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Agenda for 19. January 2009

Agenda for 19. January 2009. 9.30 - 09.50 ETUCE and ICT in education By Martin Rømer, ETUCE General Secretary 09.50 – 10.30 ELFE 2 project: aims and approach By Hans Laugesen, ELFE 1 and ELFE 2 project Coordinator 10.30 - 11.00 Coffee break

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Agenda for 19. January 2009

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  1. Agenda for 19. January 2009 9.30 - 09.50 ETUCE and ICT in education • By Martin Rømer, ETUCE General Secretary 09.50 – 10.30 ELFE 2 project: aims and approach • By Hans Laugesen, ELFE 1 and ELFE 2 project Coordinator 10.30 - 11.00 Coffee break 11.00 - 11.40 eLearning priorities and EU indicators on ICT in education • By Godelieve Van den Brande, Administrator in the Unit “Analysis and Studies”, European Commission 11.40 – 12.30 New Millennium Learners project mapping ICT-initiatives in teacher education and the PISA e-reading pilot project • By Ann-Britt Enochssen, Analyst at OECD's Centre for Educational Research and Innovation 12.30 – 14.00 Lunch 14.00 – 15.00 Interim report from the ELFE 2 study visits in DK and UK: analysis of practices and experiences in schools and teacher Education Institutions • By Ela Gajek, ELFE 2 project expert 15.00 – 15.30 Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions • By Ulf Fredriksson, ELFE 2 project expert 15.30 – 17.00 Debate in working groups (including the coffee break) on the national and European trends in using ICT in education 17.00 – 17.45 Working group reports

  2. Agenda for 20. January 2009 9.00 - 9.30 Institute of education in England: example of a teacher education institution good practice By Lynn Roberts, Department of Early Childhood and Primary Education, Institute of Education, University of London 9.30 - 10.00 Maribor Gymnasium, Slovenia: example of a school good practice By Zdenka Keuc, teacher at the Maribor Gymnasium 10.00 - 10.30 Coffee break 10.30 – 11.45 Plenary debate for trade union representatives on the unions’ role in relation to ICT in education: conditions and pedagogical considerations. Separate session for discussion and exchange of experiences among teacher education institutions: what can be learned from each other? 11.45 – 12.15 International Handbook on Information Technology in Primary and Secondary Education By Joke Voogt, Twente University, the Netherlands 12.15 – 12.30 Closure of the Seminar 12.30 – 14.00 Lunch

  3. The ELFE projectELFE 2 as a follow up of ELFE 1 Hans Laugesen ELFE project coordinator Educational Policy officer and International Secretary in GL, Denmark

  4. Purpose of ELFE 1 These purposes are still relevant for ELFE 2: • A European project created to achieve a better understanding of the strengths and weaknesses of using ICT in (primary and) secondary education • The ELFE project aims at investigating good practice in the use of ICT, which • supports the teaching and learning process • encourages students to develop new skills and competences • promotes an inclusive education for all students

  5. Purpose of ELFE 2 Building on ELFE 1 findings ELFE 2 aims at • Identify methodologies used to favour a use of ICT that promotes an added learning value • Develop recommendations to policy-makers, to schools and teacher education institutions and to trade unions on • ICT and teacher education • ICT and school management • ICT and strategic use of available financial means

  6. ELFE’s Pedagogical questions • Promoting relevance, meaningfulness and engagement in both teaching and learning • How are teachers prepared to use ICT in their lessons? • Use of ICT to train new competences • Virtual lessons as a mean of variation in normal class lessons: blended face to face ed. • Use of ICT as a catalyst for a Whole School Development • Providing more educational options for students in remote areas • Are there pedagogical and social costs? • how do we avoid loosing the low performing students? • ELFE 2 must also identify methodologies used to favour added learning value and internal evaluation of methodologies chosen.

  7. ELFE structure

  8. ELFE 2 partners • ETUCE and 5 ETUCE-organisations: • NUT, UK • GL, Denmark • LIZDA, Latvia • ZNP, Poland • ESTUS, Slovenia • Researchers: • Ulf Fredriksson, Mid Sweden University • Elzbieta Gajek-Kawecka, Warzaw University • Gunilla Jedeskog, Linköping Univ., Sweden - Evaluator

  9. Target groups and approach • Target groups: • teachers • teachers’ unions • researchers • Visits to schools and teacher education institutions: • steering group visit to 2 schools + 1 teacher education institutions in each 5 countries • Two regional seminars • One for EU 15 after visits to DK and UK - and • One for EU 12 after visits to LV, Pl and Slo. • A final conference: • teachers’ unions debate ICT-policy proposals • Process supported on www.ELFE-eu.net website

  10. ELFE web-site • Information on ELFE • Progress of the ELFE-project • Small reports from school visits and meetings in Steering Committee • Debate forum on • Pedagogical use of ICT in education • How to educate and train teachers to use ICT? • Contact between schools involved in ELFE • Policy debate among teachers unions on ICT in ed. • Useful links

  11. www.ELFE-eu.net

  12. Debate-forum at ELFE web-site

  13. Education-policy questions Do we have recommendations in the end?: • Is there an ideal balance between virtual lessons and normal lessons? • Teachers’ use of ICT: Balance between frontrunners and a minimum level • Which kind of pre-service education and in-service training is necessary? • Physical requirements at schools? • Suggestions for relevant indicators regarding the use of ICT in education? • etc.

  14. ELFE 1 observations 1 After the Steering Group’s visits to 12 schools: • Make ICT-use part of school policy and create a Whole School Development environment • Evident effect of Pedagogical ICT driver licence • Create conditions for teachers use of ICT and • Have a vision, debate minimum performance, and leave room for frontrunners • Distance education in remote areas or in small schools means more educ. options and can be combined with a social learning environment

  15. ELFE 1 observations 2 • So far we have not seen any hard-core proofs that the use of ICT is increasing the quality of education • There is a feeling among teachers that the use of ICT contributes to strengthen the students ability to work in an independent way • A risk that the need to train oral skills is forgotten – written dimension increases workload • A risk of less opportunity to have direct face to face discussions in the classrooms • You do not need to loose the low performing students – but be aware not to do so

  16. ELFE 2 observations Preliminary observations will be presented by Ela Gajek and Ulf Fredriksson later today… But a personal comment: • We must avoid that debate at school level on the use of ICT only focus on disciplinary questions and restrictions • If the use is relevant and pedagogical meaningful it will motivate students and reduce need for disciplinary restrictions

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