E Maturity - From Theory to Practice


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E Maturity - From Theory to Practice

  1. 1. E-Maturity and School Development[When the Tail Wants to Wag the Dog]<br />23.07.2009<br />1<br />Peter Micheuz<br />Peter MicheuzGymnasium Völkermarkt and University Klagenfurtpeter.micheuz@uni-klu.ac.at<br />
  2. 2. Peter Micheuz, Plymouth, April 2009<br />2<br />~ 8 Millionsinhabitants<br />~ 1.200.000 pupils, aged 7 – 19~ 120.000 Teachers~ 6000 Schools atprimary/secondarylevelFocus: Secondarylevel I (10 – 14 years)<br />AUSTRIA,THE HEART OF EUROPE<br />
  3. 3. 3<br />
  4. 4. Peter Micheuz, Plymouth, April 2009<br />4<br />Gymnasium Völkermarkt, Carinthia, Austria<br />
  5. 5. Peter Micheuz, Plymouth, April 2009<br />5<br />
  6. 6. 17. April 2009<br />6<br />
  7. 7. Outline<br />Introduction<br />StructuringandBenchmarkingICT Integration at Schools<br />The Austrian Project eLSA<br />eLSAand School Development<br />Recognizing e-MatureeLSA-Schools<br />FindingsandConcludingRemarks<br />23.07.2009<br />Peter Micheuz<br />7<br />
  8. 8. Introduction<br />23.07.2009<br />Peter Micheuz<br />8<br />ICT Integration at Schools is still drivenbyenthusiasticteachers<br />Lack of sustainable guiding strategiesfor the roll out of the technology<br />Twoapproaches: <br />Digital technologiescanbeseenas …<br />catalystforreform/development/evolution<br />leverforreform/development/evolution<br />
  9. 9. Introduction<br />No miracles derive from the mere presence of ICT in a school<br />The lever pattern implies that ICT is not used as an agent but as a tool<br />These different models are critical for a national policy in case of large-scale national investments in IT infrastructure<br />23.07.2009<br />Peter Micheuz<br />9<br />
  10. 10. Structuring and Benchmarking ICT integration in Schools<br />23.07.2009<br />Peter Micheuz<br />10<br />Despite many - technologically - fairly well-equipped schools in Austria, there is evidence that many schools are in a state betweene-ready and e-mature.<br />BECTA (British Educational Communications and Technology Agency): Institutional e-maturity is the capacity and capability of a college or learning institution to make strategic and effective use of technology to improve educational outcomes.<br />
  11. 11. Recognizing e-mature eLSA-Schools<br />23.07.2009<br />Peter Micheuz<br />11<br /><ul><li>The inherent nature of organizations can be considered conservative…
  12. 12. Necessary transition from an “I-culture” to a “We-culture.”
  13. 13. Roger’s Theory of Diffusion of Innovation
  14. 14. “Schools change slower than churches” [American school researcher Richard Gross]
  15. 15. ICT Integration cannot be seen independently from school quality and development!</li></li></ul><li>Structuring and Benchmarking ICT integration in Schools I<br />Treshold Standards for the ICT-Mark (BECTA, UK)<br />1. Leadership and Management – ICT vision and strategy<br />2. ICT in the curriculum<br />3. Learning and Teaching with ICT <br />4. Assessment of and with ICT <br />5. Professional Development<br />6. Extending opportunities for learning <br />7. Resources - provision, access and management <br />8. Impact on pupil outcomes<br />23.07.2009<br />Peter Micheuz<br />12<br />
  16. 16. Structuring and Benchmarking ICT integration in Schools II<br />European Framework for the Evaluation of ICT in Education<br />Conditions <br />C1. Leadership<br />C2. Infrastructure and access<br />C3. Curriculum planning<br />C4. Quality assurance and improvement<br />Use <br />U1. Pupil use<br />U2. Teaching process<br />U3. Administrative use<br />Outcomes<br />O1. Impact on learning and standards<br />23.07.2009<br />Peter Micheuz<br />13<br />INPUT<br />PROCESS<br />OUTPUT<br />
  17. 17. Structuring and Benchmarking ICT integration in Schools IÌI<br />Belgian model drawing on the EFQM excellence model<br />The vision for ICT use in school (a strategy to achieve the ICT vision)<br />Secondary processes (school organization and management, ICT co-ordinators)<br />Resources (ICT infrastructure, government regulations, funding programmes)<br />Primary processes (curriculum development, Integration of ICT)<br />Desired results (results for the learner, teacher, parents, society and government)<br />23.07.2009<br />Peter Micheuz<br />14<br />
  18. 18. 23.07.2009<br />Peter Micheuz<br />15<br />An Austrian Top Down Approach “eLSA” for Secondary Level I (10-14 years)<br />
  19. 19. 23.07.2009<br />Peter Micheuz<br />16<br />Goal driven Austrian Project “eLSA”(“e-Learning imSchulalltag”)since 2002<br /><ul><li>Full? Coverageof ICT-Use (pupils, teachers)
  20. 20. Communicationamongteachers
  21. 21. EvaluationandCooperation
  22. 22. Strategy (School program)
  23. 23. Leadership
  24. 24. Controlling (steeringgroup)
  25. 25. Offerof an ICT Certificate</li></li></ul><li>Aims of the Austrian Project eLSA(“e-Learning imSchulalltag”)<br />Each student has to get in touch with e-Learning and has to try out “e-Learning sequences” in lower secondary education.<br />Each teacher has to experience e-Learning sequences in his/her own subjects (in at least one subject) and has to share his/her experience with all members of the teaching teams involved in these subjects and the participating classes.<br />Within their subject area, teachers have to discuss the potential and limits of e-Learning.<br />eLSAschools develop concrete models for evaluating e-Learning. They cooperate and share their experiences with other schools.<br />The school program should explicitly contain (revised) e-Learning aspects.<br />e-Learningmust be an important concern of the school administration. The project has high priority in the school routine.<br />A steering group coordinates and harmonizes the “e-Learning” content developments, ensures their practical application and the progress of the project.<br />The school offers its students the possibility to obtain at least one IT or e-Learning certificate (on a voluntary basis).<br />23.07.2009<br />Peter Micheuz<br />17<br />
  26. 26. OneExemplary Goal<br />23.07.2009<br />Peter Micheuz<br />18<br />2. Each teacher has to experience e-learning sequences in his/her own subjects (in at least one subject) and has to share this experience with all members of the teaching teams involved in these subjects and the participating classes.<br />
  27. 27. Indicatorsand positive evidence<br />23.07.2009<br />Peter Micheuz<br />19<br />
  28. 28. Peter Micheuz<br />Proving E-Maturity of eLSA-SchoolsThe Certification Process<br />Theschoolsdeterminswhenthegoalsseem to bereached<br />Theschoolsubmits an applicationforcertificationat the regional coordinator<br />School visithospitations, conference, talks withtheheadmaster, schoolcoordinator,steeringgroup<br />Report fromthe regional coordinator<br />eLSACertificate<br />Improvementsat theschool<br />20<br />
  29. 29. 23.07.2009<br />Peter Micheuz<br />21<br />
  30. 30. Findings I<br />eLSA-certified schools have already fairly good preconditions in terms of good IT infrastructure and engaged ICT teachers before the eLSA project.<br />eLSA-certified schools are led by extraordinary supportive headmasters with (clear) visions and a sense of accountability. <br />The IT-infrastructure in eLSA schools is maintained by very engaged system administrators who complain about the lack of a sufficient IT infrastructure and low budgets. <br />Cooperation among teachers is still underdeveloped.<br />23.07.2009<br />Peter Micheuz<br />22<br />
  31. 31. Findings II<br />Many teachers use computers in their lessons, but often only to show and distribute digital material. <br />The dominating learning platform, with a fairly well usage is Moodle. However, most courses lack interactive and collaborative activities.<br />Many special ICT related activities in various subjects could be observed.<br />Almost all pupils explicitly expressed their joy with e-Learning. They liked working with computer because “one learns differently”, “it is a nice variety in view of everyday school”, “it is practical because we have less paper”, “you get quick feedback”, “you can choose exercises individually”.<br />23.07.2009<br />Peter Micheuz<br />23<br />
  32. 32. ConcludingRemarks<br />PreconditionsforE-Maturity<br />SuccessfulICT-Integrationshould/must bepartof (strategic) School Development<br />Strong Leadership<br />ExcellentIT-Infrastructure<br />CooperationamongTeachers<br />ClimateofInnovationandOpen-Mindedness<br />23.07.2009<br />Peter Micheuz<br />24<br />
  33. 33. Last slide …<br />Eachprogressis due tounsatisfiedpeople. Satisfiedpeople do not likechange …<br />[Salvatore Quasimodo (1901-1968)]<br />ThankYouforYour Attention.<br />23.07.2009<br />Peter Micheuz<br />25<br />