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Tampere model of supporting ICT at schools

Tampere model of supporting ICT at schools. Minna Vikman E-learning coordinator Department of Education / City of Tampere minna.vikman@tt.tampere.fi. Development. Since 1980’s many e-learning and it-projects 1996 – 1999 A Project of Education and Culture Network

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Tampere model of supporting ICT at schools

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  1. Tampere model of supporting ICT at schools Minna Vikman E-learning coordinator Department of Education / City of Tampere minna.vikman@tt.tampere.fi

  2. Development • Since 1980’s many e-learning and it-projects • 1996 – 1999 A Project of Education and Culture Network • The main aim of the project was to give the Schools a possibility to use information technology in everyday work – in teaching and learning. • 1999 WebCT e-learning environment • 2000 Distance upper secondary school • 2001 The guidance group of e-learning development • 2001 E-learning centers eBase and eEDU • 2001 Virtual polytechnic started • 2002 ICT- strategywork completed (round 1) • 2004 Opit e-learning environment

  3. strategy + budget • - city level e-learning coordination • eBase / eEDU • ICT- strategies (schools) • networks ORGANISATION E-LEARNING METHODS CONTENTS TECHNOLGY • technical support • IT-supportpersons at schools • WebCT- and Opit – administration • eBase – support services • teachers ICT-training • e-learning projects • eBase - pedagogical support • mentors

  4. eBase • Pedagogical consulting • Project management consulting • Web-designers support • layout design • pictures and animations • voices and videos • html-coding • WebCT • administration • support • courses • Opit • support • courses • Evaluation • Administrative work

  5. DEVELOPING NEEDS AND PARTNERS University of Tampere strategi- cally managed OPEKO eWSOY evaluation research users training pedagogical development Microsoft E-LEARNING APPROACH TietoEnator users administration datareporting safety basic e-learning environment TIO TAMK technical infrastructure grass- roots TECHNICALAPPROACH low high

  6. There is need for a systematic approach in the planning of ICT use in education. The fundamental purpose of making a policy statement is to articulate and clarify goals and to provide a conceptual framework to guide progress towards those goals. The lack of a coherent policy is likely to contribute to the development or prolonged existence of ineffective infrastructure and a waste of resources. The decisions about what to use, how and when, are (political), administrative and educational decisions. ICT-planning in education

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