Information technologies in teacher education Issues and experiences for countries in transition Proceedings of a European Workshop, University of Twente, Enschede, Netherlands, February 20-23, 1994 Edited by Betty Collis, Iliana Nikolova and Katerina Martcheva T h e Te a ch er 's L ib ra ry UNESCO PUBLISHING The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Published in 1995 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France Composed and printed by UNESCO ISBN: 92-3-103072-8 © UNESCO 1995 Printed in France Preface Eighty-two experts in the field of education and information and communication tech- nologies came together to a workshop, held in Enschede (Netherlands) on February 20-23, 1994, to examine issues and experiences for countries in transition. Organized by UNESCO, in collaboration with the University of Twente and with the support of the Commission of the European Communities (CEC), the workshop on tea- cher education and information and communication technologies provided an opportu- nity to exchange ideas, knowledge and experiences in the area of teacher education and communication and information technologies (CIT) among experts of Central and Eastern Europe and experts of Western Europe. The experts came from twenty-nine countries of Europe. The workshop's major objectives were: (a) to discover and develop bases for further partnerships among Western, Eastern and Central European CIT specialists in teacher education; (b) to help and advise policy-makers at the national level with respect to reor- ganizing or developing new programmes for teacher education on CIT and on its use; and (c) to prepare for the second UNESCO International Congress on Education and Informatics to be held in Moscow in July 1996. Its programme was organized around four themes selected for the four working groups: CIT in Support of Teacher Education; Curriculum Issues relating to CIT and Teacher Education; Organization of Teacher Education and Issues within this Organization relating to CIT; and Policy and Strategic Planning in relation to CIT and Educational Systems. UNESCO would like to express it sincere appreciation to the keynote speakers, ani- mators of working groups, the members of the Congress Bureau and all those who contri- buted to the workshop and to all those who contributed to the compilation of this works In particular, the Organization would like to thank thc three editors, Betty Collis, Iliana Nikolova and Katerina Martcheva. We hope that these proceedings will be both of inter- est and of assistance to all those reading them. UNESCO would also like to thank the University of Twente and the Commission of the European Communities for their collaboration and Apple (Europe) for its sponsorship. The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Acknowledgements This workshop was organized by the Faculty of Educational Science and Technology of the University of Twente. The initiative was taken by the Section for Educational Research and Innovation of UNESCO's Division of Higher Education. Financial support was given by UNESCO, the Commission of the European Community (DG XIII), the University of Twente, and the Foundation Universiteitsfonds Twente. Contents Introduction: Goals and Objectives of the Workshop 9 Part I. Perspectives from the Faculty of Educational Science and Technology, University of Twente 1. Communication and Information Technologies as Change Agents. Prof. Dr. Jef Moonen 13 2. In-service Training and Information Technology from a Curriculum Innovation Perspective. Prof. Dr. Tjeerd Plomp and Dr. Jan van den Akker 26 3. What do Instructional and Information Technology Contribute to Problems in Teacher Education? Results and the Future. Prof. Dr. Sanne Dijkstra and Dr. Hein Krammer 34 4. Supporting Teachers and Learners to Design Powerful Learning Environments. Prof. Dr. Jules Pieters 40 5. New Possibilities for Teacher Education Through Computer-Based Communication Technologies. Dr. Betty Collis 52 Part II. Overviews 6. Perspectives on Teacher Training Related to Information Technology in Central and Eastern European Countries. Dr. Ivan Stanchev, Dr. Rouman Nikolov and Dr. Diana Nikolova, Bulgaria and The Netherlands 71 7. Computer Networks in Teacher Education: Realizations in the Framework of the Pluto Project. Prof. Arno Libotton, Belgium 84 8. Teacher Education and Communication and Information Technologies: Implications for Faculties of Education. Prof. Bernard Cornu, France 93 9. Teacher Education and Communication and Information Technologies: A Reflection on Emerging Possibilities for Collaborative Projects. Prof. Stephen Heppell, UK 105 Part III. Case Studies 10. The 'Yale Key' to Progress in Using Communication and Information Technologies: A Case Study About Introducing CIT in a Municipal School System. Mr. Erling Schmidt, Denmark 113 11. UK Case Study: Communications and Information Technology in UK Teacher Education. Dr. Niki Davis, UK 123 12. TELETEACHING '93: Norwegian Contributions. Prof. Jan Wibe, Norway 135 13. Case Study: A European Multimedia Training Network for International Distance Learning. Mr. Leopold Reif and Miss Stefanie Fisher, Germany 176 14. German Experiences with Communication and Information Technology for Updating Teachers in Germany (North-Rhine Westfalia). Mr. Rudolph Hambusch, Germany 181 15. Teacher Training and Information Technologies in Spain: Data, Experiences and Comparisons. Mr. Carlos San José, Spain 193 16. The Implementation of Communication and Information Technologies in Teacher Education in The Netherlands. Dr. Wim Been, Dr. Pieter llogenbirk and Dr. Frans Jansen, The Netherlands 205 17. Not All Birds Are Turtles: Developing Teaching/Learning Environments in Initial Teacher Training at Comenius University. Dr. Ivan Kalas and Dr. Andrej Blaho, Slovakia 222 Part IV. Additional Papers from Workshop Participants 18. Communication and Information Technologies in Teacher Education: The Experience of International Research and Training Center UNESCO/IIP at Glushkov Institute for Cybernetics. Dr. Vladimir Gritsenko, Dr. Alexei Dovgiallo and Dr. Valery Petrushin, Ukrainian Academy of Sciences, V. M. Glushkov Institute for Cybernetics, Ukraine 239 19. CIT in Teacher Training at the Charles University in Prague: Examples from the Czech Republic. Dr. Miroslava Cernocova and Dr. Zdena Lusligova and Dr. Stanislav Zelenda, Charles University, Czech Republic 249 20. Hungarian Teacher Training. Dr. Kristina Foghtüy and Prof. Benô Csapó, Teacher Training College of Eötvös Loránd University, Budapest, Hungary 254 21. The Computer: The Medium Stimulating the Development of a Teacher Education Workshop (illustrated by Geography). Mr. Krzysztof Wozniak, Computer Education Center, Warsaw, Poland 267 Annexes List of Participants 279 Final Reports of the Working Groups 286 Welcoming Addresses Organizing Committee. Jef Moonen, Chairman 306 Commission of the European Community, DG XIII. Dr. Wim Hansen 308 UNESCO. Mr. Evgueni Khvilon 312 International Federation of Information Processing (IFIP). Prof. Dr. Rita De Caluwe 314 Programme 315 Introduction Goals and Objectives of the Workshop Main Goal An exchange of ideas, knowledge, and experiences in the area of teacher education and communication and information technologies (CIT), between experts of Central and Eastern Europe, and experts of Western Europe. Major Objectives Discovering and developing bases for further partnerships among Western, Eastern, and Central European CIT specialists in teacher education. Helping and advising policy makers at the national level with respect to reorganizing or developing new programs for teacher education on CIT and on its use. Preparing for the next UNESCO World Congress in Moscow (1996). Expected Results Better knowledge of common and specific problems with respect to CITand teacher edu- cation, and insight in ways to deal with these problems. Recommendations concerning international and national activities with respect to CIT and teacher education. Part I. Perspectives from the Faculty of Educational Science and Technology, University of Twente Communication and Information Technologies as Change Agents Jef Moonen Faculty of Educational Science and Technology University of Twente, The Netherlands Abstract Technological developments and new training paradigms have a strong influence on society. Information technology (IT) is evolving toward an integrated communication and information technology (CIT). Training is evolving from a separately planned external activity toward an integrated learning-working activity. Education and the teaching profession have to take such developments into account. As a consequence the teaching pro - fession is evolving from an emphasis on delivering information to an emphasis on creating learning environments. 1. Need for teacher education There is a critical need to train more and better teachers. As Rawley (1992) indicates: "Throughout history, teachers have been held in high regard. But today teaching holds a low status. The teaching profession is generally not