About European Schoolnet
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Effective and innovative use of ICT (Information and
Communication Technology)in schools and teacher training
Meeting NIME and EUN, 22 March 2007
Anja Balanskat, Paul Gerhard
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1)Effective use
• The ICT impact report
2)Innovative use • Thematic dossier on innovation• Examples of practice (DK, The NL,
HU)• ICT schoolportraits• P2V project
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Effective use The ICT Impact report
17 recent impact studies in focus:
• Large scale impact studies (eLearning Nordic, Impact 2)
• National evaluations of ICT initiatives• Inspection reports• Large and small scale technology
interventions• National research reviews• International and European Comparisons
(OECD, Benchmarking survey)• European case studies
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Effective use The ICT Impact report
1)Learning outcomes and learners
2)Teaching methodologies and teachers
3)Enablers and barriers for effective uptake
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1)Effective useThe ICT impact report
• Differences of ematurity across Europe
• High investment• Return of investment?
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A) Quantitative evidence
• Causal relationship between use of ICT and gains in national tests via statistical analysis
• BUT: Isolating the variable that caused impact is problematic in education
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B) Qualitative evidence
“Assessing” impact viaquestionnaires and interviews withstudents, teachers,…
BUT: perceived impact vs. real impact
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Impact on Teaching and Teachers
• Increased enthusiasm• Increased efficiency and
collaboration• Specific ICT uses• Teachers’ competence • Pedagogical practice
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Enablers: Impact of specific technologies on teaching
• Broadband is a major factor in increasing collaboration between teachers
• Interactive whiteboards make a difference to classroom interaction
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Teachers’ competence
• Teachers’ basic ICT skills increased dramatically
• Limited impact on teachers’ pedagogical competence
• Teacher- student relationship
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Pedagogical Practice
• ICT use to support existing pedagogies
• Highest impact with experienced users (project-oriented, collaborative and experimental way)
• Best use: different modes of interaction, variety of roles, intended and actual use
• ICT underexploited for more actively engagement in the creation of knowledge
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Barriers to impact
• Teacher
• School
• System
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RecommendationsPolicy
• Plan for transformation and for ICT
• Include new competencies in curricula and assessment
• A clear political will and investment in ICT consolidation
• New forms of teacher training (workplace, peer-to peer)
• Motivate and reward teachers to use ICT
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Recommendations Research
• Context sensitive and process oriented research
• Encourage more trans-national research
• Make national evidence accessible
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Studies
• Eurobarometer Benchmarking survey (Empirica 2006)
• Sites 2006: pedagogical practices adopted in different countries and the use of ICT in them (400 schools)
• Eurydice: ICT in Europe in 2007
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2)Innovative use of ICTThematic Dossier on Innovation
http://insight.eun.org
• Step by step improvement buildingor
• A radical shift of improving practiceor
• more incremental improvements
• Schools are traditional!
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2)Innovative use of ICT
Thematic Dossier on Innovation
• Emigrants’ mother tongue project (Norway)
• Mobile technology project (UK)
• Learning Management system and PC’s Project (Denmark)
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2)Innovative use of ICTTeacher Training and other initiatives
• ‘Pedagogical ICT Licenses’ (Denmark)
• Equity through ICT (Hungary) “The Romani (Gypsy) Education Through
ICT Project, 2003-2005.
• “it clicks’ Teacher portraits (The Netherlands)
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2)Innovative use of ICTErnist ICT school portraitshttp://schoolportraits.eun.org
• 6 inspectorates of Education
• 20 school visits
• Scotland, Austria, Northern Ireland, Flanders, England, The Netherlands
• How ICT has changed teaching and learning?