreciate your work with Moddle support and what it has given us. When I installed Moodle at my school and started to apply it with my pupils, I then understood how much time it takes.“,[object Object],TEACHING PRACTICE,[object Object],moodle,[object Object]
A template for lesson plan development:,[object Object],To contribute to professional competencies,[object Object],Preliminary requirements for pupil’s knowledge,[object Object],Main aim of the lesson,[object Object],Hardware and Software,[object Object],Structure and procedures,[object Object],Questions, activities for pupils,[object Object],Homework,[object Object],Topics for gifted pupils,[object Object],Internet, literature (resources), LOR,[object Object],Dictionary,[object Object],ICT competencies (RVP),[object Object],LESSON PLAN DEVELOPMENT,[object Object],IFIP Brisbane, 2010,[object Object]
LESSON PLAN DEVELOPMENT,[object Object],Who helps ICT student teachers to design lessons?,[object Object],Approx. 70% of ICT student teachers without any help from mentors,[object Object],Differences in approaches WHAT and HOW to teach ICT subjects (it depends on the teacher),[object Object],IFIP Brisbane, 2010,[object Object],N = 34,[object Object],N = 26,[object Object]
LESSON PLAN DEVELOPMENT,[object Object],What student teachers use in the process of lesson plan development?,[object Object],No compulsory textbooks,[object Object],No handbook for teacherswhich providesICT Education guidelines,[object Object],IFIP Brisbane, 2010,[object Object],N = 34,[object Object],N = 26,[object Object]
STUDENT TEACHER DEVELOPMENT,[object Object],Situation in schools,[object Object],Who has influenced my teaching style?,[object Object],IFIP Brisbane, 2010,[object Object],N = 34,[object Object],N = 26,[object Object]
STUDENT TEACHER DEVELOPMENT,[object Object],What have I learnt during my teaching practice?,[object Object],“I have learnt alot. As a teacher I experienced so many problems (SW, computer net, HW and connectivity) that I didn't expect to have and I had to think how to solve them.“,[object Object],“It was my first experience with young people as my students.I found out that some students knew the administrators password and administered a server and network. Somebody took a hard drive from a PC in a computer lab. Now all PCs have a lock.”,[object Object],IFIP Brisbane, 2010,[object Object]
STUDENT TEACHER DEVELOPMENT,[object Object],What have I learnt during my teaching practice?,[object Object],“Teaching practice was super. You could see that theory and practice are two totally different things! It seems a lot of my teachers at the Faculty of Education forgot this fact!”,[object Object],“It would be very useful if we could be trained in Master-Eye at the Faculty before my teaching practice starts.”,[object Object],“It was my first experience teaching children to master ICT and it developed me personally.”,[object Object],“I was suprised how easy it is for me to teach!”,[object Object],IFIP Brisbane, 2010,[object Object]
STUDENT TEACHER DEVELOPMENT,[object Object],What have I learnt during my teaching practice?,[object Object],“At first I was slightly afraid to teach children a subject that I couldn't learn personally in my primary school. But at the end it was a fantastic experience for me!”,[object Object],“I was teaching at a primary school, which was a nice experience for me. I am curious about teaching at a secondary school.”,[object Object],IFIP Brisbane, 2010,[object Object]
STUDENT TEACHER DEVELOPMENT,[object Object],What have I learnt during my teaching practice?,[object Object],“I designed learning activities for children from my own concept that it should be interesting also for me personally. I exploited my personal experiences with ICT.”,[object Object],“I was happily suprised how teachers, schools management and my mentor accepted me. I was very happy to be a teacher and to teach there. It influenced me to become a teacher!”,[object Object],“Teacher practice is a very important part of our university studies. It is a pity that it is so short!”,[object Object],IFIP Brisbane, 2010,[object Object]
THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS,[object Object],N = 34,[object Object],N = 26,[object Object]
THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS,[object Object],Unsatisfactory/lacking knowledge of methodological theory,[object Object],Lacking knowledge about how to create an administrative agenda,[object Object],Inappropriate HW and SW equipment in schools,[object Object],Abillity to formulate interesting and appropriate questions, tasks, problems to be solved,[object Object],Ability to develop lesson plans,[object Object],No information about pupils/students previous ICT knowledge and skills,[object Object],Lacking instructions and guidelines how to solve pupils/students bad behaviour/manners ,[object Object]
THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS,[object Object],Differences between pupils/students,[object Object],in my classroom there were not only ICT beginners,[object Object],“I didn't have time and space to develop advanced ICT users and at the same time teach beginners in ICT.”,[object Object],“My school teachers didn't give special professional attention to gifted pupils as they knew alot about technology and more than their teachers.”,[object Object],IFIP Brisbane, 2010,[object Object]
SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE,[object Object],Situation in schools,[object Object],GIPE, RVP,[object Object],EU projects, interactive whiteboards,[object Object],Good climate in schools,[object Object],„I appreciate the effort in education to use computers in most of the subjects at school.“,[object Object],„The teachers were very open to my teaching experiments.“,[object Object],New SW, HW,[object Object],Master-Eye, Interactive whiteboards, Remote laboratory,[object Object],„In my school I liked HW, high-quality computer equipment and computer labs arrangement. I liked my mentor teacher and his remote laboratory (you can control the motion of two models of cars through the Internet).“,[object Object],“I liked very much a computer lab, there are three computer labs in the school – all of them are arranged in a non-traditional way. A teacher in my school designed the furniture. I also liked the Internet café and the school library.”,[object Object]
SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE,[object Object],Situation in schools,[object Object],Moodle in schools,[object Object],Critical comments to ICT Education in schools,[object Object],“In my school there were limited technical conditions for ICT education. It is a pity that children cannot learn more about WWW.”,[object Object],“Some of my pupils don´t regard ICT subject as very important for work. In their opinion ICT are mainly for entertainment where it is not necessary to think and to work.”,[object Object],“Something is wrong if children cannot learn programming and they have no textbooks.”,[object Object],IFIP Brisbane, 2010,[object Object]
SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE,[object Object],Situation in schools,[object Object],Critical comments to ICT Education in schools,[object Object],„The security setting did not allow me to open an e-mail account on a public portal and children haven't any e-mail accounts,..“,[object Object],“My school doesn’t dedicate too much attention to computer graphics as it should do.”,[object Object],“My school dominates a practical orientation of ICT education to develop only fundamental user’s skills and to achieve a general “computer literacy”.”,[object Object],IFIP Brisbane, 2010,[object Object]
SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE,[object Object],Situation in schools,[object Object],Programming,[object Object],Flash,[object Object],HTML,[object Object],Baltík,[object Object],Imagine,[object Object],Karel,[object Object],Visual Basic,[object Object],Pascal,[object Object],C++,[object Object],IFIP Brisbane, 2010,[object Object],N = 34,[object Object],N = 26,[object Object]
SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE,[object Object],Situation in schools,[object Object],What should be improved and changed in schools?,[object Object],To install a bigger monitor for teachers and pupils,[object Object],To reduce a path to a common directory on a server …,[object Object],To buy and install data projectors in other classrooms ,[object Object],To change the arrangement of PC in the CompLab,[object Object],To install another SW, Operating system, …,[object Object],To buy and install interactive whiteboards,[object Object],To arrange security settings,[object Object],To start using textbooks,[object Object],To improve school network administration,[object Object],To improve communication with network administrator,[object Object],…,[object Object],IFIP Brisbane, 2010,[object Object]
STUDENT TEACHER´S REFLECTION,[object Object],Situation in schools,[object Object],How primary school children (age 7-10) are being encouraged to work with ICT,[object Object],Teacher's ideas for teaching,[object Object],“I was surprised by a strong-willed effort of my supervisor teacher who was not only ICT and Art Education teacher, but also a principal of the school. His pupils master in graphics techniques and Art thinking – you can see the pupils’ pictures and presentations in school halls, classrooms and teachers rooms – the school looks like a Gallery of Art. The pupils learn in small project activities. The principal gives a big attention to motivate children to understand why to do a given task. Ideas for activities relate very often to a real topical problem (for example to search and verify data on the Internet about statistics of immigrants in the Czech Republic, to formulate questions to be solved and with using Excel to create conclusions). Pupils are guided to think about problems, to develop their own opinions, to ask questions and to present their outcomes.”,[object Object],IFIP Brisbane, 2010,[object Object]
STUDENT TEACHER´S REFLECTION,[object Object],Situation in schools,[object Object],Interactive whiteboard,[object Object],„Náslech jsem absolvoval ve 2. třídě na 1.stupni ZŠ. Jakmile učitelka oznámila dětem, že se bude používat interaktivní tabule, byly nadšeny. Předmět Český jazyk (téma: slova protikladná). Byl jsem ohromen tím, jak všechny děti (opravdu všechny) byly zapojeny do výuky a jak se snažily. Možná to bylo i mou přítomností, ale největší část přiřazuji interaktivní tabuli. Musím vyzdvihnout práci učitelky, která měla hodinu bezvadně připravenou a na které strávila nemálo času. Děti se dle mého názoru hravou formou naučí to, co zrovna probírají. Interaktivní tabule spojují “příjemné s užitečným“. K interaktivním tabulím jistě existují již zpracované výukové programy, ale učitelka říkala, že na ně nejsou peníze. Myslím si, že je to velká škoda, ale s tím se asi nic moc nedá dělat, jedině trávit hodně času nad svými přípravami.“,[object Object],Student teacher´s blog,[object Object],IFIP Brisbane, 2010,[object Object],Jaroslav Mašek Blog,[object Object]
STUDENT TEACHER´S REFLECTION,[object Object],Situation in schools,[object Object],Discipline problems?,[object Object],„Ve škole, kde jsem absolvovala praxi, chodí do počítačové učebny vždy jen polovina třídy. To je pro učitele velice příjemné. Je to přece jen rozdíl kontrolovat žáků 12 nebo 25. Svého fakultního učitele znám již 3 roky. Zaujal mne jeho styl výuky a hlavně klid během vyučování, proto jsme se rozhodla, aby byl mým fakultním učitelem . Žáky během hodiny nepřetěžuje požadavky ani novými informacemi. Během hodiny by toho mohl probrat daleko více, ale jeho cílem je, aby každý žák (i ten, který v jiném předmětu neprospívá) ovládal alespoň základy učiva, které předává žákům. Vidí, že v hodině informatiky se uplatní každý žák, i když někteří v osvojování nových vědomostí a dovedností postupují pomalejšími kroky. Při hodinách fakultního učitele je ve třídě naprostý klid i přesto, že některé počítače jsou pomalejší a trvá déle, než se spustí určitý program, takže někteří žáci musejí čekat, než mohou pracovat. Žáci trpělivě a v tichosti sedí na svých místech a čekají na spolužáka, který má technické problémy. Zajímalo mě, jakým způsobem takového klidu můj fakultní učitel docílil; ale on prý nepoužil žádné jiné „nástroje“, než které má k dispozici každý učitel. Trval jen pevně na svém postupu, kterým se žáci měli dostat ke stanovenému cíli. V takovémto prostředí se mi velice dobře učilo a nemusela jsem řešit žádné kázeňské problémy. Fakultní učitel mi ukázal své přípravy, které má připravené i pro žáky. Tím mě inspiroval a přípravy na své hodiny mi žádný velký problém nedělaly. Z této praxe si odnáším to, že i jedna třída se může chovat u každého učitele jinak a je nutné hned v začátcích nepolevit a pevně si stát za svým a poté je možné postupně  slevovat ze svých nároků a připustit si žáky blíže k tělu. Že to jde a funguje to, jsem měla možnost si ověřit.“,[object Object],L.P. LS2008/09,[object Object]
THANK YOUFOR YOUR ATTENTION,[object Object],IFIP Brisbane, 2010,[object Object]
RESOURCES,[object Object],EC (2006). Benchmarking Access and Use of ICT in EuropeanSchools 2006. Final. August 2006.,[object Object],TheEducation Systém oftheCzechRepublic(2008). Ministry ofEducation, YouthandSports : Praha.,[object Object],http://www.oecd.org/dataoecd/19/18/36443831.pdf ,[object Object],OECD (2009) Educationat a Glance. OECD indicators.,[object Object],Van der LINDE Diane, van der HOEFF Aike, PRONK Hans, van AST Michel (2009) ICT Knowledge base.Version 1.0.,[object Object],JOMITE Group (2009) SpriTETeachingPracticeAssessmentChecklist.,[object Object],Vlastní hodnocení škol. ČŠI, Praha.,[object Object],MAŠEK, Jaroslav (2010) Hodiny Justina McLeoda.  http://justinmcleod.blogspot.com/,[object Object],POSLUŠNÝ, Daniel. Blog. http://praxe-pribram.blogspot.com/,[object Object],Student andteacherresources.  http://www.austrade.gov.au/default.aspx?ArticleID=3712#web,[object Object],IFIP Brisbane, 2010,[object Object]
PICTURES,[object Object],Karel Čapek. http://tbn3.google.com/images?q=tbn:V06TdKvJBx1p7M:http://digitalphilosophy.files.wordpress.com/2007/01/karel-capek.jpg,[object Object],Hradčany. Autor J. Procházka, PedF UK v Praze, 2008.,[object Object],Bedřich Hrozný. http://b-hrozny.sweb.cz/b-hrozny2.jpg,[object Object],Chobotnice. http://www.designmagazin.cz/foto/2008/02/chobotnice-zlata-1.jpg,[object Object],Jan Amos Komenský. http://www.ceskatelevize.cz/specialy/nejvetsicech/img/osobnosti/skomensky.jpg,[object Object],Pelikáni. Autor: J. Andreska, PedF UK v Praze. http://www.misak.cz/delta/vystava/8-pelikanu.jpg,[object Object],Petřín. http://rozhledny.wz.cz/Petrin2.jpg,[object Object],Pavel Spurný. http://www.astro.cz/_data/images/news/2010/04/26/bland_spurny.jpg,[object Object],Tabulka s písmem Chetitů.http://img.ihned.cz/attachment.php/950/21150950/GtkoChOyJWn47cQapflNv9FuDqRPTwKg/17vik28b.jpg,[object Object],IFIP Brisbane, 2010,[object Object]
PICTURES,[object Object],Tančící dům. http://www.e-architekt.cz/obrazky2008/07/_8356_new_face_of_prague_pics/gehry,%20milunic,%20tancici%20dum-xl-i.jpg,[object Object],IFIP Brisbane, 2010,[object Object]

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