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Eileen Brennan Freeman Visiting Research Fellow Centre for Research in IT in Education (CRITE) Trinity College Dublin, IRELAND. https://www.cs.tcd.ie/Eileen.Freeman/

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Presentation on theme: "Eileen Brennan Freeman Visiting Research Fellow Centre for Research in IT in Education (CRITE) Trinity College Dublin, IRELAND. https://www.cs.tcd.ie/Eileen.Freeman/"— Presentation transcript:

1 Eileen Brennan Freeman Visiting Research Fellow Centre for Research in IT in Education (CRITE) Trinity College Dublin, IRELAND. https://www.cs.tcd.ie/Eileen.Freeman/ https://www.cs.tcd.ie/Eileen.Freeman/ Greendale Community School Kilbarrack, Dublin 5. IRELAND. http://www.greendalecommunityschool.ie http://www.greendalecommunityschool.ie

2 Policy Implementation? I am a teacher, who took two years from school, supported by the Ministry, to research the area of ICT in School Education Policy, because of my discontentment of the effects of theimplementation of policies on my classroom practice, with particular regard to curriculum and assessment.research

3 Policy Implementation? Teachers empowered by technology, ultimately disempowered? Empowered by the system and disempowered by the system… and so too are our students… empowered by the system and disempowered by the system.

4 Curriculum & Assessment Imagine a nation of horse riders with a clearly defined set of riding capabilities. In one short decade the motor car is invented and within that same decade many children become highly competent drivers extending the boundaries of their travel as well as developing entirely new leisure pursuits (like stock car racing or hot rodding). At the end of the decade government ministers want to assess the true impact of automobiles on the nations capability. They do it by putting everyone back on the horses and checking their dressage, jumping and trotting as before. Of course, we can all see that it is ridiculous …. S Heppell (2002)

5 1.Holistic approach to policy development 2.Bottom-up/top-down convergence 3.Sustainability 4.The Curriculum 5.Teacher Training 6.A wider concept of learning 7.The importance of research 8.Content and national languages 9.Monitor and evaluate the system (1998) How learning is changing. - 9 Recommendations

6 eWatch Observatory General educational facts and figures ICT initiatives and programmes/projects ICT initiatives and programmes/projects ICT initiatives and programmes/projects ICT initiatives and programmes/projects Policies and policy making bodies (in general) Policies and policy making bodies (in general) Policies and policy making bodies (in general) Policies and policy making bodies (in general) Expenditures on education Expenditures on education Expenditures on education Expenditures on education ICT funding ICT funding ICT funding ICT funding ICT infrastructure and usage ICT infrastructure and usage ICT infrastructure and usage ICT infrastructure and usage Teacher education and training Teacher education and training Teacher education and training Teacher education and training Co-operation with private sector Co-operation with private sector Co-operation with private sector Co-operation with private sector Content development Content development Content development Content development Evaluation and research Evaluation and research Evaluation and research Evaluation and research School practice, models and projects School practice, models and projects School practice, models and projects School practice, models and projects

7 Policy for Impact and Sustainability = Holistic Approach, with concurrent top-down and bottom up convergence accompanied by consistent planning, monitoring, research and evaluation. Supported by a Strategic Implementation Strategy involving: Concurrent ALIGNMENT of policies in the following areas: Equipment and Infrastructure Teacher Training/Professional Development Curriculum and Assessment Content and Resources

8 Learning from other country initiatives Holistic/ICT as part of education reform (Chile, Singapore) Bottom-up supported projects (Ireland) Sustainability (Elfe) The Curriculum (UK) Teacher Training (Sweden, Finland, France, Denmark) Content and national languages (Spain) Monitor and evaluate the system (Finland) Infrastructure and access (Chile, Slovenia) National portal (Germany) Gender (Finland) School management structure (Singapore) Student involvement, technical (Slovakia) Student involvement, pedagogical (Sweden, Finland) Awards (Slovakia)

9 Future Policy Implementation? Lets stop trying to recreate the wheel, Lets share what we have learnt, Lets build something special together!


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