Norbert Pachler
Norbert’s research interests include the application of new technologies in teaching and learning, teacher education and development and all aspects of foreign language teaching and learning. He has published widely and supervises numerous research students in these fields.
In 2007 he founded the international, interdisciplinary London Mobile Learning Group (www.londonmobilelearning.net), which he convenes. The group comprises researchers in the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design.
As Pro-Vice-Provost: Digital Education Norbert is the academic lead for digital education at UCL.
As Pro-Director: Teaching, Quality and Learning Innovation, Norbert had strategic responsibility for the IOE's teaching and learning portfolio, leading change, managing quality, and supporting innovation.
Norbert has previously held various other IOE-wide roles including that of Director: International Teacher Education, Acting Dean: Initial and Continuing Professional Development and Deputy Head of School of Culture, Language and Communication.
Norbert was Co-Director of the Centre for Excellence in Work-based Learning for Education Professionals (www.wlecentre.ac.uk) between March 2005 - and July 2010. Through this WLE work he aimed to foster technology-enhanced approaches in work-based learning by facilitating innovation and developing new concepts and theoretical thinking.
In 2007 he founded the international, interdisciplinary London Mobile Learning Group (www.londonmobilelearning.net), which he convenes. The group comprises researchers in the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design.
As Pro-Vice-Provost: Digital Education Norbert is the academic lead for digital education at UCL.
As Pro-Director: Teaching, Quality and Learning Innovation, Norbert had strategic responsibility for the IOE's teaching and learning portfolio, leading change, managing quality, and supporting innovation.
Norbert has previously held various other IOE-wide roles including that of Director: International Teacher Education, Acting Dean: Initial and Continuing Professional Development and Deputy Head of School of Culture, Language and Communication.
Norbert was Co-Director of the Centre for Excellence in Work-based Learning for Education Professionals (www.wlecentre.ac.uk) between March 2005 - and July 2010. Through this WLE work he aimed to foster technology-enhanced approaches in work-based learning by facilitating innovation and developing new concepts and theoretical thinking.
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Books by Norbert Pachler
The individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress; they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.
• How do online technologies affect pedagogy?
• How can online technologies best support learning?
Key Issues in e-Learning avoids simplistic conceptualizations of online teaching and learning. Instead, this text draws on a wide range empirical, conceptual and theoretical evidence and outlines practical approaches to improving practice and research."
This fully revised, third edition has been thoroughly updated to take account of recent policy and curriculum changes. And, with the recent increased emphasis on teachers as researchers, and the alignment of many PGCE courses, with Masters Level criteria, reference to important concepts and theoretical positions have been strengthened with strong reference to their relevance in the context of professional practice and a new chapter discussing the findings of research on Second Language Acquisition and Foreign Language Learning has been added. Other chapters cover a wide range of relevant topics, including:
+ teaching methods and learning strategies
+ teaching in the target language and developing cultural awareness
+ the teaching of grammar
+ differentiation and assessment
+ the use of ICT in modern foreign language teaching."
+ key pedagogical issues and planning
+ developing key skills, knowledge and understanding
+ broadening your perspective.
Teaching is rapidly becoming a more research and evidence-informed profession and the materials in this book are specifically designed to support developments in the (pedagogical) knowledge base in teaching.
The guide extends the popular Learning to Teach Modern Foreign Languages in the Secondary School by providing detailed examples of theory in practice. These examples are based on the up-to-date research and practice. In addition, they provide links to relevant sources supporting evidence-informed practice."
+ framing the subject
+ teaching the subject
+ modern languages within the professional community.
This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it.
Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career."
The need for student-teachers and teachers to be technologically aware and competent is vital. This book provides a starting point for exploring the possibilities that ICT offers to schools, teachers and pupils.
The book provides practical tried-and-tested examples and advice and guidance. It covers:
+ how to use ICT to support pupils' learning of concepts
+ classroom management
+ maximizing the achievement of individual pupils
+ using ICT to help with common learning problems
+ homework and classroom activities
+ record keeping and pupil tracking data.
If you need a guide to using ICT across the secondary curriculum, start with this book."
Das Buch richtet sich an KollegInnen aller Fachrichtungen, Schulstufen und Schultypen, die an der Integration von IKT interessiert sind. Die Betonung liegt deshalb absichtlich auf Praxis-, d.h. Unterrichtsnähe. Das Buch ist jedoch kein "Tutorial für Einsteiger", sondern stellt trotz seiner Praxisnähe eine wissenschaftliche Annäherung an das und Auseinandersetzung mit dem Thema IKT dar.
Die Beiträge dieses Bandes stammen von AutorInnen mit unterschiedlichen Zugängen zur Materie und aus verschiedenen Erziehungsphasen (Pflichtschule, Berufsbildung, Hochschule, LehrerInnenaus- und -weiterbildung), Institutionstypen (Schule, Universität, Fachhochschule, Gemeinnütziger Verein, Ministerium, Zeitung) und Erziehungssystemen (Österreich, Deutschland, Schweiz, Großbritannien). Gemeinsam ist ihnen aber eine langjährige Erfahrung im Einsatz von IKT im eigenen Unterricht / in der eigenen Arbeit und die Überzeugung, dass IKT ein wichtiger Bestandteil der Bildung junger Menschen und der Ausbildung junger LehrerInnen am Beginn des 21. Jahrhunderts ist."
Das Buch richtet sich an KollegInnen aller Fachrichtungen, Schulstufen und Schultypen, die an der Integration von IKT interessiert sind. Die Betonung liegt deshalb absichtlich auf Praxis-, d.h. Unterrichtsnähe. Das Buch ist jedoch kein "Tutorial für Einsteiger", sondern stellt trotz seiner Praxisnähe eine wissenschaftliche Annäherung an das und Auseinandersetzung mit dem Thema IKT dar.
Die Beiträge dieses Bandes stammen von AutorInnen mit unterschiedlichen Zugängen zur Materie und aus verschiedenen Erziehungsphasen (Pflichtschule, Berufsbildung, Hochschule, LehrerInnenaus- und -weiterbildung), Institutionstypen (Schule, Universität, Fachhochschule, Gemeinnütziger Verein, Ministerium, Zeitung) und Erziehungssystemen (Österreich, Deutschland, Schweiz, Großbritannien). Gemeinsam ist ihnen aber eine langjährige Erfahrung im Einsatz von IKT im eigenen Unterricht / in der eigenen Arbeit und die Überzeugung, dass IKT ein wichtiger Bestandteil der Bildung junger Menschen und der Ausbildung junger LehrerInnen am Beginn des 21. Jahrhunderts ist."
Papers by Norbert Pachler
The individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress; they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.
• How do online technologies affect pedagogy?
• How can online technologies best support learning?
Key Issues in e-Learning avoids simplistic conceptualizations of online teaching and learning. Instead, this text draws on a wide range empirical, conceptual and theoretical evidence and outlines practical approaches to improving practice and research."
This fully revised, third edition has been thoroughly updated to take account of recent policy and curriculum changes. And, with the recent increased emphasis on teachers as researchers, and the alignment of many PGCE courses, with Masters Level criteria, reference to important concepts and theoretical positions have been strengthened with strong reference to their relevance in the context of professional practice and a new chapter discussing the findings of research on Second Language Acquisition and Foreign Language Learning has been added. Other chapters cover a wide range of relevant topics, including:
+ teaching methods and learning strategies
+ teaching in the target language and developing cultural awareness
+ the teaching of grammar
+ differentiation and assessment
+ the use of ICT in modern foreign language teaching."
+ key pedagogical issues and planning
+ developing key skills, knowledge and understanding
+ broadening your perspective.
Teaching is rapidly becoming a more research and evidence-informed profession and the materials in this book are specifically designed to support developments in the (pedagogical) knowledge base in teaching.
The guide extends the popular Learning to Teach Modern Foreign Languages in the Secondary School by providing detailed examples of theory in practice. These examples are based on the up-to-date research and practice. In addition, they provide links to relevant sources supporting evidence-informed practice."
+ framing the subject
+ teaching the subject
+ modern languages within the professional community.
This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it.
Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career."
The need for student-teachers and teachers to be technologically aware and competent is vital. This book provides a starting point for exploring the possibilities that ICT offers to schools, teachers and pupils.
The book provides practical tried-and-tested examples and advice and guidance. It covers:
+ how to use ICT to support pupils' learning of concepts
+ classroom management
+ maximizing the achievement of individual pupils
+ using ICT to help with common learning problems
+ homework and classroom activities
+ record keeping and pupil tracking data.
If you need a guide to using ICT across the secondary curriculum, start with this book."
Das Buch richtet sich an KollegInnen aller Fachrichtungen, Schulstufen und Schultypen, die an der Integration von IKT interessiert sind. Die Betonung liegt deshalb absichtlich auf Praxis-, d.h. Unterrichtsnähe. Das Buch ist jedoch kein "Tutorial für Einsteiger", sondern stellt trotz seiner Praxisnähe eine wissenschaftliche Annäherung an das und Auseinandersetzung mit dem Thema IKT dar.
Die Beiträge dieses Bandes stammen von AutorInnen mit unterschiedlichen Zugängen zur Materie und aus verschiedenen Erziehungsphasen (Pflichtschule, Berufsbildung, Hochschule, LehrerInnenaus- und -weiterbildung), Institutionstypen (Schule, Universität, Fachhochschule, Gemeinnütziger Verein, Ministerium, Zeitung) und Erziehungssystemen (Österreich, Deutschland, Schweiz, Großbritannien). Gemeinsam ist ihnen aber eine langjährige Erfahrung im Einsatz von IKT im eigenen Unterricht / in der eigenen Arbeit und die Überzeugung, dass IKT ein wichtiger Bestandteil der Bildung junger Menschen und der Ausbildung junger LehrerInnen am Beginn des 21. Jahrhunderts ist."
Das Buch richtet sich an KollegInnen aller Fachrichtungen, Schulstufen und Schultypen, die an der Integration von IKT interessiert sind. Die Betonung liegt deshalb absichtlich auf Praxis-, d.h. Unterrichtsnähe. Das Buch ist jedoch kein "Tutorial für Einsteiger", sondern stellt trotz seiner Praxisnähe eine wissenschaftliche Annäherung an das und Auseinandersetzung mit dem Thema IKT dar.
Die Beiträge dieses Bandes stammen von AutorInnen mit unterschiedlichen Zugängen zur Materie und aus verschiedenen Erziehungsphasen (Pflichtschule, Berufsbildung, Hochschule, LehrerInnenaus- und -weiterbildung), Institutionstypen (Schule, Universität, Fachhochschule, Gemeinnütziger Verein, Ministerium, Zeitung) und Erziehungssystemen (Österreich, Deutschland, Schweiz, Großbritannien). Gemeinsam ist ihnen aber eine langjährige Erfahrung im Einsatz von IKT im eigenen Unterricht / in der eigenen Arbeit und die Überzeugung, dass IKT ein wichtiger Bestandteil der Bildung junger Menschen und der Ausbildung junger LehrerInnen am Beginn des 21. Jahrhunderts ist."
We take the view that tablet devices and smartphones bring new opportunities as well as raising imperatives for learners and teachers in formal educational contexts and beyond (Turvey and Pachler, 2016). The ubiquity and penetration of a global network of mobile technologies in so many aspects of our lives is intensifying. This prompts a call for action to all educators (parents, teachers, and the wider community) to play an active role in supporting future generations to develop constructive and critical orientations towards mobile technologies, the media they bear, the functions they perform and the possibilities they bring forth in the present and future. What is not helpful, we suggest, are the reductionist ‘black or white’ dystopian versus utopian views, which have tended to characterize debates about new and emerging technologies in the media over the decades.
● a definition of what learning with mobile devices means;
● an illustration of how learners are using mobile devices in their everyday life including some usage data;
● a problematization of the mobile phone ban in school contexts including ethical issues and issues such as e-safety;
● guidelines for planning and implementing mobile learning in school, including a discussion of how the use of mobile devices might be linked to learning objectives and how they can be used for situated learning;
● guidelines for evaluating mobile apps;
● a discussion of assessment of mobile learning.
Dieser Beitrag konzentriert sich insoweit auf Medien als Artefakte, als diese in der heutigen Kultur mit dem Internet nur einen integrierten Teil der Repräsentationsformen ausmachen. Mit der Medienkonvergenz wachsen kulturelle Artefakte mit Repräsentationsfunktion wie Fernsehen, Smartphone, Internet systemisch zusammen. Mit dem Gedanken von Kultur als System kommt ein Modell in die Diskussion, das auf die Interdependenz von Artefakten, Kontexten, Protagonisten und Entwicklungen ausgelegt ist. In dieser System-Sichtweise geht es um das Verhältnis des Systems Kultur zu ihren medialen Artefakten und den Kindern bzw. Jugendlichen, die ihr Verhältnis zu Kultur sowie zu medialen Artefakten beeinflussen. Die Aussage, dass Artefakte zur Kultur gehören, scheint in die Richtung einer stabilen Beziehung zu deuten. Wenn man jedoch in Anlehnung an Pierre Bourdieus theoretischen Zugang Kultur auch als Sozialraum betrachtet und dessen Transformationen weiter denkt (Bourdieu 1998: 171), dann ist die Art, wie Medien oder Internet zu Kulturräumen gehören, abhängig von der Beziehung gesellschaftlicher Strukturen, den kulturellen Praktiken und der Art, wie Kinder oder Jugendliche als Akteure in und mit diesen Strukturen in Praxisfeldern handeln und dabei Praxisfelder sowie Strukturen beeinflussen und ändern. Dieses Modell entspricht einem erweiterten Structuration-Modell, das die London Mobile Learning Group (http://www.londonmobilelearning.net; Pachler/Bachmair/Cook 2010: 25f., 155ff.) für einen kulturökologischen Ansatz zum Lernen mit dem Handy entwickelt hat. Das Structuration-Modell geht auf Giddens (1984: 9f., 25 f.) zurück. Eine ökologische Sichtweise auf Kultur beschäftigt sich mit der systemischen Interdependenz von Strukturen, Praktiken sowie den Kindern bzw. Jugendlichen als Akteuren (Agency). Der analytische Blick auf Kindern bzw. Jugendlichen als Akteure (Agency) richtet sich auf deren Entwicklung mit Handlungskompetenzen und Handlungsoptionen in Bezug zu medialen und kontextuellen Artefakten. Mit diesem Triangulations-Modell geht es darum, die Relevanz einer Kultur- und Medienökologie für Erziehung und Bildung aufzuzeigen. hundert“, „dass ein differenzierende Diskussion des Akteur-Status, der agency von Kinder in Gegenwartsgesellschaften, nur möglich ist, wenn man ihre Erfahrungen mit Markt und Medien nicht unterschlägt und marginalisiert.“ Dazu schlagen wir vor, den „Akteur-Status“ (Agency) der Kinder und Jugendlichen innerhalb der aktuellen soziokulturellen Strukturen und kulturellen Praktiken mit Blick Medien als Kulturressourcen der Repräsentation zu untersuchen. Ökologisch wird die Untersuchung dann, so die erste definitorische Annäherung, wenn die Entwicklung der Kinder und Jugendlichen in ihrem „Akteur-Status“ in Bezug auf sozialkulturelle Strukturen und kulturelle Praktiken im System der Artefakte der Repräsentationsformen einschließlich der Medien zur Debatte steht.
devices as a means of providing a bridge from media use
in everyday life to the expectations of school and higher
education potentially has enormous attraction. This chapter
discusses access to ‘cultural resources’ facilitated by digital
media from a wide perspective (e.g. learning resources, health
information, cultural events, employment opportunities, etc.).
The purpose of the chapter is to reclaim the notion of ‘cultural
resources’ for educational discourse as it seems powerful to us
in the context of discussions about social mobility and fairness
of access. Following a practical example which underscores
the motivation of our discussion, key concepts are defi ned,
particularly forms of ‘capital’ through the lens of the following
question: how can we enable learning activities in formal
and informal contexts undertaken by individuals and groups
to become linked through scaffolding as a bridging activity
mediated by network and mobile technology? As this is a large
problem space, the literature is selectively reviewed in order
to provide an overview of the current state of the art in terms
of using network and mobile technology for bridging what
we call ‘social capital’ (which emphasises the informational benefi ts of a heterogeneous network of weak ties). Tentative
conclusions are drawn in an effort to further debate."
mobile learning."
These technological developments create new pedagogical challenges and offer opportunities for learning at any location – particularly for those who have difficulty in learning. Teaching institutions are called upon to respond to this development. Societal individualisation is producing a demand for new and informal paths to learning, outside of formal educational structures. It is essential that these learning contexts be utilised effectively for lifelong learning. Here, mobile learning can provide new insights and options; it offers possibilities for learning in individualised contexts. Especially for target groups that are educationally disadvantaged, developing didactic methods in mobile learning can lead to more inclusive and effective paths of transfer.
This cooperation among four partner institutions in several European member states (Belgium, Germany, Italy and UK) generated a coherent and comprehensive overview of their successful approaches, which are described in this handbook. Through the mutual development of a shared understanding of “mobile learning”, assessment based on practical learning scenarios, and the dissemination of examples of best practice with the aid of this handbook, the project MyMobile supported the idea of lifelong learning as a key concept of the European information society."
contribute to enhanced teacher understanding and practice involving technologies to support students’ learning. In order to explore this, it has been important to see professional development in ICT within a broader CPD context. The review has acknowledged the importance of understanding the factors which contribute to effective experiences of CPD for teachers generally. This has been fundamental to identifying the features which affect professional development in ICT specifically."
1. What models are there for ICT CPD?
2. What are the key factors in ensuring that ICT CPD affects pedagogy and practice?"