The Hamburg Netbook Project and its Evaluation by the University of Hamburg Individualized Education with Netbooks in Secondary Schools Prof. Dr. Rudolf.

Präsentation zum Thema: "The Hamburg Netbook Project and its Evaluation by the University of Hamburg Individualized Education with Netbooks in Secondary Schools Prof. Dr. Rudolf."—  Präsentation transkript:

1 The Hamburg Netbook Project and its Evaluation by the University of Hamburg Individualized Education with Netbooks in Secondary Schools Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education SITE 2011 – March 8th, 2011

2 Contents of the Presentation
Individualized Education – Hamburg’s School System The Hamburg Netbook Project Research Design 4) Main Results Attitudes and Motivation Concepts of Individualized Education Mobile Usage of Netbooks Success Criteria 5) Implications for School Practice Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

3 A Challenge to Hamburg´s School System
Individualized Education A Challenge to Hamburg´s School System Individualization in school: No consistent and explicit use of terms Focus on the individual learner and the learner´s prerequisites Paradies/Linser 2001, von der Groeben 2008, Meyer 2004 Hamburg´s school system: Broad educational reform From 3-tier to 2-tier school system More heterogeneity → more individualized education Behörde für Schule und Berufsbildung 2009 ICT: Small, inexpensive, mobile computers: netbooks Special potential to assist personalized teaching Schaumburg et al. 2007 Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

4 Concept of the Hamburg Netbook Project
500 netbooks – 15 secondary schools – 26 classes Objective: Increasing the individualization of learning processes Great variety within the project: Grades 6 to 13 Different subjects 10 to 82 netbooks per school Pool-solution and personal computers Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

5 Contents of the Presentation
Individualized Education – Hamburg’s School System The Hamburg Netbook Project Research Design 4) Main Results Attitudes and Motivation Concepts of Individualized Education Mobile Usage of Netbooks Success Criteria 5) Implications for School Practice Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

6 Research Design of the Scientific Evaluation
Research Question: How is individualized learning with netbooks implemented in class methodologically? Aims of the Evaluation Study: Identifying criteria of success for applying netbooks in class and for supporting individualization Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

7 Overview of the Evaluation Process
Methodological Design Overview of the Evaluation Process School Year 2009/2010 Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

8 Contents of the Presentation
Individualized Education – Hamburg’s School System The Hamburg Netbook Project Research Design 4) Main Results Attitudes and Motivation Concepts of Individualized Education Mobile Usage of Netbooks Success Criteria 5) Implications for School Practice Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

9 Positive Attitudes and Motivation
At the beginning 92% of the pupils claimed to look forward to working with the netbooks in class. At the end 80% would like to continue. Teachers reported that the integration of the netbooks had an enduring (rather) positive influence on pupils´ motivation (37 out of 38 teachers) Parents´ behavior was unobtrusive and approving. Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

10 Different Concepts of Individualized Education Use of Netbooks Supports Individualized Learning and Personalized Teaching Pupils (n=187): 2/3 indicated, that their individual learning abilities were considered (rather) more in netbook-lessons. Teachers (n=38): Nobody mentioned (rather) inhibiting impacts on internal differentiation and individualized learning. Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

11 Different Concepts of Individualized Education Different Ranges of Individualization in Netbook Classes a) Diagnostic analysing of learners´ knowledge and competencies E.g. using online diagnostic tools from educational publishers b) Using netbooks to support internal differentiation Employing a variety of learning forms, adapting them to the pupils´ individual preconditions; e.g. working with checklists c) Reflecting and evaluating lessons and learning results E.g. working with the online learning platform Moodle to be in contact even beyond the classroom situation, to give timely feedback on homework, to summarize a teaching unit by creating a wiki Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

12 Mobile Usage of Netbooks
Lessons with netbooks – pupils´ statements (n=366): Changed or flexibly handled seating arrangements -> confirmed by 43,8% More lessons/learning outside the class room -> confirmed by 35,2% More lessons/learning outside the school building -> confirmed by 21,8% Advantages of netbooks compared to working in computer rooms, with desktop PCs, or with notebooks: Small size, less weight, long battery life Flexible learning spaces and times Difficulties/Challenges: Technical obstacles, e.g. no wireless Internet connection Teachers´ concepts and ideas regarding mobile usage need to be enhanced. Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education 12

13 Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller
University of Hamburg, Germany Department of Education, Media Education 13 13

14 Model of the Success Criteria
for Individualized Education with Netbooks Following Petko, Mitzlaff, Knüsel 2007 Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

15 Implications for School Practice
Many successful examples of individualized education with netbooks were documented. → Using netbooks to increase the individualization of teaching has to be conceived as a long-term task. Limited mobile usage → The development of appropriate teaching concepts has to be continued. Diagnostic analysis and evaluation of learning outcomes → Software development and cooperation agreements are necessary. Exchange between the teachers and matched teacher training were limited due to the diversity of the various concepts. → More homogeneity within a project/a school Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education

16 References Behörde für Schule und Berufsbildung (Ed.) (2009). Hamburger Bildungsoffensive. Rahmenkonzepte für Primarschule, Stadtteilschule und das sechsstufige Gymnasium. von der Groeben, A. (2008). Verschiedenheit nutzen. Besser lernen in heterogenen Gruppen. Berlin: Cornelsen Verlag. Meyer, H. (2004). Was ist guter Unterricht? Berlin: Cornelsen Verlag. Müller, L.; Kammerl, R. (2010). Wissenschaftliche Begleitung des Hamburger Netbook-Projekts. In Behörde für Schule und Berufsbildung (Ed.), Hamburger Netbook-Projekt. Sekundarstufen-Schulen. URL: Paradies, L.; Linser, H.-J. (2001). Differenzieren im Unterricht. Berlin: Cornelsen Verlag. Petko, D.; Mitzlaff, H.; Knüsel, D. (2007). ICT in Primarschulen. Expertise und Forschungsübersicht. Goldau. URL: Riedl, A. (2008). Innere Differenzierung – Herausforderungen für modernen Unterricht. In Staatliche Technische Uraler Universität – USTU-UPI (Ed.), Wirtschaft und Linguistik: Wege einer Wechselwirkung. Eine Sammlung von Materialien einer internationalen wissenschaftlich-praktischen Konferenz von Studierenden und Doktoranden. Föderale Ausbildungsagentur. Jekaterinburg (pp ). Saalfrank, W.-T. (2008). Differenzierung. In Kiel, E. (Ed.), Unterricht sehen, analysieren, gestalten. Bad Heilbrunn: Julius Klinkhardt Verlag (pp ). Schaumburg, H.; Prasse, D.; Tschackert, K.; Blömeke, S. (2007). Lernen in Notebook-Klassen. Endbericht zur Evaluation des Projekts „1000mal1000: Notebooks im Schulranzen“. Analysen und Ergebnisse. URL: Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education 16

17 Thank you for your attention!
Discussion Questions Opinions Comments Lucia Müller and Rudolf Kammerl University of Hamburg Von-Melle-Park 8 20146 Hamburg Germany Tel.: 0049-(0) Web: Prof. Dr. Rudolf Kammerl, Dipl.-Päd. Lucia Müller University of Hamburg, Germany Department of Education, Media Education 17