About European Schoolnet

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Presentation by Anja Balanskat for NIME, Japan

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  • About European Schoolnet

    1. 1. Effective and innovative use of ICT (Information and Communication Technology) in schools and teacher training Meeting NIME and EUN, 22 March 2007 Anja Balanskat, Paul Gerhard
    2. 2. 1)Effective use <ul><li>The ICT impact report </li></ul><ul><li>2)Innovative use </li></ul><ul><li>Thematic dossier on innovation </li></ul><ul><li>Examples of practice (DK, The NL, HU) </li></ul><ul><li>ICT schoolportraits </li></ul><ul><li>P2V project </li></ul>
    3. 3. Effective use The ICT Impact report <ul><li>17 recent impact studies in focus: </li></ul><ul><li>Large scale impact studies (eLearning Nordic, Impact 2) </li></ul><ul><li>National evaluations of ICT initiatives </li></ul><ul><li>Inspection reports </li></ul><ul><li>Large and small scale technology interventions </li></ul><ul><li>National research reviews </li></ul><ul><li>International and European Comparisons (OECD, Benchmarking survey) </li></ul><ul><li>European case studies </li></ul>
    4. 4. Effective use The ICT Impact report <ul><li>1)Learning outcomes and learners </li></ul><ul><li>2)Teaching methodologies and teachers </li></ul><ul><li>3)Enablers and barriers for effective uptake </li></ul>
    5. 5. 1)Effective use The ICT impact report <ul><li>Differences of ematurity across Europe </li></ul><ul><li>High investment </li></ul><ul><li>Return of investment? </li></ul>
    6. 6. A) Quantitative evidence <ul><li>Causal relationship between use of ICT and gains in national tests via statistical analysis </li></ul><ul><li>BUT: Isolating the variable that caused impact is problematic in education </li></ul>
    7. 7. B) Qualitative evidence <ul><li>“ Assessing” impact via </li></ul><ul><li>questionnaires and interviews with </li></ul><ul><li>students, teachers,… </li></ul><ul><li>BUT: perceived impact vs. real impact </li></ul>
    8. 8. Impact on Teaching and Teachers <ul><li>Increased enthusiasm </li></ul><ul><li>Increased efficiency and collaboration </li></ul><ul><li>Specific ICT uses </li></ul><ul><li>Teachers’ competence </li></ul><ul><li>Pedagogical practice </li></ul>
    9. 9. Enablers: Impact of specific technologies on teaching <ul><li>Broadband is a major factor in increasing collaboration between teachers </li></ul><ul><li>Interactive whiteboards make a difference to classroom interaction </li></ul>
    10. 10. Teachers’ competence <ul><li>Teachers’ basic ICT skills increased dramatically </li></ul><ul><li>Limited impact on teachers’ pedagogical competence </li></ul><ul><li>Teacher- student relationship </li></ul>
    11. 11. Pedagogical Practice <ul><li>ICT use to support existing pedagogies </li></ul><ul><li>Highest impact with experienced users (project-oriented, collaborative and experimental way) </li></ul><ul><li>Best use: different modes of interaction, variety of roles, intended and actual use </li></ul><ul><li>ICT underexploited for more actively engagement in the creation of knowledge </li></ul>
    12. 12. Barriers to impact <ul><li>Teacher </li></ul><ul><li>School </li></ul><ul><li>System </li></ul>
    13. 13. Recommendations Policy <ul><li>Plan for transformation and for ICT </li></ul><ul><li>Include new competencies in curricula and assessment </li></ul><ul><li>A clear political will and investment in ICT consolidation </li></ul><ul><li>New forms of teacher training (workplace, peer-to peer) </li></ul><ul><li>Motivate and reward teachers to use ICT </li></ul>
    14. 14. Recommendations Research <ul><li>Context sensitive and process oriented research </li></ul><ul><li>Encourage more trans-national research </li></ul><ul><li>Make national evidence accessible </li></ul>
    15. 15. Studies <ul><li>Eurobarometer Benchmarking survey (Empirica 2006) </li></ul><ul><li>Sites 2006: pedagogical practices adopted in different countries and the use of ICT in them (400 schools) </li></ul><ul><li>Eurydice: ICT in Europe in 2007 </li></ul>
    16. 16. 2)Innovative use of ICT <ul><li>Thematic Dossier on Innovation </li></ul><ul><li>http://insight.eun.org </li></ul><ul><li>Step by step improvement building </li></ul><ul><li>or </li></ul><ul><li>A radical shift of improving practice </li></ul><ul><li>or </li></ul><ul><li>more incremental improvements </li></ul><ul><li>Schools are traditional! </li></ul>
    17. 17. 2)Innovative use of ICT <ul><li>Thematic Dossier on Innovation </li></ul><ul><li>Emigrants’ mother tongue project (Norway) </li></ul><ul><li>Mobile technology project (UK) </li></ul><ul><li>Learning Management system and PC’s Project (Denmark) </li></ul>
    18. 18. 2)Innovative use of ICT <ul><li>Teacher Training and other initiatives </li></ul><ul><li>‘ Pedagogical ICT Licenses’ (Denmark) </li></ul><ul><li>Equity through ICT (Hungary) </li></ul><ul><li>“ The Romani (Gypsy) Education Through ICT Project, 2003-2005. </li></ul><ul><li>“ it clicks’ Teacher portraits (The Netherlands) </li></ul>
    19. 19. 2)Innovative use of ICT <ul><li>Ernist ICT school portraits </li></ul><ul><li>http://schoolportraits.eun.org </li></ul><ul><li>6 inspectorates of Education </li></ul><ul><li>20 school visits </li></ul><ul><li>Scotland, Austria, Northern Ireland, Flanders, England, The Netherlands </li></ul><ul><li>How ICT has changed teaching and learning? </li></ul>

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