Creative Clasrooms for an innovative Europe Lieve Van den Brande, European Commission, DG Education and Culture Contact:

2 A changing context... Different skills ? We are entering the age of the “Learning Society” – enabled by a rich, digital environment, characterised by advances in social networking. –21st century competencies are the main game and the central focus of learning – …… and the broader promise of a learning society is emerging. We are entering the age of the “Learning Society” – enabled by a rich, digital environment, characterised by advances in social networking. –21st century competencies are the main game and the central focus of learning – …… and the broader promise of a learning society is emerging.

3 The new learning generation changing context – other skills ?

4 Web 2.0

5 The new learning generation The 21st century digital learner is increasingly driving the agenda….. and demanding an 21st century skill set for life and work 21st century competencies are on the front page of educational reforms in Europe and worldwide: –OECD DeSeCo / PISA –Partnership for 21st century skills –Assessing and Testing 21st century skills –EU key competencies for LLL –Europe 2020 – ET 2020 The 21st century digital learner is increasingly driving the agenda….. and demanding an 21st century skill set for life and work 21st century competencies are on the front page of educational reforms in Europe and worldwide: –OECD DeSeCo / PISA –Partnership for 21st century skills –Assessing and Testing 21st century skills –EU key competencies for LLL –Europe 2020 – ET 2020

Different media lead to… …different skills

7 Core message Digital competences are core future 21st century skills The citizens and workforce of tomorrow are at this very moment already at school New millennium learners may be digital natives but are not by definition effective learners uniqueEducation has a unique role to play to teaching/learning the confident, critical and creative use of ICT Digital competences are core future 21st century skills The citizens and workforce of tomorrow are at this very moment already at school New millennium learners may be digital natives but are not by definition effective learners uniqueEducation has a unique role to play to teaching/learning the confident, critical and creative use of ICT

8 The reality – the learners Technology use is connected to a significant increase in performance  However, no matching evidence regarding use informal education Not all pupils have the same approach to technology use  A second and third digital divide are emerging New millennium learners may be digital natives  but are not by definition effective and critical learners Would the results be different if we could raise school use? unique Education has a unique role to play ICT – The case of e-maturity of schools Technology use is connected to a significant increase in performance  However, no matching evidence regarding use informal education Not all pupils have the same approach to technology use  A second and third digital divide are emerging New millennium learners may be digital natives  but are not by definition effective and critical learners Would the results be different if we could raise school use? unique Education has a unique role to play ICT – The case of e-maturity of schools Eurydice, 2011

9 PISA – Digital reading (2011) Addressing underperformance of boys Gender gap narrows to two-thirds of a year of schooling based to differences in navigation skills. Learn form the informal use of ICT ( at home) – more than ICT skills Methods for improving students’ navigation strategies can be derived from analysing ICT use at home. These skills include the ability to critically evaluate the quality and credibility of available texts, integrate information from multiple texts, and – crucially – navigate effectively.ICT use at home is positively related to both navigation skills and self-confidence in completing high-level ICT tasks. Students’ use of ICT at home is usually self-directed and, as a result, students learn, by experimenting, how to navigate across and among various pages to achieve their objectives. Addressing underperformance of boys Gender gap narrows to two-thirds of a year of schooling based to differences in navigation skills. Learn form the informal use of ICT ( at home) – more than ICT skills Methods for improving students’ navigation strategies can be derived from analysing ICT use at home. These skills include the ability to critically evaluate the quality and credibility of available texts, integrate information from multiple texts, and – crucially – navigate effectively.ICT use at home is positively related to both navigation skills and self-confidence in completing high-level ICT tasks. Students’ use of ICT at home is usually self-directed and, as a result, students learn, by experimenting, how to navigate across and among various pages to achieve their objectives.

10 PISA – Digital reading (2011) Not too intensive use neither... Intensive users do not perform better in digital reading – and often perform worse – than moderat users. This is even more pronounced in mathematics, science and especially in print reading. Parents and teachers should both encourage students to use computers freely, so that they can improve their navigation skills, and also to provide guidance on balancing time spent using computers with time for other activities. Enabling effective use of ICT in schools Most puzzling finding : lack of a clear relationship between the frequency of students’ ICT use at school and performance Require a deeper analysis looking beyond the frequency towards the quality of ICT use at school. Link with innovative methods. Not too intensive use neither... Intensive users do not perform better in digital reading – and often perform worse – than moderat users. This is even more pronounced in mathematics, science and especially in print reading. Parents and teachers should both encourage students to use computers freely, so that they can improve their navigation skills, and also to provide guidance on balancing time spent using computers with time for other activities. Enabling effective use of ICT in schools Most puzzling finding : lack of a clear relationship between the frequency of students’ ICT use at school and performance Require a deeper analysis looking beyond the frequency towards the quality of ICT use at school. Link with innovative methods.

11 The reality – teachers and trainers key Teachers are key intermediairs Teachers have to be confident, digital competent and have the necessary ICT didactic skills  ICT is pedagogically under-used  crucial importance of teacher skills development key Teachers are key intermediairs Teachers have to be confident, digital competent and have the necessary ICT didactic skills  ICT is pedagogically under-used  crucial importance of teacher skills development Teachers are the best coaches …. Eurydice, 2011 OECD - TALIS, 2010

12 The reality – institution Whole school ICT integration and leadership matter ICT integration = key to changing practices Whole school ICT integration and leadership matter ICT integration = key to changing practices unique Education has a unique role to play in systemic use of ICT for learning

13 ICT ARE PLAYING A CENTRAL ROLE IN COOPERATION BETWEEN SCHOOLS AND THE COMMUNITY AND TO ENGAGE PARENTS IN THE LEARNING PROCESS ICT IS WIDELY PROMOTED BY CENTRAL AUTHORITIES AS A TOOL FOR TEACHING AND LEARNING BUT LARGE IMPLEMENTATION GAP REMAINS ICT IS OFTEN RECOMMENDED FOR ASSESSING COMPETENCES BUT STEERING DOCUMENTS RARELY INDICATE HOW IT SHOULD BE APPLIED TEACHERS USUALLY ACQUIRE ICT TEACHING SKILLS THROUGH THEIR INITIAL EDUCATION BUT FURTHER PROFESSIONAL DEVELOPMENT IS LESS COMMON ICT ARE PLAYING A CENTRAL ROLE IN COOPERATION BETWEEN SCHOOLS AND THE COMMUNITY AND TO ENGAGE PARENTS IN THE LEARNING PROCESS ICT IS WIDELY PROMOTED BY CENTRAL AUTHORITIES AS A TOOL FOR TEACHING AND LEARNING BUT LARGE IMPLEMENTATION GAP REMAINS ICT IS OFTEN RECOMMENDED FOR ASSESSING COMPETENCES BUT STEERING DOCUMENTS RARELY INDICATE HOW IT SHOULD BE APPLIED TEACHERS USUALLY ACQUIRE ICT TEACHING SKILLS THROUGH THEIR INITIAL EDUCATION BUT FURTHER PROFESSIONAL DEVELOPMENT IS LESS COMMON Key data on learning and innovation through ICT at School in Europe Eurydice, 2011

14 ICT and education Policy context E&T

15 The European Policy Framework Key Competences for Lifelong Learning, 2006/962/EC mother tongue; foreign languages; maths/science/technology; digital competence, learning to learn; social & civic competences; entrepreneurship; cultural awareness & expression Strategic Framework for European Cooperation in E&T, COM(2008) 865 Lifelong learning and mobility Quality & efficiency of E&T Equity & active citizenship Innovation, creativity, entrepreneurship SWP: The Use of ICT to support innovation and lifelong learning for all, SEC(2008) 2629 Education Innovation Research

16 ICT cluster under OMC – ET2010 Representatives of 18 Ministries of Education of 18 Member States compiled key recommendations It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning. It is not about ICT but about transformation …” “The cluster has contributed to a fundamental change in discourse from accessibility to innovative learning through the support of ICT”. “The ICT cluster has influenced the development of improved indicators for measuring ICT use and impact. This has led to the first European-wide comparative study on the use and impact of ICT in school education”.

17 Towards a new learning paradigm Allow more learner-centred approaches Lessons learned by the ICT cluster Final Report - Learning, Innovation and ICT Digital competences as core life and employability skills Leadership and institutional change for a renewed strategy on learning VISION future! Professional development – the teacher as learner at the centre

18 ICT and education EU support

19 EU support ICT in education and training programmes Improving the quality and accessibility of European education and training systems through the effective use of information and communication technologies (ICT) Specific objectives include: to support the development of innovative ICT- based content, services, pedagogies and practice for lifelong learning Minerva Socrates Promote European cooperation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education

20 EU support Comenius: eTwinning for schools Support for online partnerships between two or more European primary or secondary schools Flexible, teacher friendly scheme to mainstream pedagogical use of ICT and support professional development Mainly based on joint pedagogical projects Increasing use of online Communities of Practice for teachers Quality label for good practice examples Support for online partnerships between two or more European primary or secondary schools Flexible, teacher friendly scheme to mainstream pedagogical use of ICT and support professional development Mainly based on joint pedagogical projects Increasing use of online Communities of Practice for teachers Quality label for good practice examples

21 Studies at DG EAC Learning 2.0 (IPTS, 2008) New learning communities through ICT (IPTS, 2009) Foresight - Future of learning (incl.ICT) (IPTS, 2011) European-wide comparison of the use and impact of ICT on school education (STEPS -2009) Development of methodologies for ICT indicators (2009) Benchmarking study by DG INFSO (2012) Key data on Learning and Innovation through the use of ICT in Europe 2011 (EURIDYCE) Learning 2.0 (IPTS, 2008) New learning communities through ICT (IPTS, 2009) Foresight - Future of learning (incl.ICT) (IPTS, 2011) European-wide comparison of the use and impact of ICT on school education (STEPS -2009) Development of methodologies for ICT indicators (2009) Benchmarking study by DG INFSO (2012) Key data on Learning and Innovation through the use of ICT in Europe 2011 (EURIDYCE)

22 EU support The eLearning Portal Supporting the exchange of ideas, good practice and resources in elearning across Europe and the world Open to everyone, everywhere Funded by the Lifelong Learning Programme Supporting the exchange of ideas, good practice and resources in elearning across Europe and the world Open to everyone, everywhere Funded by the Lifelong Learning Programme eLearning Papers n° 2 (2007)

23 ICT and education And next …

24 EU Policy context Lifelong Learning Programme (LLP) contributes to strategies and initiatives:  Early school leaving  Higher education attainment  Making LLL and mobility a reality  E&T quality and efficiency  Equity, social cohesion, active citizenship  Creativity and innovation Europe 2020 ET 2020 Flagships initiatives Youth on the move (Sept.2010) Agenda for new skills and jobs (Nov.2010)

25 Priorities under ET 2020 E&T have a unique role to play in enhancing the use of ICT for learning and should take up a leadership role. Actions are oriented around 3 objectives to be tackled simultaneously: 1. Increasing digital competences 2. ICT and an enhancer of innovation of E&T 3. improving the e-skills of professionals E&T have a unique role to play in enhancing the use of ICT for learning and should take up a leadership role. Actions are oriented around 3 objectives to be tackled simultaneously: 1. Increasing digital competences 2. ICT and an enhancer of innovation of E&T 3. improving the e-skills of professionals

Media and Learning conference Lieve Van den Brande, DG Education and Culture-A2 Contact: Creative Classrooms for an innovative Europe

27 The reality – implementation gap While ICT is well mainstreamed outside schools, formal E&T is only in its early adopter’s stage. Education can not stay behind these changes in an increasing networked and digital society. 27

28 What is at stake? + The infrastructure to promote ICT Research base to guide the process Bottom-up initiatives (pilots,research, policies, action plans, …) – No systemic integration and mainstreaming in formal education but

29 LACK OF SYTEMIC IMPACT –Top-down policies not close to users and practitioners –Lack of brokerage mechanisms to policy makers –Lack of evidence-base for policy making –Small scale, grass roots initiatives –Short-term - lack of sustainability/ scalability –No cross-sector dimensions –Whole systems integration and leadership 29

30 Objectives linked to Europe 2020 & ET2020 IDEA: Creative Classrooms  Increasing digital competence/ e-literacy  ICT enhancing innovation of E&T  Support to Member States to mainstream ICT use in educational policies and practices

Creative Classrooms The term ‘Classrooms’ = all types of learning environments The term ‘Creative’ = innovation of learning and teaching process with the support of ICT Focus on what is possible in today’s practices with today’s technologies

32 Policy makers / Decision makers e.g. Thematic Working Group Theme 1Theme 2Theme … Creative classrooms Lessons learned EVALUATIONEVALUATION Transfer Localise Country 2 Case 1 Case 2 Case 3 … Country 2 Case 1 Case 2 Case 3 … Country 2 Case 1 Case 2 Case 3 … Country 3 Case 1 Case 2 Case 3 … Country 3 Case 1 Case 2 Case 3 … Country 3 Case 1 Case 2 Case 3 … Country 1 Case 1 Case 2 Case 3 … Country 1 Case 1 Case 2 Case 3 … Country 1 Case 1 Case 2 Case 3 … Country … Case 1 Case 2 … Country … Case 1 Case 2 … Country … Case 1 Case 2 …

The Initiative on Creative Classrooms is innovative due to:  its experimental nature  its transversal scope  the upscaling of innovations  making changes systemic and sustainable  emphasis on European–wide policy development

34 What ? Creative Classrooms initiative Experimentations which are linked up Based on concrete problems Whole-system oriented Providing evidence-based responses Real-life experimentations in local context Carried by the users - innovation (bottom-up) Upscaling of innovations Leadership top-down (policy makers; key stakeholders) Emphasis on European-wide cooperation in policy development 34

35 What ? Providing guidance to policy makers and practitioners ‘Learning what works and what does not’ as input to evidence-based policy making at all levels of E&T Linking policy experimentations in real life settings Upscaling across Europe Increase impact on systemic level Reaching a large number of learners, institutions, learning centres Involving multiple stakeholders (informal, non- formal & formal) 35

36 Transversal issues Based on sound research methodologies Monitoring and evaluation of the various experimentations Deriving key lessons Transferring these lessons to the policy makers as well as to practice Reporting and brokering the lessons 36

37 Concept CC Definition of the optimal conditions Launch call for pilots Testing at a large scale through real life pilots Validation of the concept through DEBATE Drawing lessons from cases January 2012 March 2012 June / Analysis of the progress and gaps DEBATE with stakeholders Developing a broad stakeholders partnership Creative Classrooms ROADMAP

Thank you ! ‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’ William Pollard The Lifelong Learning Programme: DG Education and Culture: Contact person: Lieve Van den Brande – DG EAC-A2

39 Shortages Teachers lack pedagogical strategies and experiences to effectively use ICT Professional development of teachers lacks the pedagogical, innovation and practical dimension Assessment of digital literacy is not widespread Major lack of systematic impact in practices Innovations not enough supported by changes in pedagogy Discrepancy between children’s under-use of ICT at school and frequent and sophisticated use at home