Bled, 13 – 15 September 2009Hans LaugesenELFE project coordinatorSenior educational policy officer, GL, Denmark

Goals for use of ICT

Train students in use of modern technologyDigital competence 1 of 8 EU key competences

Train new competencesCollect information, be critical, project work

Social and civic competences plus initiative andentrepreneurship are also EU key competences

Learn more in the subjectsNo evidence in ELFE or in Handbook on Informa-

tion Technology in Primary and Sec. Education

÷

PISA on ICT use in Denmark

Boys are among the best in EuropeGirls are at the bottom

The teachers of boys and girls are the sameSame level of technical equipment available

It is a pedagogical challenge for teachers!

PISA CBAS 2006 Júlíus K. Björnsson

Un-used possibilities

Use of ICT as A passive OH-projector for PowerPoint

presentationsA type writer to register notes or

measurements

Does not exploit the possibilities for training New working methodsAnd creativity

OECD’s TALIS 2008 Teachers’ professional development needs

0

5

10

15

20

25

30

35

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ing need

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ICT teac

hing skil

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Studen

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Instructi

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TALIS Denmark

Poulsen & Sørensen’s 5 scenariosThe Glasshouse: control the use of ICT, expose the

use, and keep part of use hidden without logical orderThe Nest: student build a nest of relations internal in

class – protect them from the outside and the teacherThe Machine: ICT as a collective ritual – all focus on

the Smart boardThe Two Towers: students are segmented: the

ambitious girls, the party girls, and the ICT-clever boys

The Ford: close to introduce new technology and has given up the old. But in the mean time nothing interesting happens

Daily use of ICT in classroom% Glass-

houseNest Machin

eTwo Towers

Ford

Game 50 36 5 60 21

Entertainment 73 64 24 67 38

Class contact 55 93 10 67 8

External contact

46 93 58 73 42

Friendship 55 71 38 87 46

Subject related

100 100 33 80 67

Speak to teacher

0 14 10 20 4

Discuss teaching

46 29 5 20 13From Michael Poulsen and Erik Kruse Sørensen’s chapter in Ret og Gyldighed i gymnasiet(IFPR/South Danish University, nov. 2009)

Consequence of a choiceICT use createsGlasshouse: conflicts and hierarcyNest: excluding security zonesMachine: a collective massTwo Towers: divisionFord: boredom

The differences is a result of what school and teacher has made of choice regarding use of ICT – or not chosen

What to do…No easy recipe. One solution does not fit all.No simple answers in Handbook of Info. TechnologyBut get inspiration

From in-service training, other schools, and colleaguesSpeak to students on how they use ICT

Game and learning interactsGoogle, Face book and Messengers are new classrooms

School policy on ICT-use must be discussed w teachers And leave room for trial and error

Teachers in teams should agree on use and variations

EDUsummIT09 Call to Action

Better understanding needed on ICT’s role in learningEspecially in relation to 21st Century Skills

Restructure schools – address individ. needs of studentsChange assessment framework when ICT becomes part

of curriculumNew models for teacher learning on technology use

at both pre- and in-service levelSupport practitioner driven research and networksDevelop mechanism for sharing and distributing research

The need for fundsFunds for equipmentFunds for supportFunds for proper trainingTime to reflectRoom for errors

Public funds must be sufficient to meet requirements

The question of sponsorships…Stay in full control of pedagogical decisionsHow to continue after sponsorship period?Schools should not be part of advertising programmes

Recommendation to teachers Be open-minded for pedagogical changes

experiment with new tools Require the necessary time to think and reflect and

require a margin for innovation trial and error Make the most of blended learning where you mix

traditional teaching with ICT Add ICT-based visual and emotional stimuli to the

learning process and be aware to include all students Consider how ICT can be used to create contacts

between classes at different schools and countries Participate in professional development and in

teacher networks and follow innovative developments

Rec. to school leadership

Discuss and develop the school’s ICT goals and policy with teachers. Support the policy in school’s budget

Encourage variety in teaching. Respect that develop-ment of new practices require time to plan and reflect

Implement change as a stable element in education. Promote a culture where you can learn from mistakes

Offer teachers the relevant in-service training. Support teacher cooperation and exchange of experience both at school level and between schools

Rec. to teacher educ. institutions

Integrate training in pedagogical use of ICT in teacher education

Establish partnerships between teacher education institutions and schools to strengthen the pedagogical use of ICT. Dialogue with training schools during students training periods at schools can support this process.

Focus more on research in the pedagogical use of ICT

Rec. to teacher unionsPromote that teachers do engage in relevant use of

ICTMonitor the workload and protect the teacher from

being available 24h a day. Promote exchange of experience between teachers

both at school level and between schoolsIdentify teachers needs of ICT-based instruction and

promote long-term continuous in-service trainingCall for authorities to appropriate the necessary

funds for equipment, for support, for professional development and time to develop teaching

Rec. to teacher unions - 2

Work on disseminating existing tools and resources that closely relate to their affiliates daily needs

Build networks for action research in teacher development

Negotiate the balance between protecting intellectual properties and making relevant material available

Point out the need for more resources to research related to the use of ICT in education. Consider how Unions can support such research

Rec. to school authorities

It’s essential that schools are allocated the necessary funds to implement the political goals set up for the use of ICT at schools. This should include funds for both equipment, support and the professional development of teachers

Make sure that the political vision and expectation for the use of ICT at schools corresponds to the learning requirements set up in the curriculum but for the education as a whole and in the requirements to each subjects

Rec. to school authorities - 2

Provide ICT infrastructure and maintenanceProvide funds for educational researchProvide funds for pilot projects on ped. use of ICTStrengthen focus on ped. use of ICT in teacher

educ.Build a system of dissemination of good practice

among teachersProvide policy for blended and distance educationProvide policy for implementing both egalitarian

and diverse visions of education

Rec. to school authorities - 3

Ensure that formal assessments are organised to respect the teaching method and measure the same competences as were trained at school

Develop school evaluation criteria for innovative activities that take into account a margin for error

To include in their national lifelong learning strategies a coherent set of objectives linked to digital competences as defined by the European reference Framework of key competences for lifelong learning

Rec. to European CommissionSupport member countries in their efforts to provide

teachers with adequate training in the use of ICTSupport member countries in providing access to the

internet for all schoolsContinue to support information exchange between

schools, teachers and pupils exchanges and networksSupport initiatives in school and research that aim at

deepening teachers’ knowledge on ped. use of ICTInfluence the international surveys like TIMSS and

PISA so the evaluation of 21st century skills become more visible in the published results

Rec. to ETUCE

ETUCE should try to promote these recommendations in dialogue with the member unions and in the European institutions.

ETUCE should look for funds for a follow-up project focusing on pre-service and in-service training on the use of ICT in education.

ETUCE should follow the development on the pedagogical use of ICT by arranging seminars on the topic every 2-3 years.