Session Information
03 SES 10A, Learning Resources
Paper Session
Time:
2008-09-12
14:45-16:15
Room:
B2 216
Chair:
Jan van den Akker
Contribution
Schools in the Netherlands relatively have a large degree of autonomy in their educational curricula. Van den Akker (2005) explains through his spider-web model that the curriculum relates to many elements, such as the role of teachers, objectives, content, location, learning activities, assessment and time. An important element that he identifies are educational resources, which can be seen as "carriers" of the curriculum.
This study focuses on educational resources. There are a number of developments in the field of educational resources as studied by Lepeltak (2006) and Steenbergen (2008). The role of ICT is increasing, where teachers put the materials they made themselves on the internet and use materials of colleagues. The unity also is changing; a complete set of materials from educational publishers provides a continuing curriculum, but smaller entities of educational materials have become more common. Teachers are building, chancing, adapting and modifying the curriculum with these new educational resources. Educational editors in the Netherlands in reaction are rethinking the services they provide. They are experimenting supporting the schools in their specific needs. Delivering books and other resources digitally through a course management system is an way of doing this.
Method
In this study the research questions focused on the change with regard to educational resources. A two-dimension model was developed to design a questionnaire. On one layer the appearance of educational resources was either digital or paper-based. On the other layer the materials were coherent packages of subject-related learning resources (mainly developed by educational publishers) or learning resources that didn't have the coherency and were smaller for more flexible use.
The questionnaire has been reviewed in teacher panels. The internet questionnaire had approximately 50 questions and was set-out in the end of 2007. More than 800 respondents (mainly teachers in primary and secondary education) participated.
Expected Outcomes
The results show that teachers use the coherent packages of subject-related learning resources most of the time. Also paper based materials (more that 70% of the time) is still mainstream. Interesting is that when teachers want to give their students more responsibilities and choices within their own learning plans, this means that more digital and more flexible (smaller) learning resources are used. Digital resources also seem to help teachers with integrating subjects. Teachers say that they use smaller and more flexible learning resources aside the coherent resources of publishers to deal better with differences and current events. They mainly use the internet to search and find these type of resources.
The study gives a better insight in the change within the field of educational resources. This research will be repeated on a yearly base, to monitor developments. As has been stated, the educational resources are (an important) part of the curriculum. More flexible learning resources could empower the quality teacher in making better plans for learning for his students.
References
Akker, J. van den (2005). Curriculum development re-invented. In J. Letschert (Ed.), Curriculum development re-invented (pp. 16-29). Enschede: SLO. Lepeltak, J. (2006). Samenvatting digitale leermiddelen ontwikkelen (Summary designing digital learning resources). Zoetermeer: Ict op school. Web: www.ictopschool.net/Files/ICTOSFile.2007-03-16.4247. Steenbergen, N., Thijs, A., Voogt, J., & Loenen, S. (2008). Leeromgevingen en leermiddelen in innovatieve scholen (educational environments and resources in innovative schools). Enschede: SLO.
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