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European Schoolnet
Transforming education in Europe
INDIRE International Conference ‘Improve the school’, Napoli, 14-15 Ma...
• the network of 30 Ministries of Education, aiming
at bringing innovation in teaching and learning.
Members: Austria, Bel...
STRATEGIC AREAS
Collecting, brokering
and producing
evidence from research
in the area of
innovation supported
by ICT in e...
PRESENTATION PLAN
Innovation and technology:
• a perspective for school improvement
• the e-capacity model
• the lack of i...
INNOVATION, TECHNOLOGY AND SCHOOL IMPROVEMENT
Schools as strategic organisations in a context of greater autonomy and resp...
THE E-CAPACITY MODEL
School capacity to transform a large-scale reform into an accountable learner-oriented
teaching parac...
THE E-CAPACITY MODEL
Vanderlinden & van
Braak, 2010
Educational change:
What it means to be learner-centric?
Why the use of problem-, project- or
inquiry-based education stra...
• Students with different
experiences and
expectations
• Students being fully aware
of the global economy and
competition
...
Brain and cognitive sciences findings:
• Learning spaces to be designed to support the ways the brain work to enhance
lear...
PEDAGOGY
SPACE TECHNOLOGY
THE NEED FOR AN ACTIVE LEARNING ECO-SYSTEM WITHIN SCHOOL
THE EUROPEAN SCHOOLNET’S FUTURE CLASSROOM LAB
https://www.youtube.com/watch?v=FxYC9lYeGN4
• practical hands-on approach for teachers, school heads and policy-makers respectively
• helping the teacher in the class...
A systemic and integrated solution:
• Impact on teacher (and school head) role and practice
• Impact on the whole school o...
CONCLUDING REMARKS
School improvement as a strategy for educational change (enhancing students’ outcomes
and strenghthenin...
Dylan Wiliam – What’s wrong with the feedback metaphor
Slide taken from the presentation of Janet Looney, Director of Euro...
Many thanks for your attention
Patricia.Wastiau@eun.org
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School Improvement, innovation and technology: a European point of view

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Presentation by Patricia Wastiau.

Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.

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School Improvement, innovation and technology: a European point of view

  1. 1. European Schoolnet Transforming education in Europe INDIRE International Conference ‘Improve the school’, Napoli, 14-15 May 2015 School improvement, innovation and technology: a European point of view Patricia Wastiau Principal Adviser for Research and Studies
  2. 2. • the network of 30 Ministries of Education, aiming at bringing innovation in teaching and learning. Members: Austria, Belgium, Czech Republic, Cyprus, Denmark, Estonia, Finland, France, Greece, Hungary, Ireland, Italy (Chair), Lithuania, Luxembourg, Netherlands, Norway, Poland, Portugal, Slovakia, Spain, Sweden, Switzerland, Turkey, and UK • governing bodies composed by the Ministries of Education who are full members of the network. • a not-for-profit organisation founded in 1997, based in Brussels, counting about 60 staff. ABOUT EUROPEAN SCHOOLNET Connect with us: www.europeanschoolnet.org
  3. 3. STRATEGIC AREAS Collecting, brokering and producing evidence from research in the area of innovation supported by ICT in education on which to base public policy and practice Supporting schools and teachers in their teaching practices (networking, professional development programs, etc.) European Schoolnet activities encompass three strategic areas: K N O W L E D G E T E A M Developing and sustaining a network of schools engaged in innovative teaching and learning approaches Design research (Baumgartner, E. & al. (2003); Schön D. (1983). The Reflexive practitioner)
  4. 4. PRESENTATION PLAN Innovation and technology: • a perspective for school improvement • the e-capacity model • the lack of inspiring practice and role models • the need for an active learning eco-system An example for inspiration: • The Future Classroom Lab - FCL Concluding remarks about school improvement
  5. 5. INNOVATION, TECHNOLOGY AND SCHOOL IMPROVEMENT Schools as strategic organisations in a context of greater autonomy and responsibility for their future The key question: What are the conditions supporting the integration of innovation and technology at school level? Two theoretical perspectives: • The system perspective: education as a complex system where changes affecting one area of the system impact all other areas (technology impacts on pedagogical strategies, assessment, teacher training, spatial organisation, school budget, etc.) (Weick, 1976; Chapman & Austen, 2002) • The individual user perspective: the innovation dissemination theory (Fullan, M. (2001)) Adoption of an innovation is shaped by its characteristics: o Clarity o Observation o Complexity o Comparative advantage o Trials o Cost
  6. 6. THE E-CAPACITY MODEL School capacity to transform a large-scale reform into an accountable learner-oriented teaching paractice = competence of a school to implement educational innovations or to bring about effective change (Malen & King Rice, 2004) e-capacity of a school = the collective competence of a school to implement technology in a way that is a lever for instructional change , i.e. creating and optimazing sustainable school level and teacher level conditions to foster effective change through technology (Vanderlinden & van Braak, 2010)
  7. 7. THE E-CAPACITY MODEL Vanderlinden & van Braak, 2010
  8. 8. Educational change: What it means to be learner-centric? Why the use of problem-, project- or inquiry-based education strategies are important in formal learning? How educational professional development, technology and space can be effective tools to support the educational change ? THE LACK OF INSPIRING PRACTICES AND ROLE MODELS The need to operationalise, test with practitioners and implement pluridisciplinary approaches Design thinking: methods and approaches used by architects and urban planners Rowe, P. (1987). Design Thinking
  9. 9. • Students with different experiences and expectations • Students being fully aware of the global economy and competition • Educators embracing a more active and engaging style of instruction, exploring more varied educational strategies (lecture mode, group set- ups; individual work, etc.) THE NEED FOR AN ACTIVE LEARNING ECO-SYSTEM WITHIN SCHOOL • For every space in the school to be an active learning space • learning spaces where everyone can see and interact with others, incorporate synchronious and a synchronious methods, allow educators to move among teams to provide real-time feedback, assessment, direction and support to students
  10. 10. Brain and cognitive sciences findings: • Learning spaces to be designed to support the ways the brain work to enhance learning • Environment may be a barrier to behavioral change • Learning environment to be designed to support different teaching mode and fluid transition between them • Research suggests that multi-sensory approach to teaching and learning has been shown to increase engagement, promote deeper participation, support students achievements Different subjects and teaching methods require different classroom features THE NEED FOR AN ACTIVE LEARNING ECO-SYSTEM WITHIN SCHOOL
  11. 11. PEDAGOGY SPACE TECHNOLOGY THE NEED FOR AN ACTIVE LEARNING ECO-SYSTEM WITHIN SCHOOL
  12. 12. THE EUROPEAN SCHOOLNET’S FUTURE CLASSROOM LAB https://www.youtube.com/watch?v=FxYC9lYeGN4
  13. 13. • practical hands-on approach for teachers, school heads and policy-makers respectively • helping the teacher in the classroom through a series of activities • sharing ideas and approaches gained from colleagues • opportunities to rethink own practices through peer-learning, and practical examples and activities • familiarising with different technology which practitioners might not be able to test elsewhere THE EUROPEAN SCHOOLNET’S FUTURE CLASSROOM LAB
  14. 14. A systemic and integrated solution: • Impact on teacher (and school head) role and practice • Impact on the whole school organisation • Cultural change starting Several Future Classroom Labs created in some countries (Norway, The Netherlands, etc.) EUN networking Future Classroom Labs country nodes THE EUROPEAN SCHOOLNET’S FUTURE CLASSROOM LAB
  15. 15. CONCLUDING REMARKS School improvement as a strategy for educational change (enhancing students’ outcomes and strenghthening the school capacity for managing change) Harris, A. (2002) approach’s about school improvement: • Schools have the capacity to improve themselves • Schools improvement involves cultural change • Conditions for change at school and classroom level • School improvement is associated with capacity building for change The schools’ capacity to transform a large scale reform into an accountable learner oriented teaching practice: the need to conceptualise and operationalise it The usefulness of the design-thinking and design-research approaches The need for a monitoring system really supporting improvement
  16. 16. Dylan Wiliam – What’s wrong with the feedback metaphor Slide taken from the presentation of Janet Looney, Director of European Institute of Education and Social Policy (EIESP), at European Schoolnet on 14 April 2015
  17. 17. Many thanks for your attention Patricia.Wastiau@eun.org

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