Draft ELFE 2 Policy Recommendations
description
Transcript of Draft ELFE 2 Policy Recommendations
Bled, 13 – 15 September 2009Hans LaugesenELFE project coordinatorSenior educational policy officer, GL, Denmark
Goals for use of ICT
Train students in use of modern technologyDigital competence 1 of 8 EU key competences
Train new competencesCollect information, be critical, project work
Social and civic competences plus initiative andentrepreneurship are also EU key competences
Learn more in the subjectsNo evidence in ELFE or in Handbook on Informa-
tion Technology in Primary and Sec. Education
÷
PISA on ICT use in Denmark
Boys are among the best in EuropeGirls are at the bottom
The teachers of boys and girls are the sameSame level of technical equipment available
It is a pedagogical challenge for teachers!
PISA CBAS 2006 Júlíus K. Björnsson
Un-used possibilities
Use of ICT as A passive OH-projector for PowerPoint
presentationsA type writer to register notes or
measurements
Does not exploit the possibilities for training New working methodsAnd creativity
OECD’s TALIS 2008 Teachers’ professional development needs
0
5
10
15
20
25
30
35
Teac
hing specia
l learn
ing need
s students
ICT teac
hing skil
ls
Studen
t disc
ipline an
d behavio
r problem
s
Instructi
onal pra
ctice
s
Subject
field
TALIS Denmark
Poulsen & Sørensen’s 5 scenariosThe Glasshouse: control the use of ICT, expose the
use, and keep part of use hidden without logical orderThe Nest: student build a nest of relations internal in
class – protect them from the outside and the teacherThe Machine: ICT as a collective ritual – all focus on
the Smart boardThe Two Towers: students are segmented: the
ambitious girls, the party girls, and the ICT-clever boys
The Ford: close to introduce new technology and has given up the old. But in the mean time nothing interesting happens
Daily use of ICT in classroom% Glass-
houseNest Machin
eTwo Towers
Ford
Game 50 36 5 60 21
Entertainment 73 64 24 67 38
Class contact 55 93 10 67 8
External contact
46 93 58 73 42
Friendship 55 71 38 87 46
Subject related
100 100 33 80 67
Speak to teacher
0 14 10 20 4
Discuss teaching
46 29 5 20 13From Michael Poulsen and Erik Kruse Sørensen’s chapter in Ret og Gyldighed i gymnasiet(IFPR/South Danish University, nov. 2009)
Consequence of a choiceICT use createsGlasshouse: conflicts and hierarcyNest: excluding security zonesMachine: a collective massTwo Towers: divisionFord: boredom
The differences is a result of what school and teacher has made of choice regarding use of ICT – or not chosen
What to do…No easy recipe. One solution does not fit all.No simple answers in Handbook of Info. TechnologyBut get inspiration
From in-service training, other schools, and colleaguesSpeak to students on how they use ICT
Game and learning interactsGoogle, Face book and Messengers are new classrooms
School policy on ICT-use must be discussed w teachers And leave room for trial and error
Teachers in teams should agree on use and variations
EDUsummIT09 Call to Action
Better understanding needed on ICT’s role in learningEspecially in relation to 21st Century Skills
Restructure schools – address individ. needs of studentsChange assessment framework when ICT becomes part
of curriculumNew models for teacher learning on technology use
at both pre- and in-service levelSupport practitioner driven research and networksDevelop mechanism for sharing and distributing research
The need for fundsFunds for equipmentFunds for supportFunds for proper trainingTime to reflectRoom for errors
Public funds must be sufficient to meet requirements
The question of sponsorships…Stay in full control of pedagogical decisionsHow to continue after sponsorship period?Schools should not be part of advertising programmes
Recommendation to teachers Be open-minded for pedagogical changes
experiment with new tools Require the necessary time to think and reflect and
require a margin for innovation trial and error Make the most of blended learning where you mix
traditional teaching with ICT Add ICT-based visual and emotional stimuli to the
learning process and be aware to include all students Consider how ICT can be used to create contacts
between classes at different schools and countries Participate in professional development and in
teacher networks and follow innovative developments
Rec. to school leadership
Discuss and develop the school’s ICT goals and policy with teachers. Support the policy in school’s budget
Encourage variety in teaching. Respect that develop-ment of new practices require time to plan and reflect
Implement change as a stable element in education. Promote a culture where you can learn from mistakes
Offer teachers the relevant in-service training. Support teacher cooperation and exchange of experience both at school level and between schools
Rec. to teacher educ. institutions
Integrate training in pedagogical use of ICT in teacher education
Establish partnerships between teacher education institutions and schools to strengthen the pedagogical use of ICT. Dialogue with training schools during students training periods at schools can support this process.
Focus more on research in the pedagogical use of ICT
Rec. to teacher unionsPromote that teachers do engage in relevant use of
ICTMonitor the workload and protect the teacher from
being available 24h a day. Promote exchange of experience between teachers
both at school level and between schoolsIdentify teachers needs of ICT-based instruction and
promote long-term continuous in-service trainingCall for authorities to appropriate the necessary
funds for equipment, for support, for professional development and time to develop teaching
Rec. to teacher unions - 2
Work on disseminating existing tools and resources that closely relate to their affiliates daily needs
Build networks for action research in teacher development
Negotiate the balance between protecting intellectual properties and making relevant material available
Point out the need for more resources to research related to the use of ICT in education. Consider how Unions can support such research
Rec. to school authorities
It’s essential that schools are allocated the necessary funds to implement the political goals set up for the use of ICT at schools. This should include funds for both equipment, support and the professional development of teachers
Make sure that the political vision and expectation for the use of ICT at schools corresponds to the learning requirements set up in the curriculum but for the education as a whole and in the requirements to each subjects
Rec. to school authorities - 2
Provide ICT infrastructure and maintenanceProvide funds for educational researchProvide funds for pilot projects on ped. use of ICTStrengthen focus on ped. use of ICT in teacher
educ.Build a system of dissemination of good practice
among teachersProvide policy for blended and distance educationProvide policy for implementing both egalitarian
and diverse visions of education
Rec. to school authorities - 3
Ensure that formal assessments are organised to respect the teaching method and measure the same competences as were trained at school
Develop school evaluation criteria for innovative activities that take into account a margin for error
To include in their national lifelong learning strategies a coherent set of objectives linked to digital competences as defined by the European reference Framework of key competences for lifelong learning
Rec. to European CommissionSupport member countries in their efforts to provide
teachers with adequate training in the use of ICTSupport member countries in providing access to the
internet for all schoolsContinue to support information exchange between
schools, teachers and pupils exchanges and networksSupport initiatives in school and research that aim at
deepening teachers’ knowledge on ped. use of ICTInfluence the international surveys like TIMSS and
PISA so the evaluation of 21st century skills become more visible in the published results
Rec. to ETUCE
ETUCE should try to promote these recommendations in dialogue with the member unions and in the European institutions.
ETUCE should look for funds for a follow-up project focusing on pre-service and in-service training on the use of ICT in education.
ETUCE should follow the development on the pedagogical use of ICT by arranging seminars on the topic every 2-3 years.