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ict in danish schools-eva-2009-uk-es


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Korean visit 2010-08-09 at UNI-C in Copenhagen

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ict in danish schools-eva-2009-uk-es

  1. 1. Better outcome on ICT in schools A study of experiences and perspectives Korean visit 9th august 2010
  2. 2. Agenda <ul><li>Briefly about the project and study </li></ul><ul><li>Key findings from the study </li></ul><ul><ul><li>Use of ICT in teaching and learning </li></ul></ul><ul><ul><li>Leadership and school culture </li></ul></ul><ul><ul><li>The technical infrastructure </li></ul></ul><ul><li>Presentation of Improved return on ICT in schools. Guide for self-evaluation </li></ul>
  3. 3. <ul><li>The use of information communication technology (ICT) in Danish schools has been a long time coming; from its modest early beginnings, such as the elective ’computer studies’ in 1984, to its present status. </li></ul><ul><li>Today, the Education Act regarding the Folkeskole (Danish primary and lower-secondary education) requires ICT to be integrated in the teaching of all subjects, at all levels. </li></ul>The Use of ICT in Danish Schools. A study of experience and perspectives
  4. 4. <ul><li>In order to sum up the initiatives and experience gained throughout this process, the Danish Evaluation Institute (EVA) and the Danish Ministry of Education have carried out a project on how schools and municipalities have experienced the implementation and use of ICT in the Folkeskole. </li></ul><ul><li>The project was carried out by EVA and the Ministry of Education in collaboration with relevant Unions and 14 municipalities, during the period of March 2008 to August 2009. </li></ul>The Use of ICT in Danish Schools. A study of experience and perspectives
  5. 5. Map of the study <ul><li>Applied self-evaluation as a method, followed up by interviews </li></ul><ul><li>11 schools and 11 municipalities with teachers, school management team, local authority staff with responsibility for ICT in schools, pupils and parents </li></ul><ul><li>An expert group has reviewed and commented on results, and drafted recommendations </li></ul><ul><li>The report can be downloaded freely from , only in Danish </li></ul>
  6. 6. ICT should be used as an integral part of learning in all subjects and on all levels in the school Use og ICT for teaching purposes Key findings on 'ICT in the school’
  7. 7. <ul><li>Internet very popular, but problems with source criticism </li></ul><ul><li>With ICT, students can make better-looking products, but some lose themselves in the form, rather than content </li></ul><ul><li>Students may prefer to present to each other, when supported by ICT. </li></ul><ul><li>Skill Training with ICT are popular, but the group of experts assessing some risk used without didactic and professional goals </li></ul>Use og ICT for teaching purposes Key findings on 'ICT in the school’
  8. 8. <ul><li>ICT can support educational differentiation. Expert Group recommends reading programs to all student </li></ul><ul><li>Mobile ICT devices are emerging, but some difficulties in reliabety </li></ul><ul><li>Good experience with the interactive whiteboards as supports more spontaneous use of ICT. But not a 'wonder drug' </li></ul>Use og ICT for teaching purposes Key findings on 'ICT in the school’
  9. 9. <ul><li>Leadership as the decisive factor </li></ul><ul><li>An ICT strategy is not suffience. Clear expectations and response from school management is virtual. </li></ul>School managements and school culture Key findings on 'ICT in the school’
  10. 10. <ul><li>Several studies show that the school management plays a vital role in determining how ICT is used at the individual school. The present study confirms this. </li></ul><ul><li>School managements are generally aware of their import in this regard. </li></ul>School managements and school culture Key findings on 'ICT in the school’
  11. 11. <ul><li>Pupils‘ own laptops at school, make new demands for the infrastructure at school </li></ul><ul><li>They should be seen as a resource </li></ul><ul><li>Need for reliable wireless network and access to digital learning resources </li></ul>The technical infrastructure Key findings on 'ICT in the school’
  12. 12. <ul><li>To self evaluate is to put words on the daily practice and ask: </li></ul><ul><ul><li>Why do we do as we do? </li></ul></ul><ul><ul><li>What can and will we change? </li></ul></ul><ul><ul><li>How do we do it? </li></ul></ul><ul><li>The material contains a guide to self-evaluation as a method , questions and templates </li></ul><ul><li>Download, only in Danish: www.eva.dkprojekter/2008/it-i-folkeskolen </li></ul>Better outcome on ICT in school Guide for self-evaluation
  13. 13. <ul><li>EVA has developed materials to assist schools and municipalities in improving their benefits from the use of ICT in schools. </li></ul><ul><li>Carrying out a self-evaluation process in practice means being part of a group. </li></ul><ul><li>During the process of self-evaluation, steps are taken to ensure that the participants systematically deal with every aspect of the subject. </li></ul>Guide to self-evaluation
  14. 14. <ul><li>The materials are meant for teachers, head teachers, and municipal employees responsible for ICT in schools. </li></ul><ul><li>It consists of an introduction to the method of self-evaluation, work questions adapted to the different target groups, and templates for use by participants when taking notes during discussions. </li></ul><ul><li>The self-evaluation process takes approximately three to four hours. </li></ul>Guide to self-evaluation
  15. 16. The project's website English summary
  16. 17. Contact <ul><li>The Danish Evaluation Institute </li></ul><ul><li>Sanya Gertsen Petersen, Chief Adviser </li></ul><ul><li>Phone + 45 35 25 46 61 </li></ul><ul><li>E-mail [email_address] </li></ul><ul><li>UNI-C </li></ul><ul><li>Ebbe Schultze, Chief Adviser </li></ul><ul><li>Phone + 45 35 87 88 89 </li></ul><ul><li>E-mail [email_address] </li></ul>