• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
E Maturity and School Development
 

E Maturity and School Development

on

  • 830 views

 

Statistics

Views

Total Views
830
Views on SlideShare
830
Embed Views
0

Actions

Likes
0
Downloads
7
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    E Maturity and School Development E Maturity and School Development Presentation Transcript

    • E-Maturity and School Development[When the Tail Wants to Wag the Dog]
      23.07.2009
      1
      Peter Micheuz
      Peter MicheuzGymnasium Völkermarkt and University Klagenfurtpeter.micheuz@uni-klu.ac.at
    • Peter Micheuz, Plymouth, April 2009
      2
      ~ 8 Millionsinhabitants
      ~ 1.200.000 pupils, aged 7 – 19~ 120.000 Teachers~ 6000 Schools atprimary/secondarylevelFocus: Secondarylevel I (10 – 14 years)
      AUSTRIA,THE HEART OF EUROPE
    • 3
    • 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)
    • 23.07.2009
      Peter Micheuz
      16
      Goal driven Austrian Project “eLSA”(“e-Learning imSchulalltag”)since 2002
      • Full? Coverageof ICT-Use (pupils, teachers)
      • Communicationamongteachers
      • EvaluationandCooperation
      • Strategy (School program)
      • Leadership
      • Controlling (steeringgroup)
      • Offerof an ICT Certificate
    • 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