The document discusses the transformation of learning and schools driven by factors like globalization. It notes that higher order skills are in demand as jobs can be transferred globally and consumers look worldwide. Career paths now typically involve multiple jobs across different fields rather than staying in one field. Two competing visions for using educational technology are presented: optimizing existing systems versus deploying new media to achieve broader learning goals like equity and participation. The document questions whether schools can remain relevant if they do not radically evolve their roles and methods in response to trends like disintermediation.
The document discusses the transformation of learning and schools driven by factors like globalization. It notes that higher order skills are in demand as jobs can be transferred globally and consumers look worldwide. Career paths now typically involve multiple jobs across different fields rather than staying in one field. Two competing visions for using educational technology are presented: optimizing existing systems versus deploying new media to achieve broader learning goals like equity and participation. The document questions whether schools can remain relevant if they do not radically evolve their roles and methods in response to trends like disintermediation.
The Agency for the use of ICT in Education was created in 2004 under the supervision of the Ministry of Education. It has three main missions: to observe educational uses of ICT, promote ICT in education, and lead a network of ICT specialists. The agency shares examples of projects like Edutablettes and ITEC, and lessons learned include the need to address the gap between expected and actual ICT uses, involve all stakeholders, and provide teachers with time and support to use simple technologies that meet users' needs.
Ökad kvalitet och ökat engagemang med digitala lärverktygFramtidens Lärande
Lars Åkerblom, vice VD på Gleerups, och Marcus Anders, konceptutvecklare interaktiva böcker på Gleerups, Per-Ola Jacobsson, skolchef vid Karl-Oskarsskolorna. Presentation på DIUs BETT-resa 2013
The document summarizes UNESCO's ICT in Education Programme. It outlines key challenges developing countries face in harnessing ICT for education including affordability, capacities, inclusion, content development, and quality assurance. UNESCO's programme aims to help member states address these challenges through policy support, monitoring and evaluation, teacher training, open educational resources, and promoting mobile learning. Main activities include facilitating policy dialogues, developing ICT indicators, building teacher ICT competencies, and organizing events on open educational resources to promote their adoption.
United Students For a Better World is a 2011-2012 eTwinning project between schools in Europe that uses ICT tools to improve students' language and collaboration skills. The project involves students from Sweden and France communicating through videos, texts, and posters to complete task-oriented activities on topics like the rights of the elderly. Teachers guide students to develop ICT, language, critical thinking, and teamwork abilities through a collaborative wiki, blog, forum, and embedded videos. Regular communication and clear objectives help students achieve satisfying results.
David Istance, Centre for Educational Research and Innovation (CERI), OECD - ...Framtidens Lärande
This document summarizes some of the OECD's work on education, learning, and ICT. It discusses the OECD's Innovative Learning Environments project, which aims to inspire educational practice through research on learning and innovative cases, and help implementation of new approaches. The project focuses on designing learning environments based on principles like making learning central and collaborative. It also emphasizes partnerships, technology integration, and leadership for wider educational change. Finally, the document outlines some of the OECD's analyses of ICT in education and its move to computer-based assessment for PISA 2015.
The Agency for the use of ICT in Education was created in 2004 under the supervision of the Ministry of Education. It has three main missions: to observe educational uses of ICT, promote ICT in education, and lead a network of ICT specialists. The agency shares examples of projects like Edutablettes and ITEC, and lessons learned include the need to address the gap between expected and actual ICT uses, involve all stakeholders, and provide teachers with time and support to use simple technologies that meet users' needs.
Ökad kvalitet och ökat engagemang med digitala lärverktygFramtidens Lärande
Lars Åkerblom, vice VD på Gleerups, och Marcus Anders, konceptutvecklare interaktiva böcker på Gleerups, Per-Ola Jacobsson, skolchef vid Karl-Oskarsskolorna. Presentation på DIUs BETT-resa 2013
The document summarizes UNESCO's ICT in Education Programme. It outlines key challenges developing countries face in harnessing ICT for education including affordability, capacities, inclusion, content development, and quality assurance. UNESCO's programme aims to help member states address these challenges through policy support, monitoring and evaluation, teacher training, open educational resources, and promoting mobile learning. Main activities include facilitating policy dialogues, developing ICT indicators, building teacher ICT competencies, and organizing events on open educational resources to promote their adoption.
United Students For a Better World is a 2011-2012 eTwinning project between schools in Europe that uses ICT tools to improve students' language and collaboration skills. The project involves students from Sweden and France communicating through videos, texts, and posters to complete task-oriented activities on topics like the rights of the elderly. Teachers guide students to develop ICT, language, critical thinking, and teamwork abilities through a collaborative wiki, blog, forum, and embedded videos. Regular communication and clear objectives help students achieve satisfying results.
David Istance, Centre for Educational Research and Innovation (CERI), OECD - ...Framtidens Lärande
This document summarizes some of the OECD's work on education, learning, and ICT. It discusses the OECD's Innovative Learning Environments project, which aims to inspire educational practice through research on learning and innovative cases, and help implementation of new approaches. The project focuses on designing learning environments based on principles like making learning central and collaborative. It also emphasizes partnerships, technology integration, and leadership for wider educational change. Finally, the document outlines some of the OECD's analyses of ICT in education and its move to computer-based assessment for PISA 2015.
