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ELFE 2 interim report:Visits in Denmark and the United Kingdom
Elżbieta Gajek
http://www.ils.uw.edu.pl/~egajek
Brussels 19.01.2009
ELFE 2 Partners
Trade Unions from: Denmark Latvia Poland Slovenia The United Kingdom
ELFE 2 Aims To identify methodologies used in schools and
teacher education institutions in order to favour a use of ICT that promotes the added value of using ICT in education in terms of teaching and learning models (by building on the ELFE 1 findings);
To develop recommendations addressed to policy-makers, to schools and teacher education institutions and to trade union leaders on the three priority areas identified in ELFE 1 (ICT and teacher education, ICT and school management, ICT and strategic use of available financial means).
Criteria for the selection of institutions
Examples of the Outstanding use of ICT in Education Good pedagogical practice Added value Strategic use of ICT
Transferability of experience
ELFE 2 Visits
In Denmark 21-23rd April 2008 Grantofteskolen (Ballerup, Denmark)
www.grantofteskolen.dk Ørestad gymnasium (Copenhagen,
Denmark) http://www.oerestadgym.dk/ N. Zahle Seminarium a section of
Professionshøjskolen i København, Copenhagen, Denmark (University College Copenhagen) http://www.ucc.dk and www.nzs.dk
Denmark Grantofteskolen, Ballerup
Facts: Laptops for grades 1-3 and 10th Interactive whiteboards Learning platform No special ICT lessons ICT coordinator – a teacher leader of ICT Internal and external training for teachers Formal and informal training for teachers Sharing ideas and practices
Denmark Grantofteskolen, Ballerup
Lessons learned: Innovative attitude to education long before the
ICT issue has arisen Building media library after a fire that destroyed
the old library Cooperation between all people in the school The students are very understanding, if the
teachers do not know how to use ICT professionally
The teachers stress their unique responsibility for pedagogical use of ICT
Denmark Ørestad gymnasium,
Copenhagen
Facts: Laptops for all students Two full time technicians to help
teachers and learners with technology No special computer rooms VLE as an area for learning equal to
physical room and space No technical problems
Denmark Ørestad gymnasium,
Copenhagen
Lessons learned: Integration of innovative and future-
oriented approaches in the neighbourhood, architecture, school organisation and ICT,
Permission for learning on good and bad examples of ICT-based instruction
Students seek for more f2f contacts with teachers.
Denmark Ørestad gymnasium,
Copenhagen
projektów
Denmark Ørestad gymnasium,
Copenhagen
projektów
Denmark N. Zahle Seminarium
Copenhagen
Teacher training institution Facts: Three members of the staff responsible
for ICT ICT in variety of subjects (neither in
national nor local policies) ICT infrastructure is not sufficient – they
need to improvise
Denmark N. Zahle Seminarium
Copenhagen
Lessons learned Outstanding use of ICT for Physical
Education - Dartfish software Gender bias can be still an issue; 1001
female students vs. 485 male students Students need theory and practice on
ICT-based instruction Students think that they are not prepared
well enough to ICT-enhanced teaching
ELFE 2 Visits
In the United Kingdom 16-18th June 2008 Morpeth School (London)
http://morpethschool.org.uk/ Stepney Green Maths & Computing College
(London) http://www.stepneygreen.towerhamlets.sch.uk/ single sex boys’ school
Institute of Education (University of London) http://ioewebserver.ioe.ac.uk/ioe/index.html
The United Kingdom Morpeth School, London
Lower secondary schoolFacts: The equipment was given by the
government The school is very well equipped – special
ICT infrastructure for music, photography and media
The teachers have mix feelings about their own cooperation
The United Kingdom Morpeth School, London
Lessons learned: The ideal situation is to have every child in
front of the computer during a lesson Teaching has changed because of the use of
ICT Lack of self-study materials for teachers on
the use of ICT in education No margin for risk and error Increase in teacher’s workload
The United Kingdom Stepney Green Maths & Computing
College, London
Facts: The school is well equipped with computers
with Windows (Ss would prefer Mac’s, too) Extensive use of learning packages, as they fit
the books Pupils do not bring their laptops to school as
this may cause much more trouble than benefit Well-developed organizational structure of
technical and pedagogical support
The United Kingdom Stepney Green Maths & Computing
College, London
Lessons learned: Digital learning packages enhance
individual learning Attractive novelty has turned into daily
routine Lessons without computers e.g. Bengali
language are perceived as archaic Management procedures are easier Teacher time is more effective
The United Kingdom University of London, Institute of
Education
Facts: Interrelation between the educational
theory and the practice Interrelation between educational
research and practice in teacher training Pragmatic (critical) approach to ICT-based
instruction Teaching based on teacher students’
experience
Teacher training institution
The United Kingdom University of London, Institute of
Education
Lessons learned: The need to rethink basics of ICT-enhanced
education, its role in the society and culture, looking at it from various perspectives
Controversies Barriers
Three essential forces: • educational authorities – providers of funds, policies and evaluation;• culture of humans involved – teachers, pupils, parents; roles of people; perception of an educational system as a whole; perception of social values; • business and industry – providers of hardware and software.
The United Kingdom University of London, Institute of
Education
Controversies Coherence in approach to innovation in education Consistency in funding Statutory regulations Business and school software standards
The United Kingdom University of London, Institute of
Education
Barriers Barriers within the Organisation Barriers to Potential Cooperation Barriers to Good Practice
The United Kingdom University of London, Institute of
Education
Criteria for use; Use technology when: it is needed; there is a purpose to use it; it is appropriate to use; the resources support learning; it adds something to your teaching.
The United Kingdom University of London, Institute of
Education
Criteria for use; Do not use technology: because you know it; because you know how to use it; because it is there; if you can teach better without it; because you are forced to use it; when it doesn’t add anything to your
teaching.
Transferability 1
Infrastructure Accessibility to educational resources, that is
financial support Determination in implementation of
technology Separation of teaching ICT from maintaining
the hardware and software of the educational institution
Educational aids and materials are commercial or teacher-made
Transferability 2
Pedagogy Searching for best practice Blended learning as good combination of LMS
and direct instruction Adaptive programs Critical and multidimensional approach to the
use of technology Concentration on human aspects in the use
of ICT
Transferability 3
Pedagogy Variety of techniques and methods of active
learning Integrated visual and emotional stimuli in the
learning process In-depth subject oriented approach to the use
of ICT and cross-curricular integrated approach to the use of ICT
Transferability 4
Vision Orientation towards the vague future Educating a balanced learner able to combine
school, family and personal life, also using ICT in a different way for different purposes
Combination of egalitarian and diverse visions of education
Transferability 5
Professional development Approval of change Reflection and evaluation of own and peer
practice Cooperative and individual professional
development Margin for innovation trial and error Developing professional networks
Transferability 6
Ethical aspects Orientation towards safety on the net Respect of intellectual property No age, gender, ethnic bias Teacher’s professional image on the net Perception of the place of a human – the user
of ICT - in an educational system as an active, responsible subject or an element of an educational mechanism steered from the top
Transferability 7
Practice Effective use of ICT Interrelation between various external
and internal forces in education Constant change The role of culture
Transferability – Conclusions
Learning from experience of various cultural contexts is possible
The more similar cultural values the more successful the transfer of experience and good practice is
ICT as a mirror of culture
Procedures of introduction ICT in education reflect the accepted processes in the society
Ways of the use of ICT reflect ways of social behaviour
Topics encompassed and developed by ICT are relevant to topics crucial in the society
Values and behaviour polarization
Top-down vs. bottom-up procedures Collectivist vs. individualist approaches Respect for diversity v.s uniformity Long term consequent activities vs. short time actions Respect for innovation vs. tradition Social support for pioneers vs. increase in blockages, Value of balanced life (work, family, leasure) vs. one area
of it Strong motivation and belief in success vs. easy
forgiveness for defeat and failure Belief in the sensibility of social and political actions vs.
lack of this belief.
Cultural influence Good practice in one educational context may
not work in another Transfer of practice is possible to similar
educational contexts Awareness of the cultural strenghts and
weaknesses may lead to the selection of the best solutions
ICT changes the culture, but also preserves it Intentional changes of culture cause huge risk
Stability opposed to change
Professional stability decreases as change seems to be the only element that is stable.
Lack of stability in education:Systems – technical environment Society – organization,communication Human (inside) – styles,attitudes,perceptions,valuesHuman (social) – activities,interactions,positions
Recommendations toteacher trade unions
Teacher unions are recommended to consider the following areas related to the use of ICT in education:
The place of teachers in the ICT-based educational system,
Teacher workload as a result of the intensive use of technology, particularly out-of-school contacts with pupils and parents, e.g. via VLEs,
ICT-based cooperation between teachers, schools and educational institutions,
Recommendations toteacher trade unions
Teacher unions are recommended to consider…
Moderation of change in educational organizations that encourages intensive pedagogic use of ICT,
Building professional ICT-orientated networks – communities of practice,
Structures for the evaluation of teaching materials for pupils,
System of in-service teacher education to help teachers to catch up with the advancement of technology.
Recommendations toschool authorities
School authorities are recommended to: develop school evaluation criteria for
innovative activities that take into account a margin for error,
build a system of dissemination of good practice among teachers, as this will help to increase common professional knowledge and experience in the pedagogical use of ICT,
enhance bottom-up innovative approaches in teachers.
Recommendations toteachers
Teachers are recommended to: Build their professional image on the web Mediate the forces that influence on education
for the benefit of students
Thank you
