The IFIP Stellenbosch declaration. Browsing the researchers and practicioners core ideas on ICT in e

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The IFIP Stellenbosch declaration.
Browsing the researchers and practicioners
core ideas on ICT in education. Author Magali
Ollagnier-BeldamePresenters Hélène Godinet
Bernard Cornu E. Praxis. INRP Lyon.
France CNED. Poitiers. France

• IFIP conference
• 26 - 30 th June 2006
• Alesund, Norway

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And the Stellenbosch declaration was born

• The IFIP World Conference on Computers in
  Education WCCE 2005
• July 4th - 7th 2005. University of Stellenbosch.
  South Africa.
• 40 years of Computers in Education what works ?

600 delegates from more than 30
countries Teachers, practitioners,
decision-makers, researchers, students,
designers, various experts, sharing experiences,
ideas, projects, policies, on ICT in education.
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The Stellenbosch Declaration A bottom-up
process Improve the integration of ICT in
Education as a resource for both better teaching
and learning and as a preparation of citizens for
the Knowledge Society To all stakeholders in ICT
in Education teachers, practitioners,
researchers, academics, managers, decision-makers
and policy-makers, in order to increase the
access to Education for everyone around the
World
GINEBRA, 9-12 diciembre
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1. DIGITAL SOLIDARITY In the field of
Education, ICT should help develop Digital
Solidarity. This requires strong and joint
actions of all stakeholders to guarantee the
right of participation in the digital society for
all students in the world. We recommend a Digital
Solidarity Action, that will define as the most
important aim for the next five years, that every
child in the world has access to a digital
information and communication infrastructure.
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2. LEARNERS AND LIFELONG LEARNING In the
Knowledge Society, every learner is a lifelong
learner. The content and the methods of initial
education must take into account preparation for
lifelong learning. ICT is a key tool for
developing lifelong learning. The development of
lifelong learning needs an integration of
education into the real world - ICT should be
used for this purpose. Lifelong learning must be
encouraged in all countries, as a tool for
reducing the Digital Divide.
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3. DECISION-MAKING STRATEGIES In order to help
decision-makers and to make decisions meet the
real needs, bridging research, practice,
experimentation, innovation with decision-making
is essential. Decision-makers should make better
use of the experience of Practitioners and the
findings of Researchers. In turn, Practitioners
and Researchers should make their findings and
results more visible and usable for the
Decision-makers. Educators and researchers should
help in elaborating a vision and making it
explicit.
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4. NETWORKING The Knowledge Society is
networked. Networks in Education offer many ways
to access knowledge, offer many possibilities for
networking people and developing collaborative
work and enhancing the collective intelligence.
There is a need to develop networks and to
involve all countries, particularly developing
countries, in the education networks. Help in
making real this sentence of an African child I
am a child of Africa and a citizen of the world.
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5. RESEARCH The development of ICT-based
education and training processes is a growing
reality. There is therefore a need to continue
research work on the development of these
technologies and their applications. A certain
realignment of research priorities is necessary
Bridging the gap between technology and pedagogy
development of solid theoretical frameworks
development of an understanding of the use and
the effects of ICT in Education finding an
appropriate balance between fundamental, applied,
and development research as well as between
public research and research made by the private
sector. The output of research should be made
widely available, as open source, for improving
practice, decision-making, and resources
development.
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6.TEACHERS Being a teacher in the Knowledge
Society requires new specific competencies a
teacher has to deal with new knowledge, new ways
for accessing knowledge with a networked world
and with new types of co-operation and
collaboration with a society in which knowledge
plays a crucial role with lifelong learning.
Teachers are the key agents in the education
system. It is our common responsibility to help
all countries to train and recruit teachers, and
to involve all teachers in international
networks. ICT changes teaching and learning, but
technology is not the main issue. Technology
matters, but good teachers and good teaching,
matter more.
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How the whole audience was called to participate

• One individual contribution from each
  participant,
• One idea, or recommendation, or suggestion from
  each speaker,
• Three main ideas from each chairperson, (as a
  synthesis of the session he/she has chaired).

A bottom-up process
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How data were collected and proceeded
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Stellenbosch Declaration, first draft
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Stellenbosch Declaration, first draft

• 6 ideas
• Digital solidarity,
• Learners and lifelong learning,
• Decision-making strategies,
• Networking,
• Research,
• Teachers.

• 3 levels
• A societal level,
• A learning and teaching level,
• A technological level.

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How to valorise these data A research work
supported by TC3

• A TC3 project 1) to analyse what was produced
  by the WCCE2005 audience 2) to exploite and to
  disseminate the findings 3) to go further

• Author Magali Ollagnier, PhD researcher
  Researchs field cognitive sciences
• Data 220 answers available
• Method classifying the sentences, according
  to
• 1) Type of  answerers 
• - chairpersons, as experts in ICT in education
  (the most part of the collected data),
• - speakers, participants, as users/practicioners
  .
• 2) Key ideas (considering the number of
  occurences / weight)
• Findings
• a picture of chairpersons point of view
• a picture of practitioners point of view

To be compared and contrasted
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Research work

• A picture of chairpersons point of view
• 7 main ideas (with various weight), from school
  to society
• Teaching ICT / teaching with ICT,
• Distance learning,
• Teachers,
• Collaboration,
• Research,
• Safety
• Digital solidarity

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Research work
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Findings various points of view

• A picture of practicioners point of view
• 6 main ideas
• Educational context,
• Learning environments and practicioners roles,
• Specific knowledge and skills
• Assessment,
• Collaboration, communities,
• Comparison between developped and developping
  countries.

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Findings some specific features

• 2 topics were identified as well by the 2 groups
  
•  Digital solidarity 
•  Collaboration  between actors and ability  to
  share practices and analysis 

• Chairpersons have highlighted  research  and
   safety 
• As researchers or experts in ICT in education,
  they probably have a more theorical approach
  they are able to considere the uses of ICT with
  distanciation, (historical view, wider approach
  and prospective).
• Practicioners have highlighted  context of ICT
  uses   skills   assessment 
• They have to deal with their daily real uses of
  ICT, working with pupils and students, even when
  they are innovative.

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Findings some specific features

• Participants were not representative of the
  world wide actors for ICT in education

•  answerers  from various countries around the
  world similar uses / similar questions /
  similar ideas/ similar recommendations
• Is that a clue to imagine that ICT may develop a
  shared professional culture ?

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The Stellenbosch declaration, one year after