Innovative use of ict in schools in denmark norway sweden germany portugal and the united kingdom
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Innovative use of ICT in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom. 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 in denmark norway sweden germany portugal and the united kingdom

Innovative use of ICT in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom

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 in denmark norway sweden germany portugal and the united kingdom1
Innovative use of ICT in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom

  • The ELFE project – a short presentation

  • Findings from the project

  • Findings from the Nordic countries compared with findings from the other three countries

  • Discussions and conclusions


The elfe project
The ELFE project Germany, Portugal and the United Kingdom

  • 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: Germany, Portugal and the United Kingdomaims

  • 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 project1
The ELFE project Germany, Portugal and the United Kingdom

  • 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: Germany, Portugal and the United Kingdomselection of schools

  • normal’ as opposed to schools that receive extra budgets and support as part of a specific project

  • a mixture of primary and secondary schools including some vocational schools and some isolated and/or rural schools

  • the use of ICT is aimed at pedagogical innovation

  • ICT is intensively used in teaching and learning processes in the school as a whole


The elfe project selection of schools1
The ELFE-project: Germany, Portugal and the United Kingdomselection of schools

  • selection of school was done by the national trade union representative of the participating countries in the ELFE Steering Committee

  • only three days were available for the three school visits in a particular country (one day per school, during that day the ELFE team also had to travel from one school to the next)


Elfe instruments
ELFE instruments Germany, Portugal and the United Kingdom

  • Principal: interview and questionnaire

  • Innovative teachers (i.e. teachers deeply involved in using ICT in their teaching and in implementing ICT in the school): interview

  • ‘Other’ teachers: interview

  • Students: interview

  • ICT coordinator (staff member responsible in the school for the ICT infrastructure): questionnaire

  • collect school level documents relevant for the topic


Three questions
Three questions Germany, Portugal and the United Kingdom

  • What factors influence the intensive use of ICT?

  • What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes?

  • 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 factors influence the intensive use of ict
What factors influence the intensive use of ICT? Germany, Portugal and the United Kingdom

  • 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


What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes?

  • 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


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 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


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

  • 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


Findings from denmark norway and sweden
Findings from Denmark, Norway and Sweden teaching as compared to the traditional classroom education, both individually and as a collective?


Findings from germany portugal and the uk
Findings from Germany, Portugal and the UK teaching as compared to the traditional classroom education, both individually and as a collective?


Findings from denmark norway and sweden what factors influence the intensive use of ict
Findings from Denmark, Norway and Sweden teaching as compared to the traditional classroom education, both individually and as a collective?What factors influence the intensive use of ICT?

  • Vision - yes

  • Leadership style – yes (autonomy of the schools)

  • Integration of ICT in the school’s culture - yes

  • Teachers’ professional development – yes (based on local needs and local decisions)

  • External policies - yes


Findings from denmark norway and sweden what difference does the use of ict make
Findings from Denmark, Norway and Sweden teaching as compared to the traditional classroom education, both individually and as a collective?What difference does the use of ICT make?

  • Interaction between teachers and students

  • New physical arrangements

  • Increased efficiency of school administrations and effectiveness of school management


Findings from denmark norway and sweden how are the students influenced by this way of teaching
Findings from Denmark, Norway and Sweden teaching as compared to the traditional classroom education, both individually and as a collective?How are the students influenced by this way of teaching?

  • All students use ICT

  • Students ability to work independently?


Comparison between the three nordic countries and the other countries
Comparison between the three Nordic countries and the other countries

  • All the schools seem to have much in common

  • The schools in the Nordic countries and in England seem to have been working more with teachers’ professional development than in the other countries.

  • Students use computers in all involved schools, but the schools in the Nordic countries and in England seem to have more access to computers than the German and the Portuguese students


Discussion and conclusions time is an issue fullan 2001
Discussion and conclusions: countries“Time” is an issue(Fullan, 2001)

  • Three stages:

    • Initiation:

      • Being informed

    • Implementation (change):

      • Fear, risk, etc.

      • Pedagogical imagination

      • Competence

    • Institutionalization


Discussion and conclusions the teacher as the key
Discussion and conclusions: countriesThe 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 a set of questions for reflection
Discussion and conclusions: countries 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 countries

  • 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.


More information about the elfe project

More information about the ELFE- project countries

http://www.elfe-eu.net/


Kiitos! countries

Merci!

Danke!

Takk!

Thank You!

Tack!

Gracias!

Grazie!


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