On October 23rd, 2014, we updated our
By continuing to use LinkedIn’s SlideShare service, you agree to the revised terms, so please take a few minutes to review them.
Peter Micheuz, Plymouth, April 2009 4 Gymnasium Völkermarkt, Carinthia, Austria
Peter Micheuz, Plymouth, April 2009 5
17. April 2009 6
Outline Introduction StructuringandBenchmarkingICT Integration at Schools The Austrian Project eLSA eLSAand School Development Recognizing e-MatureeLSA-Schools FindingsandConcludingRemarks 23.07.2009 Peter Micheuz 7
Introduction 23.07.2009 Peter Micheuz 8 ICT Integration at Schools is still drivenbyenthusiasticteachers Lack of sustainable guiding strategiesfor the roll out of the technology Twoapproaches: Digital technologiescanbeseenas … catalystforreform/development/evolution leverforreform/development/evolution
Introduction No miracles derive from the mere presence of ICT in a school The lever pattern implies that ICT is not used as an agent but as a tool These different models are critical for a national policy in case of large-scale national investments in IT infrastructure 23.07.2009 Peter Micheuz 9
Structuring and Benchmarking ICT integration in Schools 23.07.2009 Peter Micheuz 10 Despite many - technologically - fairly well-equipped schools in Austria, there is evidence that many schools are in a state betweene-ready and e-mature. BECTA (British Educational Communications and Technology Agency): Institutional e-maturity is the capacity and capability of a college or learning institution to make strategic and effective use of technology to improve educational outcomes.
Recognizing e-mature eLSA-Schools 23.07.2009 Peter Micheuz 11
The inherent nature of organizations can be considered conservative…
Necessary transition from an “I-culture” to a “We-culture.”
Roger’s Theory of Diffusion of Innovation
“Schools change slower than churches” [American school researcher Richard Gross]
ICT Integration cannot be seen independently from school quality and development!
Structuring and Benchmarking ICT integration in Schools I Treshold Standards for the ICT-Mark (BECTA, UK) 1. Leadership and Management – ICT vision and strategy 2. ICT in the curriculum 3. Learning and Teaching with ICT 4. Assessment of and with ICT 5. Professional Development 6. Extending opportunities for learning 7. Resources - provision, access and management 8. Impact on pupil outcomes 23.07.2009 Peter Micheuz 12
Structuring and Benchmarking ICT integration in Schools II European Framework for the Evaluation of ICT in Education Conditions C1. Leadership C2. Infrastructure and access C3. Curriculum planning C4. Quality assurance and improvement Use U1. Pupil use U2. Teaching process U3. Administrative use Outcomes O1. Impact on learning and standards 23.07.2009 Peter Micheuz 13 INPUT PROCESS OUTPUT
Structuring and Benchmarking ICT integration in Schools IÌI Belgian model drawing on the EFQM excellence model The vision for ICT use in school (a strategy to achieve the ICT vision) Secondary processes (school organization and management, ICT co-ordinators) Resources (ICT infrastructure, government regulations, funding programmes) Primary processes (curriculum development, Integration of ICT) Desired results (results for the learner, teacher, parents, society and government) 23.07.2009 Peter Micheuz 14
23.07.2009 Peter Micheuz 15 An Austrian Top Down Approach “eLSA” for Secondary Level I (10-14 years)
Aims of the Austrian Project eLSA(“e-Learning imSchulalltag”) Each student has to get in touch with e-Learning and has to try out “e-Learning sequences” in lower secondary education. Each teacher has to experience e-Learning sequences in his/her own subjects (in at least one subject) and has to share his/her experience with all members of the teaching teams involved in these subjects and the participating classes. Within their subject area, teachers have to discuss the potential and limits of e-Learning. eLSAschools develop concrete models for evaluating e-Learning. They cooperate and share their experiences with other schools. The school program should explicitly contain (revised) e-Learning aspects. e-Learningmust be an important concern of the school administration. The project has high priority in the school routine. A steering group coordinates and harmonizes the “e-Learning” content developments, ensures their practical application and the progress of the project. The school offers its students the possibility to obtain at least one IT or e-Learning certificate (on a voluntary basis). 23.07.2009 Peter Micheuz 17
OneExemplary Goal 23.07.2009 Peter Micheuz 18 2. Each teacher has to experience e-learning sequences in his/her own subjects (in at least one subject) and has to share this experience with all members of the teaching teams involved in these subjects and the participating classes.
Indicatorsand positive evidence 23.07.2009 Peter Micheuz 19
Peter Micheuz Proving E-Maturity of eLSA-SchoolsThe Certification Process Theschoolsdeterminswhenthegoalsseem to bereached Theschoolsubmits an applicationforcertificationat the regional coordinator School visithospitations, conference, talks withtheheadmaster, schoolcoordinator,steeringgroup Report fromthe regional coordinator eLSACertificate Improvementsat theschool 20
23.07.2009 Peter Micheuz 21
Findings I eLSA-certified schools have already fairly good preconditions in terms of good IT infrastructure and engaged ICT teachers before the eLSA project. eLSA-certified schools are led by extraordinary supportive headmasters with (clear) visions and a sense of accountability. The IT-infrastructure in eLSA schools is maintained by very engaged system administrators who complain about the lack of a sufficient IT infrastructure and low budgets. Cooperation among teachers is still underdeveloped. 23.07.2009 Peter Micheuz 22
Findings II Many teachers use computers in their lessons, but often only to show and distribute digital material. The dominating learning platform, with a fairly well usage is Moodle. However, most courses lack interactive and collaborative activities. Many special ICT related activities in various subjects could be observed. Almost all pupils explicitly expressed their joy with e-Learning. They liked working with computer because “one learns differently”, “it is a nice variety in view of everyday school”, “it is practical because we have less paper”, “you get quick feedback”, “you can choose exercises individually”. 23.07.2009 Peter Micheuz 23
ConcludingRemarks PreconditionsforE-Maturity SuccessfulICT-Integrationshould/must bepartof (strategic) School Development Strong Leadership ExcellentIT-Infrastructure CooperationamongTeachers ClimateofInnovationandOpen-Mindedness 23.07.2009 Peter Micheuz 24
Last slide … Eachprogressis due tounsatisfiedpeople. Satisfiedpeople do not likechange … [Salvatore Quasimodo (1901-1968)] ThankYouforYour Attention. 23.07.2009 Peter Micheuz 25