Per Thorboll Eminent09 Workshop A2


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  • The ICT-themes have been integrated in the new version of the generic Pedagogical ICT Licence, and will also be transferred to the new e-learning modules Subject theme: Experts said that this was the natural step. But no teachers signed up for it ;--(
  • 409 Pedagogical ICT facilitators
  • Per Thorboll Eminent09 Workshop A2

    1. 1. Per Thorbøll UNI • C Developing and certificating teachers' digital and pedagogical skills – experiences from national initiatives in Denmark
    2. 2. Drivers of teachers’ digital and pedagogical skills <ul><li>Programmes dedicated to competency development </li></ul><ul><li>Other programmes and initiatives </li></ul><ul><ul><li>E.g some major steps: </li></ul></ul><ul><ul><li>Computers in schools ;-) </li></ul></ul><ul><ul><li>Computers at home </li></ul></ul><ul><ul><li>The roll-out of (broadband) internet connections </li></ul></ul><ul><ul><li>Virtual learning environments, intranets </li></ul></ul><ul><ul><li>Interactive whiteboards? </li></ul></ul><ul><li>IT competences integrated into the curriculum </li></ul><ul><li>IT at exams (the ’ultimate weapon’) </li></ul>04-12-09
    3. 3. Programmes dedicated to competency development <ul><li>Many local, regional and national initiatives in 1980 – 2000 </li></ul><ul><li>Learn IT (Danish: Lær IT) Part of the Governments ”IT-political action plan, 1995” </li></ul><ul><li>Pedagogical ICT Licence (1998, various versions) </li></ul><ul><li>EPICT - European Pedagogical ICT Licence ® (2005 - ) </li></ul><ul><li>Super structures to the Pedagogical ICT Licence (2005 – 2008) </li></ul><ul><li>E-learning modules (2009 -) </li></ul><ul><li>A number of initiatives from local authorities, regional centres, university colleges, private publishers etc. </li></ul>04-12-09
    4. 4. Professional development of teachers (in-service training) in the pedagogical use of ICT <ul><ul><li>What do we want the teachers to learn? </li></ul></ul><ul><ul><li>How do they learn this? </li></ul></ul><ul><ul><li>How do we evaluate/assess whether they have learned what they are supposed to? </li></ul></ul><ul><li>These basic questions lead to a standard that </li></ul><ul><li>Ensures adequate ICT-integration - at all levels across all subjects </li></ul><ul><li>Is economically feasible, a sustainable model </li></ul><ul><li>Of even and high quality </li></ul>Pedagogical ICT Licence
    5. 5. 04-12-09 Pedagogical ICT Licence in Denmark * Now closed and/or pooled to a generic, flexible Pedagogical ICT Licence As per 010909 Number of participants New (2008) 2009 Completed Launched Potential teachers Coverage % Coverage completed % Skole-IT 49,955 (357) 42,304 2/1999 80,000 62 53 Skole-IT f. lærerstuderende 4,745 509 339 2/2004 Gymnasie-IT 6,093 (173) 4,493 2/2001 14,000 44 32 EUD-IT 1,052 115 463 2/2002 8,000 13 6                 SFO-IT 3,637   2,283 1/2001 8,000 45 29 Sprogcenter-IT 1,330   1,238 1/2001 1,500 89 83 SOSU-IT 776   667 2/2001 1,000 78 67 SUND-IT 523   435 1/2002 1,000 52 44 Seminarie-IT 543   265 1/2003 800 68 33 Pædagogsem.-IT 109   56 1/2004 1,000 11 6
    6. 6. Key philosophy of the Pedagogical ICT Licence <ul><li>Teachers reflect upon their own teaching practice in relation to ICT </li></ul><ul><li>Work results in concrete lesson plans (learning scenarios) </li></ul><ul><li>All themes have a pedagogical/didactical basis </li></ul><ul><li>Course materials inspire and foster ideas on how you teach in , about and with ICT </li></ul><ul><li>Participate in teams </li></ul><ul><li>Through electronic communication and team assignments a facilitator challenges the teams on pedagogical and subject/discipline specific implementations of ICT </li></ul><ul><li>Teams often formed by teachers from the same school </li></ul><ul><li>The course is distributed within a structure of regional course providers </li></ul>
    7. 7. <ul><li>Teachers </li></ul><ul><li>The planning and documentation of learning scenarios (with the ICT skills of that particular module) is assessed in each module </li></ul><ul><li>During a course the team of teachers complete 8 modules </li></ul><ul><li>The process of planning and documenting the learning scenarios is done in collaboration with certified facilitators, who eventually approve the team’s 8 assignments. </li></ul>Evaluation and assessment - certification
    8. 8. Entry and exit levels differ … Pedagogical ICT Licence - No fixed level of competence All teachers develop their competences. Evaluation and assessment - certification
    9. 9. <ul><li>Teacher Students </li></ul><ul><li>The assessment tool of student teachers is their individual portfolio documenting their competences. </li></ul><ul><li>The portfolio may include products, assignments, presentations, course descriptions etc., including pedagogical, didactical considerations and reflexions </li></ul><ul><li>Their teachers and an internal evaluator evaluate this portfolio </li></ul>Evaluation and assessment - certification
    10. 10. EPICT.EU EPICT – European Pedagogical ICT Licence ®
    11. 11. <ul><li>EPICT facilitators are the quality assurance </li></ul><ul><li>The facilitators are the instructors of the course. They guide and moderate the e-learning parts of the courses To ensure quality standards, first facilitators in any country are certified by the EPICT Group </li></ul>Now EPICT (IPICT, APICT) courses in many countries
    12. 12. Latest country – EPICT in Austria
    13. 13. Current status of EPICT – IPICT - APICT <ul><li>Enlarge the EPICT consortium by January 1 2010 </li></ul><ul><li>Synergies with other initiatives, e.g. </li></ul><ul><li>UNESCO ICT Competency Framework for Teachers </li></ul><ul><li>Microsoft Educators Learning Journey (ELJ) </li></ul><ul><li>We invite any country or region to join </li></ul>04-12-09
    14. 14. <ul><li>A number of independent studies: It works! </li></ul><ul><li>Most recent study in the Nordic countries Ramboll Management, May 2006 E-learning Nordic 2006- Impact of ICT on education 8000 respondents from Sweden, Norway, Finland and Denmark </li></ul><ul><li>” ICT generally has a positive impact on the teaching and learning situation”. </li></ul><ul><li>Skole-IT has had a significant specific impact” </li></ul><ul><li>However, some people expected that ICT could in some ways revolutionise the teaching and learning processes at school, and compared with this view, the impact must be seen as more limited.” </li></ul><ul><li>Competence development must be close(r) to daily practice </li></ul>Impact of ICT on teaching and learning processes
    15. 15. Super structures to the Pedagogical ICT Licence <ul><li>Build upon the basic Pedagogical ICT competences </li></ul><ul><li>Pedagogical ICT facilitator </li></ul><ul><ul><li>Teachers who are going to work as pedagogical ICT facilitators at their own schools </li></ul></ul><ul><ul><li>Central resource person in many schools, a mentor to colleagues </li></ul></ul><ul><li>ICT-theme (Danish: it-tema) </li></ul><ul><ul><li>Selected themes, e.g. interactive whitboard, special needs etc. </li></ul></ul><ul><li>Subject theme (Danish: FagTema ) </li></ul><ul><ul><li>Your subject and how to improve it with ICT and media </li></ul></ul><ul><ul><li>Advanced level, demands on the participants </li></ul></ul>04-12-09
    16. 16. Pedagogical ICT facilitator <ul><li>Course headlines (150 hours) </li></ul><ul><li>Facilitation skills </li></ul><ul><li>Learning resources and learning processes </li></ul><ul><li>The school’s culture and organisational development </li></ul><ul><li>Sharing information and knowledge </li></ul><ul><li>Requested skills </li></ul><ul><li>Personal ICT skills covering a broad range of areas and applications </li></ul><ul><li>Pedagogical competences with regard to the integration of ICT in education </li></ul><ul><li>Facilitation skills </li></ul><ul><li>Interpersonal competences </li></ul><ul><li>Not technical skills </li></ul>
    17. 17. E-learning modules <ul><li>New government initiative, launched this August </li></ul><ul><li>Get even closer to the teachers and the school’s daily life </li></ul><ul><li>Short e-learning modules for primary and secondary education </li></ul><ul><li>Must </li></ul><ul><ul><li>support the teachers’ subject didactic use of ICT </li></ul></ul><ul><ul><li>give concrete examples of how to use ICT for your subject </li></ul></ul><ul><ul><li>reflect the new curriculum – Common goals 2009 especially the ICT and media competences of the pupils </li></ul></ul><ul><ul><li>take advantage of web 2 tools </li></ul></ul><ul><ul><li>be free </li></ul></ul><ul><ul><li>be available on the web </li></ul></ul>
    18. 18. Pupils user competence Teachers Headmaster… Competencies It development Time The Challenge .…….