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ELFE 2 interim report: Visits in Denmark and the United Kingdom

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Title: ELFE 2 interim report: Visits in Denmark and the United Kingdom


1
ELFE 2 interim reportVisits in Denmark and the
United Kingdom
Elzbieta Gajek http//www.ils.uw.edu.pl/egajek e.
gajek_at_uw.edu.pl
Brussels 19.01.2009
2
ELFE 2 Partners
  • Trade Unions from
  • Denmark
  • Latvia
  • Poland
  • Slovenia
  • The United Kingdom

3
ELFE 2 Aims
  • To identify methodologies used in schools and
    teacher education institutions in order to favour
    a use of ICT that promotes the added value of
    using ICT in education in terms of teaching and
    learning models (by building on the ELFE 1
    findings)
  • To develop recommendations addressed to
    policy-makers, to schools and teacher education
    institutions and to trade union leaders on the
    three priority areas identified in ELFE 1 (ICT
    and teacher education, ICT and school management,
    ICT and strategic use of available financial
    means).

4
Criteria for the selection of institutions
  • Examples of the
  • Outstanding use of ICT in Education
  • Good pedagogical practice
  • Added value
  • Strategic use of ICT
  • Transferability of experience

5
ELFE 2 Visits
  • In Denmark 21-23rd April 2008
  • Grantofteskolen (Ballerup, Denmark)  www.grantofte
    skolen.dk
  • Ørestad gymnasium (Copenhagen, Denmark)
    http//www.oerestadgym.dk/
  • N. Zahle Seminarium a section of
    Professionshøjskolen i København, Copenhagen,
    Denmark (University College Copenhagen)
    http//www.ucc.dk and www.nzs.dk 

6
Denmark Grantofteskolen, Ballerup
  • Facts
  • Laptops for grades 1-3 and 10th
  • Interactive whiteboards
  • Learning platform
  • No special ICT lessons
  • ICT coordinator a teacher leader of ICT
  • Internal and external training for teachers
  • Formal and informal training for teachers
  • Sharing ideas and practices

7
Denmark Grantofteskolen, Ballerup
  • Lessons learned
  • Innovative attitude to education long before the
    ICT issue has arisen
  • Building media library after a fire that
    destroyed the old library
  • Cooperation between all people in the school
  • The students are very understanding, if the
    teachers do not know how to use ICT
    professionally
  • The teachers stress their unique responsibility
    for pedagogical use of ICT

8
Denmark Ørestad gymnasium, Copenhagen
  • Facts
  • Laptops for all students
  • Two full time technicians to help teachers and
    learners with technology
  • No special computer rooms
  • VLE as an area for learning equal to physical
    room and space
  • No technical problems

9
Denmark Ørestad gymnasium, Copenhagen
  • Lessons learned
  • Integration of innovative and future-oriented
    approaches in the neighbourhood, architecture,
    school organisation and ICT,
  • Permission for learning on good and bad examples
    of ICT-based instruction
  • Students seek for more f2f contacts with teachers.

10
Denmark Ørestad gymnasium, Copenhagen
projektów
11
Denmark Ørestad gymnasium, Copenhagen
projektów
12
Denmark N. Zahle Seminarium Copenhagen
  • Teacher training institution
  • Facts
  • Three members of the staff responsible for ICT
  • ICT in variety of subjects (neither in national
    nor local policies)
  • ICT infrastructure is not sufficient they need
    to improvise

13
Denmark N. Zahle Seminarium Copenhagen
  • Lessons learned
  • Outstanding use of ICT for Physical Education -
    Dartfish software
  • Gender bias can be still an issue 1001 female
    students vs. 485 male students
  • Students need theory and practice on ICT-based
    instruction
  • Students think that they are not prepared well
    enough to ICT-enhanced teaching

14
ELFE 2 Visits
  • In the United Kingdom 16-18th June 2008
  • Morpeth School (London) http//morpethschool.org.u
    k/
  • Stepney Green Maths Computing College
    (London) http//www.stepneygreen.towerhamlets.sch.
    uk/ single sex boys school
  • Institute of Education (University of London)
    http//ioewebserver.ioe.ac.uk/ioe/index.html

15
The United Kingdom Morpeth School, London
  • Lower secondary school
  • Facts
  • The equipment was given by the government
  • The school is very well equipped special ICT
    infrastructure for music, photography and media
  • The teachers have mix feelings about their own
    cooperation

16
The United Kingdom Morpeth School, London
  • Lessons learned
  • The ideal situation is to have every child in
    front of the computer during a lesson
  • Teaching has changed because of the use of ICT
  • Lack of self-study materials for teachers on the
    use of ICT in education
  • No margin for risk and error
  • Increase in teachers workload

17
The United Kingdom Stepney Green Maths
Computing College, London
  • Facts
  • The school is well equipped with computers with
    Windows (Ss would prefer Macs, too)
  • Extensive use of learning packages, as they fit
    the books
  • Pupils do not bring their laptops to school as
    this may cause much more trouble than benefit
  • Well-developed organizational structure of
    technical and pedagogical support

18
The United Kingdom Stepney Green Maths
Computing College, London
  • Lessons learned
  • Digital learning packages enhance individual
    learning
  • Attractive novelty has turned into daily routine
  • Lessons without computers e.g. Bengali language
    are perceived as archaic
  • Management procedures are easier
  • Teacher time is more effective

19
The United Kingdom University of London,
Institute of Education
Teacher training institution
  • Facts
  • Interrelation between the educational theory and
    the practice
  • Interrelation between educational research and
    practice in teacher training
  • Pragmatic (critical) approach to ICT-based
    instruction
  • Teaching based on teacher students experience

20
The United Kingdom University of London,
Institute of Education
  • Lessons learned
  • The need to rethink basics of ICT-enhanced
    education, its role in the society and culture,
    looking at it from various perspectives
  • Controversies
  • Barriers
  • Three essential forces
  • educational authorities providers of funds,
    policies and evaluation
  • culture of humans involved teachers, pupils,
    parents roles of people perception of an
    educational system as a whole perception of
    social values
  • business and industry providers of hardware
    and software.

21
The United Kingdom University of London,
Institute of Education
  • Controversies
  • Coherence in approach to innovation in education
  • Consistency in funding
  • Statutory regulations
  • Business and school software standards

22
The United Kingdom University of London,
Institute of Education
  • Barriers
  • Barriers within the Organisation
  • Barriers to Potential Cooperation
  • Barriers to Good Practice

23
The United Kingdom University of London,
Institute of Education
  • Criteria for use Use technology when
  • it is needed
  • there is a purpose to use it
  • it is appropriate to use
  • the resources support learning
  • it adds something to your teaching.

24
The United Kingdom University of London,
Institute of Education
  • Criteria for use  Do not use technology
  • because you know it
  • because you know how to use it
  • because it is there
  • if you can teach better without it
  • because you are forced to use it
  • when it doesnt add anything to your teaching.

25
Transferability 1
  • Infrastructure
  • Accessibility to educational resources, that is
    financial support
  • Determination in implementation of technology
  • Separation of teaching ICT from maintaining the
    hardware and software of the educational
    institution
  • Educational aids and materials are commercial or
    teacher-made

26
Transferability 2
  • Pedagogy
  • Searching for best practice
  • Blended learning as good combination of LMS and
    direct instruction
  • Adaptive programs
  • Critical and multidimensional approach to the use
    of technology
  • Concentration on human aspects in the use of ICT

27
Transferability 3
  • Pedagogy
  • Variety of techniques and methods of active
    learning
  • Integrated visual and emotional stimuli in the
    learning process
  • In-depth subject oriented approach to the use of
    ICT and cross-curricular integrated approach to
    the use of ICT

28
Transferability 4
  • Vision
  • Orientation towards the vague future
  • Educating a balanced learner able to combine
    school, family and personal life, also using ICT
    in a different way for different purposes
  • Combination of egalitarian and diverse visions of
    education

29
Transferability 5
  • Professional development
  • Approval of change
  • Reflection and evaluation of own and peer
    practice
  • Cooperative and individual professional
    development
  • Margin for innovation trial and error
  • Developing professional networks

30
Transferability 6
  • Ethical aspects
  • Orientation towards safety on the net
  • Respect of intellectual property
  • No age, gender, ethnic bias
  • Teachers professional image on the net
  • Perception of the place of a human the user of
    ICT - in an educational system as an active,
    responsible subject or an element of an
    educational mechanism steered from the top

31
Transferability 7
  • Practice
  • Effective use of ICT
  • Interrelation between various external and
    internal forces in education
  • Constant change
  • The role of culture

32
Transferability Conclusions
  • Learning from experience of various cultural
    contexts is possible
  • The more similar cultural values the more
    successful the transfer of experience and good
    practice is

33
ICT as a mirror of culture
  • Procedures of introduction ICT in education
    reflect the accepted processes in the society
  • Ways of the use of ICT reflect ways of social
    behaviour
  • Topics encompassed and developed by ICT are
    relevant to topics crucial in the society

34
Values and behaviour polarization
  • Top-down vs. bottom-up procedures
  • Collectivist vs. individualist approaches
  • Respect for diversity v.s uniformity
  • Long term consequent activities vs. short time
    actions
  • Respect for innovation vs. tradition
  • Social support for pioneers vs. increase in
    blockages,
  • Value of balanced life (work, family, leasure)
    vs. one area of it
  • Strong motivation and belief in success vs. easy
    forgiveness for defeat and failure
  • Belief in the sensibility of social and political
    actions vs. lack of this belief.

35
Cultural influence
  • Good practice in one educational context may not
    work in another
  • Transfer of practice is possible to similar
    educational contexts
  • Awareness of the cultural strenghts and
    weaknesses may lead to the selection of the best
    solutions
  • ICT changes the culture, but also preserves it
  • Intentional changes of culture cause huge risk

36
Stability opposed to change
  • Professional stability decreases as
    change seems to be the only element that
    is stable.
  • Lack of stability in education
  • Systems technical environment
  • Society organization,communication
  • Human (inside) styles,attitudes,perceptions,valu
    es
  • Human (social) activities,interactions,positions

37
Recommendations toteacher trade unions
  • Teacher unions are recommended to consider the
    following areas related to the use of ICT in
    education
  • The place of teachers in the ICT-based
    educational system,
  • Teacher workload as a result of the intensive use
    of technology, particularly out-of-school
    contacts with pupils and parents, e.g. via VLEs,
  • ICT-based cooperation between teachers, schools
    and educational institutions,

38
Recommendations toteacher trade unions
  • Teacher unions are recommended to consider
  • Moderation of change in educational organizations
    that encourages intensive pedagogic use of ICT,
  • Building professional ICT-orientated networks
    communities of practice,
  • Structures for the evaluation of teaching
    materials for pupils,
  • System of in-service teacher education to help
    teachers to catch up with the advancement of
    technology.

39
Recommendations toschool authorities
  • School authorities are recommended to
  • develop school evaluation criteria for innovative
    activities that take into account a margin for
    error,
  • build a system of dissemination of good practice
    among teachers, as this will help to increase
    common professional knowledge and experience in
    the pedagogical use of ICT,
  • enhance bottom-up innovative approaches in
    teachers.

40
Recommendations toteachers
  • Teachers are recommended to
  • Build their professional image on the web
  • Mediate the forces that influence on education
    for the benefit of students

41
  • Thank you
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