ICT innovation
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The document discusses the history and trends of integrating information and communication technologies (ICT) into schools over the past 50 years. It covers rationales for ICT in schools, including social, vocational, pedagogical, and catalytic rationales. It also discusses competing agendas among policymakers, authorities, industry, universities, teachers, students, and parents regarding ICT integration. New trends in ICT like interactive whiteboards, laptop programs, mobile learning, and e-learning 2.0 are mentioned. Research on educational media like the "No Significant Difference Phenomenon" and challenges generalizing findings for policymakers are briefly covered.
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![Computers in schools: 50 years ,[object Object],1960 The first school computer in Estonia: Ural (100 op/sec, 4 kb memory), was used only for teaching programming](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document discusses the challenges of implementing a whole-school shift towards a 1:1 computing paradigm. It outlines pedagogical challenges such as adopting innovative learning models like trialogical and flipped classroom learning. Technological challenges include ensuring interoperability between different systems and services, taking a service-oriented approach to technology, and addressing issues like privacy and designing for different devices. The research agenda involves assisting 20 pilot schools in Estonia through coaching as they make the transition, with the goal of developing an empirically validated model for implementing 1:1 computing school-wide.
Virtuaalsed õpikeskkonnad ja õpihaldussüsteemid
The document discusses the history of educational technology and distance education through several generations of pedagogical approaches: the first generation focused on behaviorist learning through mass media like print and television, the second generation saw the rise of computer-based training and multimedia, and the third generation involves web-based learning and more interactive and distributed models of learning through connectivity.
Enriched workshop -group work
This document provides an overview of a workshop on designing the learning process through the integration of new technologies. It includes sections on workshop structure, pedagogical technological content knowledge, activities using various digital tools, and discussions of topics like ICT in education and higher education, strategies for ICT adaptation, and trends in educational technologies. The workshop aims to explore how new technologies can be incorporated into teaching and learning to improve the learning process.
Futuro da tecnologia instrucional
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
OECD, PISA and the Invisible Learning
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Digital turn: Digital innovation
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
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Implementing whole-school turn towards 1:1 computing paradigm
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This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Education system in Estonia: PISA and Digital Turn
This document summarizes education in Estonia, including its success on PISA tests in mathematics, reading, and science. It provides statistics on Estonia's population, economy, and information society indicators showing widespread computer and internet access. Educational statistics are presented showing Estonia ranking highly in the world and Europe on PISA from 2009 to 2015. Possible factors for this success are discussed like school autonomy, qualified teachers, equal opportunities, and educational expenditures. The document concludes by discussing Estonia's digital turn in schools toward 1:1 computing and new learning paradigms.
Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital ...
This document summarizes research evaluating an online tool and rubric for assessing Estonian teachers' digital competencies. Through focus groups with teachers and other stakeholders, the researchers found:
1) Some statements in the rubric were difficult to understand or irrelevant for teachers.
2) The workload of self-assessment was too high, reducing motivation.
3) Changing to a simpler 3-point scale and providing examples instead of definitions could increase usability.
4) Scenario-based discussions helped validate changes needed to the rubric and tool to better reflect teachers' experiences and increase adoption. Suggestions were made to simplify the rubric and requirements for a new online assessment tool.
Evidence-Centered Approach to Online Assessment of Students’ Digital Competence
This document discusses developing an online assessment of digital competence for Estonian students based on an Evidence-Centered Design (ECD) framework. It involves two university teams combining deductive and inductive approaches to build an assessment aligned with the DigComp framework and Estonian curriculum. The ECD framework layers assessment from domain analysis to implementation. A Bayesian network and practical tasks are proposed to assess knowledge, skills, and abilities. Piloting is planned in schools to test scenario-based tasks and Bayesian scoring.
Digital Mirror: Measuring the digital innovation maturity in Estonian schools
1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
Best Practice Benchmarking course by Euneos
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
Ettevõtlusõppe lõimimine läbiva teemaga Tehnoloogia ja innovatsioon
EETA ettevõtlusõpetajate koolitus
TSP-STEM introductory lecture
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
Analysing the Use of Distributed Digital Learning Resources
Mart Laanpere presented on analyzing the use of distributed digital learning resources in Estonia. Estonia has moved towards a digital learning strategy of BYOD and digital textbooks, which requires learning analytics that can aggregate data from multiple sources across the open web. The current situation in Estonia finds learning resources scattered across many platforms. To address this, eSchoolbag is being developed as a digital learning resource cloud that can harvest metadata from different repositories, power search and recommendations, track user activities, and provide a recommender system - helping to analyze learning in a distributed environment.
Centre for Educational Technology
The Centre for Educational Technology at Tallinn University:
- Is the leading R&D centre in the Baltic countries for technology-enhanced learning, established in 1997.
- Employs 17 researchers and a software development team conducting projects funded by 1 MEUR annually.
- Conducts research on open education tools and platforms, as well as contributing to educational policy and innovation in Estonia and globally through projects in countries like Georgia, Moldova, and Senegal.
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Ettevõtlusõppe lõimimine läbiva teemaga Tehnoloogia ja innovatsioon
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ICT innovation
- 1. ICT innovation in schools Policy trends, competing agendas, research results