Presentation on theme: "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."— Presentation transcript:
1Innovative use of ICT in schools based on findings in ELFE project (The European e-learning Forum for Education)Ulf FredrikssonCentre for Research on Lifelong Learning, Ispra, Italy andMid Sweden University, SwedenTjeerd PlompUniversity of Twente, the NetherlandsGunilla JedeskogLinköping University, SwedenElsebeth SorensenAalborg University, DenmarkMaria Rasmusson
2Innovative use of ICT in schools based on findings in ELFE project The ELFE project – a short presentationFindings from the projectDiscussions and conclusions
3The 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
4The ELFE project: aimsAim 1: Analyse and share good experiences and identify good practices in using ICTAim 2: Study the possibilities of transferring these good practices to other schools and countriesAim 3: Create a debate on how the European policy on eLearning and use of ICT in education should be developed
5The ELFE project Cooperation between researchers and teacher unions Denmark, Germany, Norway, Portugal and United KingdomThree schools from each countryAn additional study in Sweden (three schools)
6The ELFE-project: selection of schools normal’ - no extra budgets and supportprimary and secondary schoolspedagogical innovationthe school as a wholenational trade union representativethree school - one day per school
7ELFE instruments interviews - questionnaires - documents principals - innovative teachers - other teachers - ICT coordinators - students
8Seven questionsWhat 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?
9Seven questionsHow 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?
10What factors influence the intensive use of ICT? (Q 4.4) Vision on teaching and learningSchool’s involvement in other innovationsLeadership style of the principalIntegration of ICT in the school’s cultureTeachers’ professional developmentTeacher collaborationExternal policies and linkages relevant for ICT use and pedagogical changes
11What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (Q 4.1)Interaction between teachersInteraction between teachers and studentsBetter communication with parentsOther type of interaction with local communityInfluences on teaching and learningNew physical arrangementsIncreased efficiency of school administrations and effectiveness of school management
12How 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 ICTHow students experience working with ICTno hard evidence of what impact the intensive use of ICT in subjects and/or in projects and independent learning tasks has on studentsnew competences such as being able to work independently and in projects, to search for information, to collaborate and communicate, etc
13Students show more confidence and have better learning motivation 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 motivationStudents have no ‘instrumental’ problems in working with computers and more general with ICTIn general students like working with computers
14To what extent are teachers’ practices and outcomes changed?(Q. 4.2) Project based teachingTeachers - facilitatorsA variety of resourcesMore individualised instructionNew competencesSome teachers - forerunners - enthusiastsSome teachers - disagree with policies of change
15What are perceived advantages and disadvantages of the use of ICT in teaching and learning? (Q4.3) Perceived advantages - the use of , problem solving, critical thinking, improve learning processes etc.Perceived disadvantages - not enough hands-on activities,difficult to work independently, distraction, copying from Internet etc.
16Influences on teaching and learning Interaction with local community 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 learningInteraction with local communityInteraction between teachersInteraction between teachers and studentsBetter communication with parentsIncreased efficiency of school administrators and effectiveness of school managementNew physical arrangements
17Discussion 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 educationA conscious choiceTime
18Discussion and conclusions: “Time” is an issue (Fullan, 2001) Three stages:Initiation:Being informedImplementation (change):Fear, risk, etc.Pedagogical imaginationCompetenceInstitutionalization
19Discussion 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?
20Discussion 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 countriesThe differences between the schools in the project seem to reflect the differences between the countries.