1) The document discusses an Austrian project called eLSA that aims to promote e-maturity in secondary schools through establishing goals and certifying schools that meet criteria related to ICT integration, leadership, and school development. 2) Key goals of the eLSA project include having students and teachers use e-learning, establishing coordination and evaluation of ICT use, and developing strategies and leadership around technology integration. 3) Schools in the eLSA project are evaluated based on indicators and evidence related to the goals, and those that are deemed to have achieved e-maturity receive an eLSA certificate.

1. E-Maturity and School Development[When the Tail Wants to Wag the Dog]23.07.20091Peter MicheuzPeter MicheuzGymnasium Völkermarkt and University Klagenfurtpeter.micheuz@uni-klu.ac.at

2. Peter Micheuz, Plymouth, April 20092~ 8 Millionsinhabitants~ 1.200.000 pupils, aged 7 – 19~ 120.000 Teachers~ 6000 Schools atprimary/secondarylevelFocus: Secondarylevel I (10 – 14 years)AUSTRIA,THE HEART OF EUROPE

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4. Peter Micheuz, Plymouth, April 20094Gymnasium Völkermarkt, Carinthia, Austria

5. Peter Micheuz, Plymouth, April 20095

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7. OutlineIntroductionStructuringandBenchmarkingICT Integration at SchoolsThe Austrian Project eLSAeLSAand School DevelopmentRecognizing e-MatureeLSA-SchoolsFindingsandConcludingRemarks23.07.2009Peter Micheuz7

8. Introduction23.07.2009Peter Micheuz8ICT Integration at Schools is still drivenbyenthusiasticteachersLack of sustainable guiding strategiesfor the roll out of the technologyTwoapproaches: Digital technologiescanbeseenas …catalystforreform/development/evolutionleverforreform/development/evolution

9. IntroductionNo miracles derive from the mere presence of ICT in a schoolThe lever pattern implies that ICT is not used as an agent but as a toolThese different models are critical for a national policy in case of large-scale national investments in IT infrastructure23.07.2009Peter Micheuz9

10. Structuring and Benchmarking ICT integration in Schools23.07.2009Peter Micheuz10Despite many - technologically - fairly well-equipped schools in Austria, there is evidence that many schools are in a state betweene-ready and e-mature.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.

11. Recognizing e-mature eLSA-Schools23.07.2009Peter Micheuz11The inherent nature of organizations can be considered conservative…

12. Necessary transition from an “I-culture” to a “We-culture.”

13. Roger’s Theory of Diffusion of Innovation

14. “Schools change slower than churches” [American school researcher Richard Gross]

15. ICT Integration cannot be seen independently from school quality and development!Structuring and Benchmarking ICT integration in Schools ITreshold Standards for the ICT-Mark (BECTA, UK)1. Leadership and Management – ICT vision and strategy2. ICT in the curriculum3. Learning and Teaching with ICT 4. Assessment of and with ICT 5. Professional Development6. Extending opportunities for learning 7. Resources - provision, access and management 8. Impact on pupil outcomes23.07.2009Peter Micheuz12

16. Structuring and Benchmarking ICT integration in Schools IIEuropean Framework for the Evaluation of ICT in EducationConditions C1. LeadershipC2. Infrastructure and accessC3. Curriculum planningC4. Quality assurance and improvementUse U1. Pupil useU2. Teaching processU3. Administrative useOutcomesO1. Impact on learning and standards23.07.2009Peter Micheuz13INPUTPROCESSOUTPUT

17. Structuring and Benchmarking ICT integration in Schools IÌIBelgian model drawing on the EFQM excellence modelThe vision for ICT use in school (a strategy to achieve the ICT vision)Secondary processes (school organization and management, ICT co-ordinators)Resources (ICT infrastructure, government regulations, funding programmes)Primary processes (curriculum development, Integration of ICT)Desired results (results for the learner, teacher, parents, society and government)23.07.2009Peter Micheuz14

18. 23.07.2009Peter Micheuz15An Austrian Top Down Approach “eLSA” for Secondary Level I (10-14 years)

19. 23.07.2009Peter Micheuz16Goal driven Austrian Project “eLSA”(“e-Learning imSchulalltag”)since 2002Full? Coverageof ICT-Use (pupils, teachers)

20. Communicationamongteachers

21. EvaluationandCooperation

22. Strategy (School program)

23. Leadership

24. Controlling (steeringgroup)

25. Offerof an ICT CertificateAims of the Austrian Project eLSA(“e-Learning imSchulalltag”)Each student has to get in touch with e-Learning and has to try out “e-Learning sequences” in lower secondary education.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.Within their subject area, teachers have to discuss the potential and limits of e-Learning.eLSAschools develop concrete models for evaluating e-Learning. They cooperate and share their experiences with other schools.The school program should explicitly contain (revised) e-Learning aspects.e-Learningmust be an important concern of the school administration. The project has high priority in the school routine.A steering group coordinates and harmonizes the “e-Learning” content developments, ensures their practical application and the progress of the project.The school offers its students the possibility to obtain at least one IT or e-Learning certificate (on a voluntary basis).23.07.2009Peter Micheuz17