Marc Durando - e-Skills Weeks closing event - Welcome address

eSkills Week – Closing event 5 March 2010 European Commission Enterprise and Industry The e-Skills Week is an initiative of the European Commission Marc Durando, Executive Director, European Schoolnet

What is European Schoolnet ? Dedicated to Supporting schools in bringing about the best use of technology in learning Promoting the European dimension in schools and education Improving and raising the quality of education in Europe Network of 31 Ministries of Education in Europe

What are doing our MoEs? Curriculum Teaching process Assessment CURRICULUM The knowledge based economy implies to have a workforce having the same characteristics (competitive, flexible, innovative, …). Our curriculum have to address the e-Skills dimension. Three pillars of education ASSESSMENT The new generation must have the appropriate mix of e-Skills to help them find a satisfying and rewarding career in the future. TEACHING PROCESSES Necessity to have initial training programmes and In service training programmes to integrate the eskills dimension.

Place of e-Skills in our education systems Introduction of e-Skills linked to reform process No clear assessment policies for these skills initial or in-service teacher programmes to be revised e-Skills frequently integrated in a cross-curricular way Recognition of the importance of e-Skills

STEPS study
Study of the impact of technology in primary schools (DGEAC and EACEA funding)

Approach and Methodology : Multiple perspectives Birmingham UK Teacher survey: 18,000 interviews 60 research studies: 22 countries Policy survey: 30 Correspondents School survey: 255 respondents 25 case studies: 13 countries

Impact on learners 1-Knowledge, skills and competences
Teachers are positive:
ICT supports competence development
ICT helps children understand better
ICT improves support for individual needs
Learners may lack basic computer skills
Discrepancy between home and school ICT access
Use of ICT at home does not necessarily relate to
education purposes.
Correlation with PISA results (home an school ICT use
provides better achievements in some disciplines
– sciences).
Main issue concerns the relation to knowledge –
access to information via ICT does not necessarily
mean access to knowledge.

Impact on learners 2-Motivation, confidence and engagement in learning
More motivated and attentive
Positive attitude and engagement
Impact on group processes and
collaborative learning
Overcome low motivation,
social diversity and disengagement
Learners participate more actively
Guided enquiry-based tasks are motivating
Learning inside and outside of school
Parental engagement
Learning environment out of school
has developed.
It now implies that the relation to
knowledge building is changing

Impact on teachers 3-Teachers use ICT and are ‘ICT-optimistic’
Three in four teachers use
computers
Range of pedagogies supported
Constructivist learning
environments
Teachers in some countries are
more ICT-optimistic than others
A skeptical minority
Low correlation: ICT-optimism/
equipment, use and skills

Impact on teachers /2: ICT is pedagogically under-used
Used more for administration,
organisation and planning
Lack of pedagogical vision
Lack of integration of ICT in each subject
prevents new pedagogical approaches

4 Paradoxes on the e-Skills issues e-Skills literacy High e-Skilled professionals e-maturity of pupils e-confidence of teachers

4 Paradoxes on the e-Skills issues E maturity of pupils Consumer versus Creator What the schools does (teaching, guidance) What industry is looking for (role models)

MST challenges 3 Main Issues Attractiveness in Europe for MST studies (difficult, image, ….) Career prospects (compared to other sectors) New pedagogical approaches

4 KEY FACTORS Motivated and recognised teachers Innovative pedagogy and creative curriculum
Highly qualified and well trained teachers.
Recognition of teacher profession (MST).
In service training of teachers.
Target the formal education system and
embed actions in the curriculum.
Provide teachers with new content, tools
and pedagogical approaches (access to
new learning resources).
Provide examples of transferable good
practice.

4 KEY FACTORS Role and engagement of industry A shift in the demand side
Platform for exchange of practices
Peer exchange + peer learning approaches
Better information to teachers on what
exists, on what industry offers, etc.
Access to industrial facilities and company
research labs and virtual facilities?
We need better role models
MST teachers should be aware of career
opportunities
Role to be played by guidance counselors
Better information policy (MST career
Portals, eskills career portal) EeSA

Towards an e-Skills strategy in schools?

What are the inhibitors to implementing an eskills strategy in schools ? Inhibitors Difficulty to shift culture of teachers training of teachers Lack of new pedagogical models Difficulty to assess these skills Disparity in curriculum and various cross-curricular approaches Parents expectations - more technology but conservative approach to school organisation

What are the enablers for implementing an eskills strategy in schools? Enablers Use of ICT Technology on/ technology off New school environment (in and out of the class) Cooperation: the driving force Confidence of teachers Successful pilots (possible changes in school organisation) More awareness actions and campaigns
CRITICAL SUCCESS FACTORS
Multi Stakeholders partnerships
Long term actions

Marc Durando - e-Skills Weeks closing event - Welcome address

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