EPICTEuropean Pedagogical ICT Licence ®

A start: a national strategy

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’New’ curriculum – with focus on ICT-integration

Professional development of teachers:

A national certificate ICT-based teachingmaterials and a national educationalportal

A national ICT-infrastructure

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Professional development of teachers (in-service training) in the pedagogical use of ICT

• What do we want the teachers to learn?

• How do they learn this?

• How do we evaluate/assess whether they have learned what they are supposed to?

These basic questions lead to a standard that

• Ensures adequate ICT-integration - at all levels across all subjects

• Is economically feasible, a sustainable model

• Of even and high quality

Pedagogical ICT Licence

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Key philosophy of the Pedagogical ICT Licence

• Teachers reflect upon their own teaching practice in relation to ICT

• Work results in concrete lesson plans (learning scenarios)

• All themes have a pedagogical/didactical basis

• Course materials inspire and foster ideas on how you teach in, about and with ICT

• Participate in teams

• Through electronic communication and team assignments a facilitator challenges the teams on pedagogical and subject/discipline specific implementations of ICT

• Teams often formed by teachers from the same school

• The course is distributed within a structure of regional course providers

5-6 months

Course structure

3 compulsory modules

4 optional modules

1 compulsory module

Blended learning

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Introductory day - seminar

E-learning course period of 8 modules

Evaluation

Facilitator and all participants are present

• Course concept• Methodology• Basic ICT-skills

Course participants work individually with ICT-skills and in teams with issues concerning ICT-integration in education

Meet in teams, discuss and prepare drafts for assignments, contemplate facilitator’s comments and finish the assignment

Facilitator provides comments, challenges the team and approves assignments

Course participants fill in the evaluation form

A. Compulsory modules

• The Internet

• Texts and writing

• Communicating electronically

C. Compulsory

• School development and innovation

B. Optional modules (select 4)• Using digital images• Using spreadsheets• Using presentations• Producing educational

websites• A head start with databases• Models and simulations• Layout and DTP• Educational software• ICT, learning styles and

classroom management• ICT as a compensatory tool• Games and learning• Reading and ICT• Data collection

Course content

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Teachers

• The planning and documentation of learning scenarios (with the ICT skills of that particular module) is assessed in each module

• During a course the team of teachers complete 8 modules

• The process of planning and documenting the learning scenarios is done in collaboration with certified facilitators, who eventually approve the team’s 8 assignments.

Evaluation and assessment

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Entry and exit levels differ…

Pedagogical ICT Licence - No fixed level of competence

All teachers develop their competences.

Evaluation and assessment

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Student Teachers• The assessment tool of student teachers is their

individual portfolio documenting their competences.

• The portfolio may include products, assignments, presentations, course descriptions etc., including pedagogical, didactical considerations and reflexions

• Their teachers and an internal evaluator evaluate this portfolio

Evaluation and assessment

Now EPICT (IPICT, APICT) courses in many countries

• EPICT facilitators are the quality assurance

• The facilitators are the instructors of the course. They guide and moderate the e-learning parts of the courses

To ensure quality standards, first facilitators in any country are certified by the EPICT Group

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An example – EPICT in Austria

Organisational set-up

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S ecre ta ria t, h o tlin e ,a d m in istra tion

P ar ticip an ts

C o urses

F a ci li ta to rs

C o ursep rov ide rs

E d ito r ia l boa rdC o nten t de ve lop m e nt

S teer ing b oa rdEPICT Group

EPICT client, national node:Secretariat, hotline, administration

National or regional environment

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• A number of independent studies: It works!

• Most recent study in the Nordic countriesRamboll Management, May 2006E-learning Nordic 2006- Impact of ICT on education8000 respondents from Sweden, Norway, Finland and Denmark

• ”ICT generally has a positive impact on the teaching and learning situation”.• Skole-IT has had a significant specific impact”• However, some people expected that ICT could in some ways revolutionise the

teaching and learning processes at school, and compared with this view, the impact must be seen as more limited.”

• Competence development must be close(r) to daily practice

Impact of ICT on teaching and learning processes

Why does it work?

• Impact studies in Denmark by independent evaluators have shown that more than 80% find the course relevant or very relevant.

• The long term effects have been monitored and rated highly positive.

• Drop-out rates less than 15%

• Moderate pressure

• Relevant to daily practice

• Assignments relevant

• Strongly supported by the Ministry of Education

• De facto national standard for teachers’ CPD in relation to ICT

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Completion rates

Denmark (6 years) = 87%

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The EPICT Competence Framework

(one example)

General competence level

Pedagogical competence

Planning for teaching & learning

Pedagogical reflection

Selection of content

Team work on module themes and

assignments

Selection of method

Pedagogical theory Themes and assignments

Facilitation process

Pedagogical strategies

Classroom management and work methods

Evaluation/assessment

Learning scenario of assignment

Specific competencies

Special needs

Assignments

Modules8 & 12

Concept

Concept

Compensating tools

Concept

Assignments

Modules 10 &11

Assignments

Teaching practice

EPICT implementation

EPICT <-> UNESCO ICT-CFT

The EPICT competence framework

The EPICT competence framework

• Synergies with other initiatives, e.g.

• UNESCO ICT Competency Framework for Teachers

• Microsoft Educators Learning Journey (ELJ)

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UNESCO ICT Competency Standards for Teachers

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Basic Complex

Com

pone

nts

of th

e ed

ucat

iona

l sys

tem

Education improvement approaches

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Implementation guide EPICT modulesCurriculum & assessment

Basic knowledge

I.B.1. Match specific curriculum standards to particular software packages and computer applications and describe how these standards are supported by these applications.

Module 8. Couldn’t one learn it via ICT?

I.B.2. Help students acquire ICT skills within the context of their courses.

All 8 course modules (see details)

Pedagogy Integrate technology

I.C.2. Incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge.

All 8 course modules (see details)

I.C.3. Use presentation software and digital resources to support instruction.

Module A. Let's Find Something on the WebModule 1. Pictures tell the story

Module 3. Information on the screen

Module 4. Get it out on the net

Module 7. In columns?

EPICT is mapped onto the UNESCO ICT-CFT

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EPICT.EU

EPICT – European Pedagogical ICT Licence®

Partners of the EPICT Group

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AISWA – Association of independent schools of Western Australia

DIST – Dipartimento di Informatica, Sistemistica e Telematica, University of Genoa, Italy

EPICT UK, UK

IPICT Lanka, Sri Lanka

Menon Network, Europe

Prim-Ed Ltd., Ireland

UNI·C, The Danish IT Centre for Education and Research, Copenhagen, Denmark

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EPICT around the world

EPICT organizations

• Links to national EPICT/IPICT web sites:• EPICT Albania

• EPICT Australia

• EPICT Austria

• EPICT Brasil

• EPICT Denmark

• EPICT Greece

• EPICT Iceland

• EPICT Ireland

• EPICT Italy

• EPICT Malta

• EPICT UK

• IPICT India

• IPICT Lanka

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Contact

epict.eu

www.epict.org

info@epict.org