Max Aubernon

Morgane Louis

Ministère de l’Education

nationale

Educational use of digital technologies in schools

Atelier SGMAP OCDE – Les Collèges connectés

12 novembre 2014

3

As part of the strategy about Bringing the school into the digital era, 100 middle

schools will receive learning support and specific investments so that they can go

further in the integration of digital technology into their pedagogy and their

equipment.

The project has 3 main goals:

� confirming the benefits of digital technology for pupils, teachers, and families ;

� integrating digital technology into everyday teaching practices as well as the

school administration ;

� furthering cross-disciplinary and massive uses of digital technology to reach

academic success

These pilot collèges connectés are meant to be innovation

and changes boosters.

What are the Collèges connectés ?

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The selected middle schools are located throughout the country.

They are of different types and situated in rural, urban, and disadvantaged areas.

The first criteria of the selection are related to the dynamism of the teams and the investment of partners.

How are the collèges connectés

selected ?

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What are the specificities of these

schools ?

The schools stand out from the other schools because of:

� a continual use of digital technology by all the teachers and pupils;

� a recurrent and uninterrupted communication with families ;

� a management, an organization and an internal communication reinforced

by digital technology.

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What are the specificities of these

schools ?

They follow project-based initiatives which integrate:

� all aspects of digital technology ;

� a technical and pedagogical facilitation for teachers ;

� an assessment about all the aspects of the implementation of digital

technology in the school.

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What are the specificities of these

schools ?

They receive the certification « Collège connecté »

This qualification gives them the opportunity to highlight the investments of all the players and partners mobilized for the implementation of the school project.

For a school, getting this certification means :

� involving itself in the implementation of a pedagogy increased by digital technology ;

� promoting a renewed governance with regional authorities ;

� using a set of content and specific services including the networking of players and partners from the program ;

� benefiting from a monitoring and a scientific assessment realized in partnership with the Deposits and Consignments Fund and the Direction of Assessment, Performance and Prospective ;

� Getting change management co-constructed with the Secretary General for Government Modernization (SGMAP).

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What are the specificities of these

schools ?

The collèges connectés are also :

� places for teachers training from other proximity schools – these schools aim

at broadcasting good practices ;

� places for privileged experimentation connected to universities ;

� places of incubation for local and national initiatives.

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What are the means of

implementation?

Key digital uses are implemented in every school:

� digital information and communication services are made available to

families concerning assessments, absence, lateness, mailbox, collaborative

work space, etc. ;

� changing management and internal communication to a paperless system

boosts the implementation of the school project as well as the development

of cross-disciplinary projects ;

� schools integrate the services and contents being part of the strategy about

Bringing the school into the digital era, such as pupil mentoring applications ;

� Teams are committed to media and information literacy and responsible

uses of Internet.

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What are the means of

implementation?

Conditions of sustainability will enable the development of these uses in

every school :

� the school projects aim at being managed, assessed, and at including all the

aspects of digital technology;

� technical support and pedagogical facilitation devices known and used by

teachers ;

� a training plan for teachers founded on the promotion of their digital skills ;

� a follow-up of uses, realized by the education community for networks,

equipment, services and digital content ;

� an access to superfast broadband.

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New modalities of work with regional authorities:

� The coherence of the partnership between the state and regional authorities

is reinforced by a convention which is an integral part of the implementation

of every school project.

� All the partners, especially middle schools, department councils and local

education authorities, have teamed up with teachers for academic success.

� Actions are defined from a local diagnosis. All the players go into action in

order to achieve the objectives of the school project.

What are the means of

implementation?

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Within the framework of the convention, a double assessment is realized

on a national, academic, and local scale:

� one is technical and economical – it is based on the

implementation of equipment and network, their maintenance,

the quality of service offered and their use

� the other is pedagogical and organizational – it mainly focuses

on the impact of digital technology on teaching practices and

academic success.

What are the means of

implementation?

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Today, several pedagogical subjects are food for thought in the different schools:

� Mobility

� BYOD

� Flipped classroom

� Serious games

� Link between primary and secondary school

� Videoconference for modern languages

� Personalized academic pathways

� Trainings about responsible Internet use and media literacy

What are the topics the schools

work on?

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THANK YOU

for your attention !

Stephan Vincent-Lancrin

OCDE

Educational use of digital technologies in schools

OECD REVIEW OF THE ITALIAN STRATEGY FOR DIGITAL SCHOOLSStéphan Vincent-LancrinOECD Directorate for Education and SkillsSenior Analyst and Project Leader

Paris, 12 Novemner 2014

italian schools have low ICT penetration

3332 31 30 29

2423

1817 16 16 16 16 15 14 13 13 13 13 13 12 11

9 8

6 6

6

6

19

13

9

18

15

6

23

8

12

7 710

5 6

9 86

11

8 86 6

11 11

46

9

50

5

10

15

20

25

30

35

40

number of computers per 100 students (4th grade)

2011-12 2006

Italy lags behind most OECD countries for school ICT equipment (and usage)

Source: European Schoolnet (2013), Survey of Schools: ICT in Education.

Percentage of students by school intensity of digital equipment (Grade 4), 2012

37

6

48

80

0%

20%

40%

60%

80%

100%

Type 1 Type 2 Type 3

Source: European Schoolnet (2013), Survey of Schools: ICT in Education.

Type 1: high equipment, fast broadband, high connectedness; Type 2: medium equipment, slow or no broadband, some connectedness

Percentage of students by school intensity of digital equipment (Grade 8)

Source: European Schoolnet (2013), Survey of Schools: ICT in Education.

24

68

86

0%

20%

40%

60%

80%

100%

Type 1 Type 2 Type 3

1

Type 1: high equipment, fast broadband, high connectedness; Type 2: medium equipment, slow or no broadband, some connectedness

Italy’s national plan for digital schools: strengths and limitations

3 objectives:

• Introduce ICT as part of the daily tools of classroom activities

• Experiment new models of school organisation and of teaching

• Support the development of new products (resource and devices)

4 programmes:

• Piano LIM, cl@sse 2.0, scuol@ 2.0, Editoria digitale scolastica

Related initiatives

• Development of national and school information systems

• Phasing out of paper-only textbooks (e-textbook law)

• Smart cities

Piano Nazionale Scuola Digitale (2008-12)

• Means are aligned with the goal of increasing the use of ICT in schools (LIM as main focus - Trojan Horse)

• A “contagion” strategy creates teacher demand rather than resistance (voluntary process)

• An efficient procurement procedure (Consip)

• The strategy builds capacity for wider change (phased approach, experiments)

Strengths

• Budget: EUR 30 million per year– 5 euros per student

– 0.1% of the MIUR budget for schooling

• Too slow pace of equipment (5 to 16% of classrooms equippedwith IWB)

• Too few schools concerned by cl@sse 2.0 (416) and scuol@ 2.0 (14+15)

• Not enough professional development

• Not enough digital resources

Limitations

80%

53%

53%

49%

41%

31%

29%

20%

14%

11%

9%

8%

8%

5%

1%

93%

69%

66%

58%

52%

46%

43%

28%

30%

23%

19%

28%

16%

81%

12%

0% 20% 40% 60% 80% 100%

United Kingdom

Netherlands

Denmark

Australia

USA

Canada

Spain

Mexico

Italy

Germany

Korea

China

France

Turkey

India

Classroom Penetration of Interactive Whiteboards

2011 - estimated classroom penetration 2016 - expected classroom penetration

The slow pace of the Piano LIM: it wouldtake 15 years to reach the current UK level

Source: Futuresource consulting (2012)

our recommendationsand their rationales

1. Speed up the uptake of ICT in Italian schools and classrooms

2. Refocus the innovation projects on scuol@ 2.0 to create an Innovation Laboratory Network of test bedschools

3. Align other system elements (curriculum and assessment, etc.)

� Create the conditions for peer learning, system learning, and pedagogic transformation

Three main objectives

• Why?– With often only 1 interactive whiteboard per

school, located in one classroom, there is littlepedagogic learning happening

• How?– Review the funding scheme (add private funding)

– Develop digital learning resources

– Give more flexibility in professional developmentscheme (too traditional)

Speed up the uptake of ICT

• Why?– Equipment by itself does not change pedagogic

practices or school practices

– Need to pilot and experiment different uses of technology for pedagogic purpose

– Need to experiment new organisational practices for the better use of ICT

– Need to identify what works and what does not work

• How?– Concentrate resources on the scuol@ 2.0 initiative

– Redesign the plan around local school networks (distretti scol@stici 2.0)?

Create an Innovation LaboratoryNetwork

• Why?– To give incentives/recognition to all stakeholders

– To ensure sectorial learning

• How?– Make digital skills an explicit part of national

curriculum and assessment

– Build an ICT infrastructure and vision

– Stimulate innovation and knowledge sharing

– Address parental concerns about the safety of the school internet environment and support local initiatives for parental ICT training programmes

Align other system elements (curriculum and assessment, etc.)

For more information

Download the full report by Francesco Avvisati, Sara Hennessy, Robert B. Kozma and S. Vincent-Lancrin

www.oecd.org/edu/innovation(Report section)

2 Annexes:

• Learning from international experiences with ineractivewhiteboards

• The transformative impac of ICT policies in education

Towards the design of an innovation-friendly ecosystem in education

Innovation

in

education

Technology

School

organisation

System

organisation

Research and

Development

Stephan.Vincent-Lancrin@oecd.org

MERCI

www.oecd.org/edu/innovation