steps.eun.org

Teachers’ competences: ENTITLE and STEPS results

Roger BlamireEuropean Schoolnet

steps.eun.org

ENTITLE: Libraries and lifelong learning

Results: www.entitlelll.eu•National reports: UK, DK, BG, AT, FI, CZ, SI, EL, HU, RO, PT•Six Guidelines for libraries on collaboration, use of ICT ...•Impact assessment framework: Generic Learning Outcomes•13 Recommendations, including:•Governments should make better use of the public library network in LLL

•Work with partners in school and adult education

•Expand the range of skills among staff

•Recruit an appropriate mix of staff

steps.eun.org

Study of the impact of technology in primary schools

Teachers’ digital competences

steps.eun.org

Impact on teachers /1:Teachers use ICT and are ‘ICT-optimistic’

FI

DK

UK

SE

NO

NL

MT

CY

DE

IE

CZ

SIIT

SK

IS

ATES

LU

FR

BE

EE

PT

LT

PL

HU

EL

LV

EU average

- - <--- Teacher's ICT skills ---> ++

<----Im

pact Sc

eptics

I

mpact

Optimis

ts---->

• Three in four teachers use computers• Range of pedagogies supported• Constructivist learning environments

• Teachers in some countries are more ICT-optimistic than others• A sceptical minority• Low correlation: ICT-optimism/ equipment, use and skills

steps.eun.org

Percentage of teachers using computers in class

0

20

40

60

80

100

UK

DK NL

NO SE FI AT

CY IE MT

CZ IS DE LU SK SI IT P

T

ES

BE

FR EE PL LT HU LV EL

use in class ... to present / demonstrate ... to have pupils use computers

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Impact on teachers /2: ICT is pedagogically under-used

• More use for administration, organisation and planning

• Lack of pedagogical vision

• New pedagogical approaches only if integrated into subjects

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What are the factors behind the decision (not) to take up ICT?

Motivation

Competence

ICT use by teachersin class

Access• Well ICT equipped

schools• Sufficiently fast internet

connection

• SKILL variable: confidence in using text processor, creating a presentation … installing software on PC

• Disagreement with „Using computers in class does not result

in significant learning benefits“

steps.eun.org

Impact on teachers /3:Motivation and digital and pedagogical skills

Asturias, Spain

• ICT improves motivation and teaching skills• All countries are developing ICT skills• Step by step, on-site training, minimal disruption

• Little ICT training for new teachers• Courses lack practical dimension• Technical and pedagogical support?

steps.eun.org

ICT user literacy index by country

LVPTHU

ITLT

EEFRDEES

PLSISK

CZBE

FIISLU

IEAT

SENO

NLCY

MTUKDK

EL

-4 -3 -2 -1 0 1 2 3

Standard deviations

steps.eun.org

Impact on schools /2:Whole school ICT integration and leadership matter

• ICT integration = key to changing practices

• School leader support is crucial

• ICT in classrooms rather than computer labs

steps.eun.org

Impact on schools /3: ICT improves administration and access to information

• ICT is used for management• Administration is more accessible• Whole school planning is improved• School ICT plans underplay learning

• Use by teachers for administration and planning• Virtual learning environments

steps.eun.org

Recommendations

• Increase, diversify and certify teacher education; support change leaders

• Build ICT into general educational policies

• Ensure access to quality equipment and learning resources

• Capitalise on learners’ ICT competence; reduce digital divides

• Strengthen pedagogical use of ICT; develop an open knowledge-sharing school culture

• Exploit the potential of ICT as a catalyst for change and to fulfil wider educational goals

• Apply a variety of methods to measure and assess the impactof ICT

• Shift the research focus towards the learner and the school as a learning organisation

• Establish a long-term and continuous monitoring system on the impact of ICT in schools

EDUCATION POLICY SCHOOLS RESEARCH