This document discusses the use of ICT in education from the perspective of European Schoolnet (EUN). It covers three strands of EUN's activities: knowledge building and exchange on ICT policies and practices, school networking and services, and interoperability and content exchange. Personalized learning using ICT is discussed, including how it allows for differentiation and engages students. Mobile learning is also addressed, including both the disruptive potential of mobile devices in schools as well as their ability to extend learning beyond the classroom.

1. Learning Matters: ICT
Strategies for Success
Roger Blamire
European Schoolnet (EUN)
London, Roger Blamire
11 January 2008 Insight into policy and practice

2. What is European Schoolnet (EUN)?
Network of 28 Ministries
of Education in Europe,
based in Brussels
Dedicated to
Support schools in Promote the European
bringing about the best use dimension in schools
of technology in learning and education
Improve and raise
the quality of education
in Europe
London, Roger Blamire
11 January 2008 Insight into policy and practice

3. Our stakeholders and target groups
Stakeholders Target groups
Ministries
Teachers, Pupils
of Education
IT Industry
and Suppliers School Leaders
European
Schoolnet
European
Commission
Policy makers
Schools
Researchers
Developers
Experts
London, Roger Blamire
11 January 2008 Insight into policy and practice

4. Three strands of activity
Knowledge building and
Exchange on ICT policies
and practice
EUN
Activities
School networking Interoperability and
and services content exchange
London, Roger Blamire
11 January 2008 Insight into policy and practice

5. The ICT Impact Report
• ICT allows for greater differentiation (especially in primary
schools), with programmes tailored to individual pupils’ needs
• Pupils do assignments more their own way when using a
computer and their parents consider that they solve assignments
more at their own level
• Teachers consider that pupils work more in cohesion with their
own learning styles, resulting in an impact on both academically
strong and weak students
• Pupils with special needs gain in different ways from ICT
• Students assume greater responsibility for their own learning when
they use ICT, working more independently and effectively
• ICT offers learners assignments better suited to individual needs
and makes it easier to organize their own learning, through the use
of, for example, digital portfolios
London, Roger Blamire
11 January 2008 Insight into policy and practice

6. Personalised learning
• Definition:
– Personalised learning and teaching means taking a highly
structured and responsive approach to each child's and
young person's learning, in order that all are able to
progress, achieve and participate. It means strengthening
the link between learning and teaching by engaging
pupils - and their parents - as partners in learning.
– “Choice and voice”
• Spread in Europe
– Haven’t teachers always differentiated?
– Child-focused systems
• Example:
– iClass
– P2V
London, Roger Blamire
11 January 2008 Insight into policy and practice

7. Mobile learning
• Disruptive to schools:
– quot;Every year some youngsters arrive back at school with MP3
players, mobile phones and electronic games. quot; This can be a
real headache for teachers when they are trying to get
everyone settled down to start learning. Teachers would be
grateful if pupils just brought a pen.quot;
– “Mobile phones to be treated as potentially offensive
weapons”
Chris Keates, General secretary of UK teaching union
• But does learning have to be contained in
schools?
– “It is the world which is our school.” Jan Comenius. b. 1592
• Spread in Europe
• Example:
– eMAPPS.com
London, Roger Blamire
11 January 2008 Insight into policy and practice

8. Games and mobiles in Poland
London, Roger Blamire
11 January 2008 Insight into policy and practice

9. So the garden is rosy?
• Mainstreaming small-scale success
• Assessment regimes
• Pedagogies
• The usual inhibitors
• A solution: peer learning?
London, Roger Blamire
11 January 2008 Insight into policy and practice

10. Where’s the teacher?
Where’s the ‘classroom’?
info@eun.org
Insight knowledge base
London, Roger Blamire
11 January 2008 Insight into policy and practice