Dedicated to Support schools in bringing about the best use of technology in learning Promote the European dimension in schools and education Improve and raise the quality of education in Europe Network of 28 Ministries of Education in Europe
Ministries of Education IT Industry and Suppliers European Commission Schools Experts Policy makers Researchers Developers School Leaders Teachers, Pupils European Schoolnet Stakeholders Target groups
Three strands of activity EUN Activities Knowledge building and Exchange on ICT policies and practice School networking and services Interoperability and content exchange
EUN Activities ICT policies and practice Peer Learning ICT Cluster eTwinning School Innovation Internet Safety School Validation … Xplora Xperimania School networking and services Spring Day Development Youth Prize eLearning Awards Insight Portal PIC LIFE TRIANGLE … Interoperability and content exchange LRE MELT CALIBRATE Range of projects and services
Impact on learning and learning outcomes Impact on pedagogy Impact on pupils engaged in the teaching and learning process and their achievements Impact on teachers in terms of their own practice and career development.
Impact on learners and learning outcomes The impact is generally positive, although much of the evidence conflicts in terms of exactly what the outcome is and in which subject.
Improves attainment levels of school children in native language (above all), Science, Design and technology at age 7-16, particularly in primary schools.
Positive association between the length of time of ICT use and students’ performance in mathematics tests .
Schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores;
Pupils, teachers and parents consider that ICT has a positive impact on pupils’ learning.
“ when organisations make strategic and effective use of ICT to improve educational outcomes.”
“ Other countries, depending on their policy goals for education, might have different focus e.g. on improved learning and teaching processes or the acquisition of a variety of “new” skills and competences enabled through adequate and strategic use of ICT.”
What is eMaturity? Becta definition
Relationships in the eMature educational system
Multi-stakeholder partnerships: no single agency has all the answers about ICT in education. Partnerships are needed between government agencies, Ministries, schools, the private sector and other relevant bodies.
Provision of infrastructure and networking opportunities for schools and teachers: the education system needs to ensure that there are appropriate infrastructure, resources, training and networking opportunities available for schools and teachers.
Core values : a set of core values are needed to ensure guiding principles are implemented throughout programmes and initiatives.
Learner-centred: address the learner at his/her stage of development, and facilitate personalised approaches. Integrate informally-acquired skills;
Inclusive and egalitarian : enable eParticipation to diminish the discrepancy between high and low eMaturity schools. Offers eLearning for all type of learners (special needs, talented, students from socio economic deprived regions);
Responsive to societal needs and promoting active citizenship: reflects the needs of society as and encourages active citizenship;
Flexibility in terms of access and location that allows for variety of settings and access methods.
Core values of an eMature education system Values underpinning the system should guide policy-makers in making appropriate operational decisions.
Developing pupils’ ICT capabilities: stimulate pupils to develop their ICT skills, cover the core ICT curriculum, ensure balance in the kind of learning activities provided;
Use ICT to enhance teaching: ensure ICT is used across subjects, in a variety of modalities, based on networks; support teacher-pupil communication and increase exposure to authentic learning experiences via ICT and personalise the learning experience;
Teaching staff competence and eConfidence: display reflective practice based on use of ICT devices, connectivity, creation and sharing of materials; select a variety of appropriate pedagogies and technical tools.
Development of ICT skills: show continuous improvement of their ICT skills, with reflective, eConfident behaviour; select appropriate ICT tools and resources to complete their tasks and projects. Demonstrate awareness of safety and copyright issues, know how to use devices, and obtain, share and edit digital resources.
Enhancement of learning: use ICT to work in teams, and share knowledge with others, and for independent learning. Work at a fast pace due to efficiency gains of using ICT effectively, and demonstrate creativity. Demonstrate their learning outcomes to others using ICT and communicate with a wider learning community both in and outside of the school.