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ICT in Primary and Secondary Education

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Title: ICT in Primary and Secondary Education


1
ICT in Primary and Secondary Education
  • Michel Lanners
  • Director of SCRIPT/MENFP
  • Luxembourg, September 2006

2
Objectives of the governmental initiative
e-Luxembourg 1999-2004
  • Initiate young people to the digital paradigm
    omnipresent in private, public and professional
    life.
  • Train young people to use ICT in a pertinent way
    in order to select, exploit, valorize and share
    information.
  • Reduce the digital divide by preventing the gap
    between those who can and those who can not
    master (and are therefore able to effectively
    use) ICT

3
Objectives of the governmental initiative
e-Luxembourg 2004-2009
  • A holistic vision (gouvernance électronique)
    will be adopted concerning the strategy pursued
    in the field of information and knowledge
    society.
  • Lensemble des domaines et acteurs concernés
    seront impliqués dans les actions à mener 
    administration publique nationale, communes,
    monde économique, citoyens, éducation, santé,
    social, politique, démocratie etc.  

4
Luxembourg initiatives in the field of
e-education
  • Connect all the teachers and learners and enable
    them to work in networked communities
  • Adapt, develop and promote pedagogical content
  • Improve initiatives in the field of in-service
    teacher training
  • Simplify and increase the efficiency of
    administrative procedures
  • Upgrade and maintain infrastructures

5
Pedagogical benefits for pupils
  • The use of ICT in their learning activities
    should stimulate individual and collective
    initiatives like
  • autonomous work by developing efficient working
    attitudes (but no copy - paste)
  • responsibility by developing critical thinking as
    expected nowadays by European citizen

6
Professional benefits for teachers
  • The use of ICT in teaching should stimulate  
  • motivation by developing and facilitating the
    working environment
  • communication by increasing networking activities
    and by building up teamwork

7
Consequences at the level of equipment
  • Pursue equipment policies by opting for the best
    solutions (from electronic school bags and PC
    trolleys to local solutions in schools)
  • Create and manage a pool of technicians to assure
    technical maintenance in schools

8
Consequences in a pedagogical perspective
  • Develop new didactical concepts
  • to promote ICT in order to develop
    cross-curricular competencies
  • to consider ICT as a tool and no more as an
    objective in the learning process
  • Evaluate the impact of these initiatives on a
    regular basis

9
Consequences for the professional development of
teachers
  • 2 levels of initial and in-service teacher
    training
  • skills related to pedagogical practice
  • evolved skills (competences meta)
  • Basic skills in personal control of ICT-related
    tools are no more developed (word, office, excel,
    )

10
Perspectives (I)
  • Keep the right balance of ICT related activities
    (no excess and no lack)
  • Develop connectivity between classrooms and
    schools and between school and society
  • Stimulate and assist the obvious changes in the
    role and function of teachers (shift from
    knowledge expert to learning expert)
  • Develop a lifelong learning culture in the
    perspective of personal professional development

11
Perspectives (II)
  • Assist the major reform process currently pursued
    by the authorities
  • In giving a new sense to learning and teaching by
    fixing competence oriented standards
  • In helping schools better to assume these new
    missions in a more autonomous and more
    responsible environment (new data needs)

12
Where are we going?
  • General overview completed by the presentation of
    some challenging projects
  • Growing importance of media education
  • The PC turns 25
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