Ed Smeets

Does ICT contribute to powerful learning environments in primary education

In powerful learning environments, rich context and authentic tasks are presented to pupils. Active autonomous and co-operative learning is stimulated, and the curriculum is adapted to the needs and capabilities of individual pupils. In this study the characteristic of learning environments and the contribution of ICT to learning environments were investigated. A questionnaire was completed by 331 teachers in the highest grade of primary education. Results show that many teachers apply several elements of powerful learning environments in their classes. This especially goes for the presentation of authemtic tasks and the fostering of active and autonomous learning. However, the metods employed by teachers to adapt education to the needs and abilities of individual pupils proved quite limited. The use of ICT in general merely showed characteritstic of traditional approaches to learning. Chances of using open-ended ICT applications, which are expected to contribute to the power of learning environments, were greater with teachers who created powerful learning environments for their pupils and when there were more computers available to pupils. In addition teachers views with regard to the contribution of ICT to active and autonomous learning teachers skills in using ICT and the teachers gender appeared to be relevant background variables in this respect.

Modelling and supporting ICT implementation in secondary schools

Abstract In many countries the use of Information and Communication Technology (ICT) in education has been stimulated. To explore the implementation process and its support within secondary schools, research was conducted on modelling aspects of ICT implementation in Dutch secondary school practice. Case studies were carried out in 10 secondary schools by interviewing the school board, school leader, ICT co-ordinator, some teachers, pupils who liked ICT, pupils who did not like ICT, and some parents. In addition, relevant school documents were studied and lesson practice was observed. The information was subjected to a qualitative analysis from multilevel and school development points of view. The empirical results suggest five successive phases of ICT implementation within schools, which constitute five models representing the gradual ICT transformation of educational and learning processes. The fifth model, however, was designed theoretically as this phase had not yet been realised in educational practice. Finally, educational and policy support actions to the ICT transformation process in school are presented in a structured way. The results are worthwhile for school practice and national policies, but they also need further underpinning and validation through research in other schools.

Pupil‐centred learning, ICT, and teacher behaviour: observations in educational practice

Information and Communication Technology (ICT) is believed to contribute to innovative, pupil-centred learning environments. In these environments, curriculum characteristics fit pupil characteristics better and teachers act as coaches instead of lecturers. This article presents results from a study of teaching–learning characteristics and the role of the teacher in ICT learning environments. Observations were carried out in classrooms of 25 technology-rich primary and secondary schools in five European countries. Qualitative and quantitative results show that in many cases ICT is used to facilitate traditional ways of teaching. Some examples of promising ICT teaching–learning situations are presented. In addition, quantitative results indicate that learning environments are more pupil-centred when there is a higher degree of curriculum differentiation and when teachers act as coaches. However, even if teachers act as coaches, they tend to stay firmly in control of the learning environment.

Towards Systemic Support of Pupils with Emotional and Behavioural Disorders.

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.

Time on Task, Interaction, and Information Handling in Multimedia Learning Environments

Results are reported from a study of the effects of multimedia learning environments in the subject of geography in a school for secondary education. The study refers to a two-year pilot project in which four multimedia learning environments were developed and implemented in grades two and three of the pilot school, evolving from a structured to an open-learning environment. The assessment focused on time on task, interaction, and information handling skills. Data were collected by carrying out classroom observations, recording sessions on video, and testing information handling skills. The results show a significant increase of student-student and student-teacher interaction during multimedia lessons as compared to traditional lessons. More academic time on task is noted in traditional lessons, in comparison with multimedia lessons. Moreover, academic time on task decreases as the multimedia environment evolves toward an open ended learning environment. Finally, no differences are found with regard to gains in information handling skills in the multimedia groups as compared to students attending traditional geography lessons.

Design, development and implementation of inclusive education.

In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning ‘multilevel contextual learning theory’ was expected to aid in designing psychologically appropriate learning processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogical-didactic kernel or competence structure and a prototype of Internet-based software. Using these results, the screening of childrens entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use of diagnostically based instructional, playing and learning procedures were first based on the screening results. The pre-schools differed much in rates of development and implementation. It is concluded that the proposed approach to the design, development and implementation of inclusive education that was applied seems promising in realising desired progress with pupils in early educational practice. However, policy and financial support are necessary to make more progress.

Education in Young Offender Institutions and Secure Youth Care Institutions.

The main goal of this study was to gain a better insight into efforts made to provide optimum education to juveniles in young offender institutions and in secure youth care institutions, and into barriers with which educators are confronted in this process. Results show that for a substantial number of juveniles insufficient information is available about their educational background and specific learning difficulties when being placed in these institutions. This complicates the process of determining which type of education would best suit their educational needs. Several other barriers have been identified that impede the provision of adequate education to these young people. These include frequent changes in class composition, limited possibilities for practical training, and difficulties in finding a mainstream school willing to enrol a juvenile after leaving a young offender institution or a secure youth care institution.

The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education

Abstract This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.