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Jande Craemer Eminent09 Workshop A1

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  • Equal opportunities : Digital use divide Special needs eductaion ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • "Minimum objectives the educational authorities consider necessary and feasible for a particular part of the pupil population. Final objectives apply to a minimum set of knowledge, skills and attitudes for this part of the pupil population Cross curricular final objectives refer to abilities that do not belong to the content of one or more subjects, but that can be taught, practised and applied in it They must also be regarded as a complement to the subject final objectives; they render it possible to make the subjects more coherent and interconnected ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • Compared to ECDL Basic eductaion: primary + 1st grade of secondary education (till14) ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • Critical thinking: Pupils need to learn what are good and bad internet sources, what are criteruia for using internet sources.
  • ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • Samen met het team doorlopen van een beleidscyclus;een vijftal stappen 1) visie-ontwikkeling, 2) inventaris van de activiteiten, 3) prioriteren, 4) nieuwe activiteiten formuleren, 5) acties plannen ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • Samen met het team doorlopen van een beleidscyclus;een vijftal stappen 1) visie-ontwikkeling, 2) inventaris van de activiteiten, 3) prioriteren, 4) nieuwe activiteiten formuleren, 5) acties plannen ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • Samen met het team doorlopen van een beleidscyclus;een vijftal stappen 1) visie-ontwikkeling, 2) inventaris van de activiteiten, 3) prioriteren, 4) nieuwe activiteiten formuleren, 5) acties plannen ICT and Initial Teacher Training 29 October 2008 - Centre for Educational Research and Innovation - TELECOM ParisTech
  • Transcript

    • 1. ICT curriculum reform in Flanders Eminent 2009 Jan De Craemer
    • 2.  
    • 3. Size of the educational system
      • Total population: over 6 mio
      • Pupils & students : 1.260.599
      • Teachers : 159.812
      • Institutions :
        • primary: 2.559
        • secondary: 1.035
        • higher education: 31
    • 4. A new ICT-curriculum since 2007
      • Social rationale
      • A means to provide equal opportunities
      • Keeping pace with new developments in society
      • Increasing participation in economic life
      • Educational rationale
      • helping learners to become mature technology users
      • ICT can innovate education
      NML conference - Brussels - Conscience building - September, 22th 2009
    • 5. Curriculum features (1)
      • ICT competences to be reached in basic education
      • Competence-based curriculum: including a strong attitudinal and (meta-)cognitive dimension
      • (Competence= skills + knowledge + attitudes)
      • No ‘standards’, but cross-curricular final objectives
      NML conference - Brussels - Conscience building - September, 22th 2009
    • 6. Curriculum features (2)
      • Broadly formulated targets to ensure large autonomy for schools for curricular decision making
      • (learning)process oriented instead of product oriented
      • No technical or instrumental skills defined
      • No additional certification
      NML conference - Brussels - Conscience building - September, 22th 2009
    • 7. Curriculum content
      • Pupils have a positive attitude towards ICT, and are willing to use ICT to support their own learning process.
      • Pupils use ICT in a safe, responsible and effective way.
      • Pupils can work independently in a ICT enriched learning environment.
      • Pupils can learn independently in a ICT enriched learning environment.
      • Pupils can use ICT to elaborate their ideas in a creative way.
      • Pupils can use ICT to search for, process and store digital information.
      • Pupils can use ICT to present information to others.
      • Pupils can use ICT to communicate in a safe, responsible and effective way.
      • Pupils can chose adequately between a number of different ICT applications, depending on the specific goal to be achieved.
      • Pupils are willing to redefine their actions after reflection on their own and others’ use of ICT.
      NML conference - Brussels - Conscience building - September, 22th 2009
    • 8. Attitudes (social and ethical abilities) A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces Supportive technical, instrumental and procedural skills modelling creatively with the support of ICT The ICT-diamond independent learning with the support of ICT communicating information presenting information to others collecting, processing and saving information practising with the support of ICT (Sec.ed. Only) choosing adequately, reflecting and adjusting
    • 9. 1 The pupils have a positive attitude towards ICT and are willing to use ICT in support of their learning.
      • a willingness to use ICT as a teaching aid
      • - to compensate for skills and attitudes that
      • are not acquired spontaneously or much
      • less at home
    • 10. 2 The pupils use ICT in a safe, responsible and effective way.
      • working in a rigorous and careful way
      • vigilance about harmful or discriminatory content
      • dealing cautiously with personal or confidential information
      • taking care of equipment and software
      • ergonomics, ecology …
      • respecting intellectual property
    • 11. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces Supportive technical, instrumental and procedural skills The ICT-diamant independent learning with the support of ICT communicating information presenting information to others collecting, processing and saving information practising with the support of ICT modelling creatively with the support of ICT
    • 12. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces Supportive technical, instrumental and procedural skills 3 The pupils are able to practise independently in an ICT supported learning environment.
      • variation (in the types of exercises, catering for various learning styles …)
      • differentiation (in terms of the pace and level)
      • customised feedback
      practising with the support of ICT
    • 13. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces Supportive technical, instrumental and procedural skills 4 The pupils are able to learn independently in an ICT supported learning environment.
      • acquire and process new learning content
      • learning centres
      • suitable programmes
      • all kinds of distance learning
      independent learning with the support of ICT
    • 14. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate 5 The pupils are able to use ICT to express their own ideas in a creative way.
      • I CT can facilitate creation beside other means
      • Use of multimedia
      • Strong link with media education
      • Creativity: - goal-oriented, problem-oriented
      • - making strategic choices
      Supportive technical, instrumental and procedural skills Abilities focusing on the learning proces communicating information presenting information to others collecting, processing and saving information practising with the support of ICT Modelling creatively with the support of ICT independent learning with the support of ICT
    • 15. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate 6 The pupils can retrieve, process and save digital information by means of ICT. Supportive technical, instrumental and procedural skills
      • choose in an adequate way the most suitable sources of
      • information to assemble specific information
      • decide what is interesting in the framework of their objective
      • use information to offer solutions
      • arrange the information
      • store the information in a simple structure
      Abilities focusing on the learning proces communicating information presenting information to others collecting, processing and saving information independent learning practising with the support of ICT Modelling creatively with the support of ICT
    • 16. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces 7 The pupils are able to use ICT in presenting information to others. Supportive technical, instrumental and procedural skills
      • wrong: knowledge of one program
          • to limit creativity
      • right: focus on content
        • aimed at a certain audience
        • context
        • outline
      • Learn to make strategic choices
      communicating information presenting information to others collecting, processing and saving information independent learning practising with the support of ICT Modelling creatively with the support of ICT
    • 17. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces 8 The pupils are able to use ICT to communicate in a safe, responsable and appropriate way. Supportive technical, instrumental and procedural skills
      • to provide information or seek it from third parties
      • make a targeted choice between the different means of
      • communication
      • respect the general code of conduct when communicating by
      • electronic means (also called ‘netiquette’)
      • react in an alert and self-assured way to unusual messages
      • Learn to make strategic choices
      communicating information presenting information to others collecting, processing and saving information Independent learning practising with the support of ICT Modelling creatively with the support of ICT
    • 18. Social and ethical abilities A positive attitude – Supporting own learning safe – responsible - appropriate Abilities focusing on the learning proces Supportive technical, instrumental and procedural skills modelling creatively with the support of ICT The ICT-diamant independent learning with the support of ICT communicating information presenting information to others collecting, processing and saving information practising with the support of ICT (Sec.ed. Only) choosing adequately, reflecting and adjusting
    • 19. 9 The pupils are able to make an adequate choice out of different ICT applications depending on the objective to be reached.
      • in contrast to a one-by-one approach
      • choices have to be appropriate and goal-oriented
      • => experiment, compare, reflect
    • 20. 10 The pupils are willing to adjust their actions based on reflection upon the use of ICT by themselves or others.
      • As a result of experimenting, comparing, reflection
      • detect (+ and -) qualities of …
      • means, programs, applications
    • 21. Implementation policy: 5 Pillars
      • Strengthening capacity-building of the educational institutions
      • Promoting the professional development of educational staff
      • Provinding high quality infrastructure
      • Digital content policy
      • Evaluation & Research
    • 22. Policy planning in schools
      • A software tool developed to support schools
      • Basic assumption: “ the local process of policy planning is crucial condition for successful ICT integration ”
      • No form of “ informed prescription ”, but active engagement on local level
      • pICTos: Planning for ICT in Schools
      • Team-based in-service training: different steps towards a integrated policy plan
      NML conference - Brussels - Conscience building - September, 22th 2009
    • 23. NML conference - Brussels - Conscience building - September, 22th 2009 Educational beliefs Current activities priorities new activities action plan School context competencies
    • 24. Phase 1: educational beliefs
      • 28 statements to agree/disagree with
      • 7/28 “I think textbooks and other existing educational materials are the best sources to create my lessons.”
      • (classical skill transfer teaching style)
      • 6/28 “I prefer to put chairs and schoolbanks together so the pupils can work together.”
      • (constructivist teaching style)
    • 25. Constructivist beliefs - pupil centred Teacher centred Knowledge transfer beliefs
    • 26. Differences between schools phase 1: teaching styles
    • 27. NML conference - Brussels - Conscience building - September, 22th 2009 Educational beliefs Current activities priorities new activities action plan School context competencies
    • 28. Phase 2 current activities
      • Focus on objective
      • 1 (positive attitude) and
      • 3 (practicing with ICT)
      • Cf classical instruction teaching style
      • Little focus on obj 8 (communication)
      Final objectives Number of activities
    • 29. Phase 2: current activities
    • 30. NML conference - Brussels - Conscience building - September, 22th 2009 Educational beliefs Current activities priorities new activities action plan School context competencies
    • 31.
      • www.ond.vlaanderen.be/ict
      • [email_address]
      Thank you