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HOW TO IMPLEMENT ICT INTO LEARNING SUCCESSFULLY Asko Lippo LearningEnvironmentResponsibilityArea FinnishEducationUnit City of Espoo
18.5.2010 2 STRATEGIC STARTING POINT According to Espoo’sstrategy2010 – 2012, allstudentswilluseinformation and communicationtechnologyregularly in differentsubjects.  The objective is thatthereshouldbeequalaccess to the use of information and communicationstechnology in classesconsistentwithlessonplans and curricula.  The use of informationtechnologywill help in achieving the objectives set for educational and learningresults. 100 schools- 3 000 teachers - 30 000 students 18.5.2010 Asko Lippo 2
18.5.2010 3 WHY HAVE AN ICT STRATEGY The objective set by Espoo: Allstudentswillregularlyuseinformation and communicationstechnology in differentsubjects. ,[object Object]
Regularly – in otherwords, notrandomly, butplanned and based on curricula
 In differentsubjects – in accordancewith the objectives of curricula, supporting the study of differentsubjectsICT strategy is a schoolspecificdevelopmentplan and itsimplementationwillsupportallschools in Espoo in achievingtheseobjectives.  18.5.2010 Asko Lippo 3
18.5.2010 4 RESULTS OF IMPLEMENTATION  UTILISATION RATIO of learningenvironment UTILISATION RATIO INCREASE > Upper secondaryschoolsover 60% and  Primary and Secondaryschoolsover 80%  TEACHING AND LEARNING METHODS  TEACHING AND LEARNING METHODS ARE DEVELOPED to supportcurrentlearning concepts > projectstudy and research-basedlearning CHANGE IN OPERATING METHODS THE USE OF AN ELECTRONIC LEARNING ENVIRONMENT DEVELOPS OPERATING  METHODS  Phenomenathathavearisenwiththe development: > Morecommunalteaching and learningmethods > Development of electroniccommunications - virtualschoolcommunities > Support for networkedactivities – functioningvirtualcommunities DEVELOPMENT OF PROFESSIONAL SKILLS The adoption of an electroniclearningenvironmentdevelopssuchthings as change management, project management skills, teachingmethods and communal workingmethods and influencingskills 18.5.2010 Asko Lippo 4
18.5.2010 5 THE UTILISATION RATE OF OPIT-palveluIN ESPOO / 2004 - 2010 VARIOUS USERS MONTHLY Asko Lippo
18.5.2010 THE UTILISATION RATE OF OPIT-palveluIN ESPOO / 2004 - 2010 The annual number of users: v. 2004 	tot. 15 646 	differentusers v. 2005 	      25 200 v. 2006 	      26 104 v. 2007 	      27 400 v. 2008 	      28 542 v. 2009	      30 532  Upper SecondaryPrimary and Secondary 2006  	2007	2008	20092006	2007 	2008	2009 Jan-Mar36,2 % 	36,7 	49,965,268,0	78,5	80,9	82,1 Apr-Jun35,7	48,749,955.666,5 	66,2	70,0	67,9 Jul-Sep28,3	40,251,966,561,1	63,2 	62,0	63,6 Oct-Dec36,1	49,263,674,874,6	77,7	76,9	81,9 Asko Lippo 6
18.5.2010 Weekly Almosthourly Less Monthly Daily Use of ICT in planning Use of learning and teaching technology Students activity Asko Lippo 7
18.5.2010 8 IN BRIEF The successfuldevelopment of electroniclearning is a continuous, supporteddevelopmentprocess. Developmentfocuses on technology, skills and workmethods.  At itsbest, developmentworks on severallevels simultaneously. The objective of the developmentis to supportlearning. At the  sametime, the operation and development of the whole educationalestablishment is supported. 18.5.2010 Asko Lippo 8
18.5.2010 9 QUESTIONS TO WHICH ICT STRATEGY TRIES TO FIND THE BEST ANSWERS ,[object Object]
Howwill IT devicesbelocated in the school
Whowillberesponsible for maintenance of the devices, instruction in theiruse and useridentification (usernames and passwords)
Whatareeachschool’suse and operatingguidelines in differentsituations and howwilltheymake sure thateveryoneknowsthem
Howwill a schooltakemostintelligentadvantage of the city’scentralisedprocurement and maintenanceservices18.5.2010 Asko Lippo 9
18.5.2010 10 QUESTIONS TO WHICH ICT STRATEGY TRIES TO FIND THE BEST ANSWERS ,[object Object]

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20100514 how to implement ict into

  • 1. HOW TO IMPLEMENT ICT INTO LEARNING SUCCESSFULLY Asko Lippo LearningEnvironmentResponsibilityArea FinnishEducationUnit City of Espoo
  • 2. 18.5.2010 2 STRATEGIC STARTING POINT According to Espoo’sstrategy2010 – 2012, allstudentswilluseinformation and communicationtechnologyregularly in differentsubjects. The objective is thatthereshouldbeequalaccess to the use of information and communicationstechnology in classesconsistentwithlessonplans and curricula. The use of informationtechnologywill help in achieving the objectives set for educational and learningresults. 100 schools- 3 000 teachers - 30 000 students 18.5.2010 Asko Lippo 2
  • 3.
  • 4. Regularly – in otherwords, notrandomly, butplanned and based on curricula
  • 5. In differentsubjects – in accordancewith the objectives of curricula, supporting the study of differentsubjectsICT strategy is a schoolspecificdevelopmentplan and itsimplementationwillsupportallschools in Espoo in achievingtheseobjectives. 18.5.2010 Asko Lippo 3
  • 6. 18.5.2010 4 RESULTS OF IMPLEMENTATION UTILISATION RATIO of learningenvironment UTILISATION RATIO INCREASE > Upper secondaryschoolsover 60% and Primary and Secondaryschoolsover 80% TEACHING AND LEARNING METHODS TEACHING AND LEARNING METHODS ARE DEVELOPED to supportcurrentlearning concepts > projectstudy and research-basedlearning CHANGE IN OPERATING METHODS THE USE OF AN ELECTRONIC LEARNING ENVIRONMENT DEVELOPS OPERATING METHODS Phenomenathathavearisenwiththe development: > Morecommunalteaching and learningmethods > Development of electroniccommunications - virtualschoolcommunities > Support for networkedactivities – functioningvirtualcommunities DEVELOPMENT OF PROFESSIONAL SKILLS The adoption of an electroniclearningenvironmentdevelopssuchthings as change management, project management skills, teachingmethods and communal workingmethods and influencingskills 18.5.2010 Asko Lippo 4
  • 7. 18.5.2010 5 THE UTILISATION RATE OF OPIT-palveluIN ESPOO / 2004 - 2010 VARIOUS USERS MONTHLY Asko Lippo
  • 8. 18.5.2010 THE UTILISATION RATE OF OPIT-palveluIN ESPOO / 2004 - 2010 The annual number of users: v. 2004 tot. 15 646 differentusers v. 2005 25 200 v. 2006 26 104 v. 2007 27 400 v. 2008 28 542 v. 2009 30 532 Upper SecondaryPrimary and Secondary 2006 2007 2008 20092006 2007 2008 2009 Jan-Mar36,2 % 36,7 49,965,268,0 78,5 80,9 82,1 Apr-Jun35,7 48,749,955.666,5 66,2 70,0 67,9 Jul-Sep28,3 40,251,966,561,1 63,2 62,0 63,6 Oct-Dec36,1 49,263,674,874,6 77,7 76,9 81,9 Asko Lippo 6
  • 9. 18.5.2010 Weekly Almosthourly Less Monthly Daily Use of ICT in planning Use of learning and teaching technology Students activity Asko Lippo 7
  • 10. 18.5.2010 8 IN BRIEF The successfuldevelopment of electroniclearning is a continuous, supporteddevelopmentprocess. Developmentfocuses on technology, skills and workmethods. At itsbest, developmentworks on severallevels simultaneously. The objective of the developmentis to supportlearning. At the sametime, the operation and development of the whole educationalestablishment is supported. 18.5.2010 Asko Lippo 8
  • 11.
  • 13. Whowillberesponsible for maintenance of the devices, instruction in theiruse and useridentification (usernames and passwords)
  • 14. Whatareeachschool’suse and operatingguidelines in differentsituations and howwilltheymake sure thateveryoneknowsthem
  • 15. Howwill a schooltakemostintelligentadvantage of the city’scentralisedprocurement and maintenanceservices18.5.2010 Asko Lippo 9
  • 16.
  • 17. Howdoes the schoolmakemostintelligentuse of the city’scentralisedcontinuingtrainingservices and otherpedagogicalsupport
  • 18. Howdoes the schoolattempt to increaseparticipation and influence
  • 19. Howdoesoneprovide the rightinformation at the righttimewith the leastpossibleeffort, includinggettinginformation to parents and guardians18.5.2010 Asko Lippo 10
  • 20.
  • 21. How is evaluation of the implementation of ICT strategylinked to the wholeschool’sevaluationactivity
  • 22. Howdoes the schooltry to predictdevelopments in opportunities to use IT18.5.2010 Asko Lippo 11
  • 23. 18.5.2010 12 PEDAGOGICAL MODELS Open IT user behaviour that supports a sense of community and learning processes Structured, performance-oriented ways of using IT INNOVATIONS Web-basedlearning Networkedcommunities Wikis, chats, blogs Mobile devices etc. Social web Teaching applications Working tool applications Reports, presentations etc. The use of IT improves practices radically or creates completely new ones The use of IT is adapted to prevailing practices 18.5.2010 Asko Lippo 12
  • 24.
  • 25. 18.5.2010 14 CENTRALISED SUPPORT FOR SCHOOL-SPECIFIC IMPLEMENTATION OF ICT STRATEGY Infrastructureservicessuch as equipmentprocurement and supportservices, networks Continuingtrainingservices Developmentsupport Schooladministrationsystem Support for electroniclearning 18.5.2010 Asko Lippo 14
  • 26.
  • 28. Development of the learningenvironmentDevelopment of continuingtraining in ICT Development of information systems Other development and experimental projects 18.5.2010 Asko Lippo 15
  • 29. 18.5.2010 16 Developingskills Education proceeds in stages > Several paths to personal implementation Maintaining enthusiasm Renewal, development > Motivation and commitment increase Management Headteachers’ skills have to be considered THE CORNERSTONES OF SUCCESSFUL IMPLEMENTATION OF ICT Implementingstrategy Implementationmusthaveclearlydefinedobjectives Implementationmustproceedthroughclearmeasures Functioning of infrastructure Sufficientequipment and a functional productionenvironment arerequired Evaluation Continuous feedback is important for managing development 18.5.2010 Asko Lippo 16