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Innovative use of ICT in schools based on findings in ELFE project (The European e-learning Forum for Education) PowerPoint Presentation
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Innovative use of ICT in schools based on findings in ELFE project (The European e-learning Forum for Education). Ulf Fredriksson Centre for Research on Lifelong Learning, Ispra, Italy and Mid Sweden University, Sweden Tjeerd Plomp University of Twente, the Netherlands Gunilla Jedeskog

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Innovative use of ICT in schools based on findings in ELFE project(The European e-learning Forum for Education)

Ulf Fredriksson

Centre for Research on Lifelong Learning, Ispra, Italy and

Mid Sweden University, Sweden

Tjeerd Plomp

University of Twente, the Netherlands

Gunilla Jedeskog

Linköping University, Sweden

Elsebeth Sorensen

Aalborg University, Denmark

Maria Rasmusson

Mid Sweden University, Sweden

innovative use of ict in schools based on findings in elfe project
Innovative use of ICT in schools based on findings in ELFE project
  • The ELFE project – a short presentation
  • Findings from the project
  • Discussions and conclusions
the elfe project
The ELFE project
  • Initiated by ETUCE
  • 2 year project financed by the EU
  • allow ETUCE and the wider society to get a better understanding of the strengths and the weaknesses of using ICT in primary and secondary education
the elfe project aims
The ELFE project: aims
  • Aim 1: Analyse and share good experiences and identify good practices in using ICT
  • Aim 2: Study the possibilities of transferring these good practices to other schools and countries
  • Aim 3: Create a debate on how the European policy on eLearning and use of ICT in education should be developed
the elfe project5
The ELFE project
  • Cooperation between researchers and teacher unions
  • Denmark, Germany, Norway, Portugal and United Kingdom
  • Three schools from each country
  • An additional study in Sweden (three schools)
the elfe project selection of schools
The ELFE-project: selection of schools
  • normal’ - no extra budgets and support
  • primary and secondary schools
  • pedagogical innovation
  • the school as a whole
  • national trade union representative
  • three school - one day per school
elfe instruments
ELFE instruments
  • interviews - questionnaires - documents
  • principals - innovative teachers - other teachers - ICT coordinators - students
seven questions
Seven questions
  • What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes?
  • To what extent are teachers’ practices and outcomes changed?
  • What are perceived advantages and disadvantages of the use of ICT in teaching and learning?
  • What factors influence the intensive use of ICT?
seven questions9
Seven questions
  • How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective?
  • What are the possibilities to sustain and to transfer good ICT based teaching/learning practices?
  • To what extent did the local discussions on and experiences with use of ICT have contributed to whole school development?
what factors influence the intensive use of ict q 4 4
What factors influence the intensive use of ICT? (Q 4.4)
  • Vision on teaching and learning
  • School’s involvement in other innovations
  • Leadership style of the principal
  • Integration of ICT in the school’s culture
  • Teachers’ professional development
  • Teacher collaboration
  • External policies and linkages relevant for ICT use and pedagogical changes
slide11
What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes?(Q 4.1)
  • Interaction between teachers
  • Interaction between teachers and students
  • Better communication with parents
  • Other type of interaction with local community
  • Influences on teaching and learning
  • New physical arrangements
  • Increased efficiency of school administrations and effectiveness of school management
slide12

How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? (Q4.5)

  • What students do with ICT
  • How students experience working with ICT
  • no hard evidence of what impact the intensive use of ICT in subjects and/or in projects and independent learning tasks has on students
  • new competences such as being able to work independently and in projects, to search for information, to collaborate and communicate, etc
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How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? (Q4.5)

  • Students show more confidence and have better learning motivation
  • Students have no ‘instrumental’ problems in working with computers and more general with ICT
  • In general students like working with computers
to what extent are teachers practices and outcomes changed q 4 2
To what extent are teachers’ practices and outcomes changed?(Q. 4.2)
  • Project based teaching
  • Teachers - facilitators
  • A variety of resources
  • More individualised instruction
  • New competences
  • Some teachers - forerunners - enthusiasts
  • Some teachers - disagree with policies of change
what are perceived advantages and disadvantages of the use of ict in teaching and learning q4 3
What are perceived advantages and disadvantages of the use of ICT in teaching and learning? (Q4.3)
  • Perceived advantages - the use of email, problem solving, critical thinking, improve learning processes etc.
  • Perceived disadvantages - not enough hands-on activities,difficult to work independently, distraction, copying from Internet etc.
slide16
To what extent did the local discussions on and experiences with use of ICT have contributed to whole school development?(Q4.7)
  • Influences on teaching and learning
  • Interaction with local community
  • Interaction between teachers
  • Interaction between teachers and students
  • Better communication with parents
  • Increased efficiency of school administrators and effectiveness of school management
  • New physical arrangements
discussion and conclusions the teacher as the key
Discussion and conclusions:The teacher as the key
  • The appropriate role of technology depends on the individual educational designer’s/teacher’s views and perception of the goals of education
  • A conscious choice
  • Time
discussion and conclusions time is an issue fullan 2001
Discussion and conclusions:“Time” is an issue(Fullan, 2001)
  • Three stages:
    • Initiation:
      • Being informed
    • Implementation (change):
      • Fear, risk, etc.
      • Pedagogical imagination
      • Competence
    • Institutionalization
discussion and conclusions a set of questions for reflection
Discussion and conclusions:A set of questions for reflection
  • The role of the teacher/student?
  • How to balance student initiatives and teachers’ need to control?
  • Dialogue/collaboration?
  • How to use ICT to foster collaboration?
  • Imagining appropriate assessment models?
discussion and conclusions
Discussion and conclusions
  • The findings from the ELFE project are not possible to generalize.
  • Comparing schools that are supposed to be in the forefront may give some hints about the directions of developments in the involved countries
  • The differences between the schools in the project seem to reflect the differences between the countries.
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Merci

Danke

Thank You!

Tack

Gracias