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Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
Per Thorboll Eminent09 Workshop A2
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Per Thorboll Eminent09 Workshop A2


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  • The ICT-themes have been integrated in the new version of the generic Pedagogical ICT Licence, and will also be transferred to the new e-learning modules Subject theme: Experts said that this was the natural step. But no teachers signed up for it ;--(
  • 409 Pedagogical ICT facilitators
  • Transcript

    • 1. Per Thorbøll UNI • C Developing and certificating teachers' digital and pedagogical skills – experiences from national initiatives in Denmark
    • 2. Drivers of teachers’ digital and pedagogical skills
      • Programmes dedicated to competency development
      • Other programmes and initiatives
        • E.g some major steps:
        • Computers in schools ;-)
        • Computers at home
        • The roll-out of (broadband) internet connections
        • Virtual learning environments, intranets
        • Interactive whiteboards?
      • IT competences integrated into the curriculum
      • IT at exams (the ’ultimate weapon’)
    • 3. Programmes dedicated to competency development
      • Many local, regional and national initiatives in 1980 – 2000
      • Learn IT (Danish: Lær IT) Part of the Governments ”IT-political action plan, 1995”
      • Pedagogical ICT Licence (1998, various versions)
      • EPICT - European Pedagogical ICT Licence ® (2005 - )
      • Super structures to the Pedagogical ICT Licence (2005 – 2008)
      • E-learning modules (2009 -)
      • A number of initiatives from local authorities, regional centres, university colleges, private publishers etc.
    • 4. 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
    • 5. 04-12-09 Pedagogical ICT Licence in Denmark * Now closed and/or pooled to a generic, flexible Pedagogical ICT Licence As per 010909 Number of participants New (2008) 2009 Completed Launched Potential teachers Coverage % Coverage completed % Skole-IT 49,955 (357) 42,304 2/1999 80,000 62 53 Skole-IT f. lærerstuderende 4,745 509 339 2/2004 Gymnasie-IT 6,093 (173) 4,493 2/2001 14,000 44 32 EUD-IT 1,052 115 463 2/2002 8,000 13 6                 SFO-IT 3,637   2,283 1/2001 8,000 45 29 Sprogcenter-IT 1,330   1,238 1/2001 1,500 89 83 SOSU-IT 776   667 2/2001 1,000 78 67 SUND-IT 523   435 1/2002 1,000 52 44 Seminarie-IT 543   265 1/2003 800 68 33 Pædagogsem.-IT 109   56 1/2004 1,000 11 6
    • 6. 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
    • 7.
      • 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 - certification
    • 8. Entry and exit levels differ … Pedagogical ICT Licence - No fixed level of competence All teachers develop their competences. Evaluation and assessment - certification
    • 9.
      • Teacher Students
      • 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 - certification
    • 10. EPICT.EU EPICT – European Pedagogical ICT Licence ®
    • 11.
      • 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
      Now EPICT (IPICT, APICT) courses in many countries
    • 12. Latest country – EPICT in Austria
    • 13. Current status of EPICT – IPICT - APICT
      • Enlarge the EPICT consortium by January 1 2010
      • Synergies with other initiatives, e.g.
      • UNESCO ICT Competency Framework for Teachers
      • Microsoft Educators Learning Journey (ELJ)
      • We invite any country or region to join
    • 14.
      • A number of independent studies: It works!
      • Most recent study in the Nordic countries Ramboll Management, May 2006 E-learning Nordic 2006- Impact of ICT on education 8000 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
    • 15. Super structures to the Pedagogical ICT Licence
      • Build upon the basic Pedagogical ICT competences
      • Pedagogical ICT facilitator
        • Teachers who are going to work as pedagogical ICT facilitators at their own schools
        • Central resource person in many schools, a mentor to colleagues
      • ICT-theme (Danish: it-tema)
        • Selected themes, e.g. interactive whitboard, special needs etc.
      • Subject theme (Danish: FagTema )
        • Your subject and how to improve it with ICT and media
        • Advanced level, demands on the participants
    • 16. Pedagogical ICT facilitator
      • Course headlines (150 hours)
      • Facilitation skills
      • Learning resources and learning processes
      • The school’s culture and organisational development
      • Sharing information and knowledge
      • Requested skills
      • Personal ICT skills covering a broad range of areas and applications
      • Pedagogical competences with regard to the integration of ICT in education
      • Facilitation skills
      • Interpersonal competences
      • Not technical skills
    • 17. E-learning modules
      • New government initiative, launched this August
      • Get even closer to the teachers and the school’s daily life
      • Short e-learning modules for primary and secondary education
      • Must
        • support the teachers’ subject didactic use of ICT
        • give concrete examples of how to use ICT for your subject
        • reflect the new curriculum – Common goals 2009 especially the ICT and media competences of the pupils
        • take advantage of web 2 tools
        • be free
        • be available on the web
    • 18. Pupils user competence Teachers Headmaster… Competencies It development Time The Challenge .…….