Draft Project Report

Appendix I:
Institutions Visited & Focus of Discussions

Appendix V

Preservice Teacher Training and Teacher Professional
Development in the Use of ICTs in the Teaching of
Mathematics and Science in SEAMEO
Member Countries

A draft Report prepared by the SEAMEO Australia
Research Team led by Associate Professor Toni Downes,
University of Western Sydney.

Executive Summary

November 2002

Project Personnel

Project Taskforce

Dr Arief S Sadiman (Chair)Director, SEAMEO Secretariat
Associate Professor Toni Downes (Project Leader), University of Western Sydney, Australia
Mr Fadjar Shadiq, Teacher Training Center for Mathematics, Indonesia
Professor Dr Soekartawi, Director, SEAMEO SEAMOLEC, Indonesia
Mr Tan Khun, Director, SEAMEO RECSAM, Malaysia
Mr Ahmad Hozibin Hm. Abd. Rahman, Head of Mathematics and Science Section, Curriculum
Development Centre, MOE Malaysia
Dr Kla Somtrakool, Advisor to MOE Thailand
Dr Pornpun Waitayangkoon, Assistant to the President, Institute for the Promotion of Teaching Science & Technology (IPST), Thailand
Professor Dr Nguyen Huu Chau, Vice Director, National Institute of Educational Science, Vietnam
Professor Dr Nguyen Thuy Van, Acting Director, SEAMEO RETRAC, Vietnam

Project Research Team

Assoc Prof Toni Downes (Project Leader), University of Western Sydney, Australia
Mr Tan Khun, Director, SEAMEO RECSAM, Malaysia
Ms Dale Scott, Research Assistant
Mr Ralph Leonard Project Consultant
Ms Joan Warhurst (Project Management), Executive Director, Australian Curriculum Studies Association

Australian Reference Group

Dr Peter Aubusson, Senior Lecturer, Science Education, University of Technology, Sydney.
Emeritus Professor Neil Baumgart, University of Western Sydney
Marjorie Colville, Australian Association of Science Teachers
Professor Richard Gunstone, Science and Technology Education, Monash University
Mr Will Morony, Executive Director, Australian Association for Mathematics Teachers
Associate Professor Beth Southwell, Associate Professor in Mathematics Education,
University of Western Sydney
Ms Michelle Williams, President, Australian Council for Computers in Education

SEAMEO Secretariat

Mr Abdul Wahid bin Sulaiman, Deputy Director Programme & Marketing
Dr Nora N Quetulio, Programme Officer (Development)

Executive Summary

The Australia SEAMEO Project on Pre service Teacher Training and Teacher Professional Development in the Use of ICT in the Teaching of Mathematics and Science in SEAMEO Member Countries focuses on improving pre-service and inservice teacher education for the long term goal of improved student learning in the fields of mathematics and science using Information and Communications Technology (ICT).

The Project brings together evidence and experience in three vitally important areas: mathematics and science education; the use of ICT in teaching and learning; and teacher learning. This report explores the connections between the three areas and uses knowledge acquired about the current situation of relevant pre-service and in-service training in the participating countries to develop two models for future activity. These models have been designed to accommodate differences in education systems, national infrastructure and human and financial resources between and within countries in the region.

Four critical components for effective development

A recurring theme within the report is the attention to the four components of Infrastructure, Governance, Applications and People and the manner in which these interact to determine the capacity of an educational system to implement curriculum applications of ICTs. The components are defined as follows:

Because of the interaction between the components, it is desirable to ensure that the extent of development in any one of them complements the current state of the others. Large investment in infrastructure will not provide a corresponding improvement in the overall use of ICTs in education if people's skill levels are insufficient to use fully the additional capacity. Conversely, a lack of access to infrastructure will inhibit a teacher's opportunity to use the skills acquired through training programmes. Consideration of these four components is just as relevant at the level of an individual school as it is at the scale of national programmes.

This report places emphasis on the People component, and argues that it is not necessary to deploy significant infrastructure first, before progress can be made in the use of ICTs in mathematics and science education. Initial appreciation and awareness about ICT use can begin with minimal access to ICTs infrastructure and highly effective mathematics and science teaching and learning can be achieved through acquisition of low cost infrastructure.

One example of low cost infrastructure is the use of handheld computer devices and wireless networks in mathematics and science education. Handheld technologies such as the graphic calculator and wireless networks are two of the most recent advances that are impacting on the teaching and learning of mathematics and science in schools. The graphic calculator, with the ability to handle numerical, algebraic, statistical and geometrical functions as well as connect to data capture devices such as temperature probes and light sensors, provides for the first time a low cost, robust and portable general purpose mathematical and scientific calculator.

The report's examination of the scope for ICT use in mathematics and science identifies several different types of student activity that can be supported through ICT use and also reveals that the use of ICTs is particularly supportive of integrated styles of teaching and learning. Such styles focus on problem solving and authentic tasks that engage students in real world problems and provide opportunities for students to apply in a manner similar to the workplace practice of mathematical and scientific professionals.

Analysis of curriculum reform in the four participating countries namely: Indonesia, Malaysia, Thailand and Vietnam indicates that there is new emphasis, across the school curriculum, on the importance of the development of generic skills and processes (such as problem solving, reasoning and communication) and the broadening of the range of teaching and learning approaches used by teachers in classrooms. These broader reform agenda are influencing the nature of the mathematics and science curriculum currently under development or at early stages of implementation in the participating countries. It is worth noting that, in each of the four participating countries, the most recent national statements make reference to the use of ICTs in teaching and learning as having the potential to fundamentally change teaching methods and shift the role of the student to that of a more active and engaged learner.

Required competencies for teachers

Given the long term goals of the project, the focus of teacher development, both preservice and inservice, should be on producing teachers who have the confidence and competence to:

The Project's research into pre-service and in-service teacher education enabled the identification of principles of good practice in these areas. In particular, attention was drawn to the increasing concerns that common approaches to in service teacher development does not lead to improvements in student learning outcomes. Given the mounting evidence from studies undertaken on behalf of OECD (OECD, 1998), World Bank (Craig et al, 1998) and UNESCO (UNESCO, 1998) that purposeful school based professional learning is the most effective way to improve student learning outcomes, the report argues that it is critical for education systems to give sufficient attention to this component of professional development, alongside the more conventional cascade based training models most commonly used. This report presents an analysis of purposeful school based learning, including a number of approaches and strategies such as action learning projects, professional portfolios and evidence based practice.

Two models were developed as outcomes of the Project, one for pre-service teacher education and one for in-service teacher education, to provide guidance to countries seeking to improve student leaming outcomes in mathematics and science education through the use of ICT. The elements of each model are drawn from research reports and reports of lessons learned in various regions and countries.

Each model has been explicitly designed to build on current structures and approaches in the four participating countries. Each focuses on what is possible and each is general enough to be applied within the different economic, social and educational contexts that exist across the participating countries and, in fact, all SEAMEO Member Countries.

Pre service model for teacher development

The model developed for pre-service teacher education assumes a formal programme of on-campus study, with periods of practice teaching, prior to appointment as a teacher in schools. While other approaches do exist, especially in response to acute shortages of teachers, this was seen as the most common approach across the participating countries. Essentially the model draws attention to the need to develop:

In service model for teacher development

The in-service education model builds on current programmes and approaches within the participating countries and recognises that those countries need to focus on a wide range of issues and agendas. Hence, it argues for including additional objectives and experiences (that focus on ICT use in mathematics and science) into existing programmes such as those to upgrade the qualifications of teachers. It also argues for specific programmes that focus on ICT use in mathematics and science education. The model also proposes

Recommendations

SEAMEO

That Seameo

• seek the necessary support and funds to continue regional cooperation around the development of effective methods of teacher development in the area of ICT use in mathematics and science education. In particular, that SEAMEO seek the support and funds to undertake a collaborative regional pilot project in school based professional learning.
• work with the Australian Government to identify a possible role for it in on-going work with SEAMEO in the area of ICT use in mathematics and science education. In particular, that SEAMEO work with the Australian Government to ascertain the feasibility of Australia participating in or contributing to a collaborative regional pilot project.
  
  

Educational policy makers in participating countries

That Ministries of Education and educational institutions review the models defined in this report for applicability to their local circumstances and as a process of review of current programmes and approaches in relation to ICT use in mathematics and science teaching and learning in schools.

That the appropriate organisations/institutions within the Ministries that are responsible for curriculum development and teacher development collaborate on the alignment of teacher development programmes and curriculum materials that address the integration of ICT use in mathematics and science education.

That Ministries of Education, in collaboration with regional partners, establish a pilot project that focuses on purposeful school based professional learning around the use of hand held ICTs in secondary mathematics and science classrooms to improve student learning outcomes.

Leaders in teacher education institutions

That leaders in teacher education institutions develop institutional plans across the areas of Infrastructure, Governance, Applications and People to facilitate the integration of ICT use in the pre-service mathematics and science teacher education programmes.

That teacher educators work collaboratively to create programme wide plans to develop the expected capabilities of graduates with respect to ICT use in mathematics and science education. This would include the identification of strands or subjects having main responsibility for developing those capabilities.

School leaders

That school leaders work with other staff to develop an understanding of the concept of purposeful school based professional learning, in its many forms, and (where appropriate) develop and incorporate elements into a school's overall plan for the professional development of its teachers, with particular attention to using ICTs in mathematics and science education.

Education researchers

That educational researchers work collaboratively with Ministries of Education and other relevant parties to develop research agenda around the design, implementation and evaluation of:

• approaches to purposeful school based professional learning in the areas of the integration of ICT into mathematics and science education in schools.
• teaching and learning experiences in mathematics and science education that integrate the use of ICT for the improvement of student learning outcomes.
  

A recommended pilot project

That a regional collaborative pilot project, led by SEAMEO RECSAM, and involving the Ministries of Education from participating countries, be established to develop, implement and evaluate approaches to purposeful school based professional learning with regard to the effective use of ICTs in mathematics and science education. Given the timeframe required for any outcomes of school based professional learning approaches, it is recommended that the pilot project be extended for two years with continuing evaluation documenting process as well as outcomes. Given the work already done, in the four participating countries, the taskforce recommend that these countries participate to varying but agreed extents in the pilot project.

The Pilot Project would enable trials of

• Development of exemplars, local expertise and understandings of both the effective integration of ICTs into mathematics and science teaching and purposeful school based professional learning.
• Development and evaluation of local approaches to purposeful school based professional learning.
• Development and evaluation of materials to support purposeful school based professional learning around ICT use in mathematics and science teaching.
  

The Pilot Project would include

• Some secondary schools where graphic calculators, probes and a projector are provided by the proiect.
• Some primary and secondary schools where a computer, projector and digital camera are provided.
• Some primary and secondary schools which already have computers would be provided with a digital camera and projector.
  

The Pilot Project would involve

• RECSAM hosting a regional workshop, where key officials from each country and selected leaders and teachers from participating schools work collaboratively to develop understandings around the use of ICTs in mathematics and science (with special attention to handheld technologies such as the graphic calculator) and understandings around the concepts of purposeful school based professional learning.
• Within country teams of key officials and school personnel meeting regularly to develop and share experiences and monitor progress of the Pilot Project.
• Within school teams working collaboratively, using an agreed approach to purposeful professional learning, to develop understandings of effective ways to integrate ICTs into mathematics and science teaching.