The European e-Learning Forum for Education 2- ELFE 2 Regional Seminar Brussels

1. Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions The European e-Learning Forum for Education 2- ELFE 2 Regional Seminar Brussels 19 – 20 January 2009 Ulf Fredriksson, Mid Sweden University

2. Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia [This is an interim (perhaps even an interim interim) report. All collected data has not yet been analysed.] • Purpose • Selection of schools / teacher education institutions • Some observations • Critical issues • Interim conclusion

3. Purpose • Building on the ELFE 1 findings, the ELFE 2 aims at: • A better understanding of the strengths and the weaknesses of using ICT in education • Identifying methodologies used to favour a use of ICT that promotes an added learning value • Developing recommendations to policy-makers, to schools and teacher education institutions and to trade unions on: • ICT and teacher education • ICT and school management • ICT and strategic use of available financial means

4. Selection of schools There were two criteria for the selection of schools: • We were looking for secondary schools, both lower secondary and upper secondary schools. The concept secondary schools includes schools with general academic tracks, but excludes in this context schools with vocational tracks. • The schools selected should be possible to visit together with the teacher education institution within the number of days allocated for the visit to each country in the project.

5. Selection of schools In addition to the two more general criteria there were four additional criteria in line with the selection of schools in ELFE I: 1) The schools should be 'normal' as opposed to schools that receive extra budgets and support as part of a specific project. However, eligible should be schools participating in national stimulation projects that could be seen as a feasibility project with the purpose of implementation in the whole system (either a school type, and/or schools in a specific region). 2) The use of ICT in the schools should be aimed at pedagogical methods (e.g. student centered pedagogy) and/or addressing new curricular goals (e.g. goals related to developing lifelong learning skills). 3) ICT is intensively used in teaching and learning processes in the school as a whole. 4) Given the expected variation in stage of development with respect to integration of ICT in teaching and learning between European countries, the criteria mentioned above should be locally defined. The schools should be regarded as advanced in respect of ICT use in their countries.

6. Selection of teacher education institutions • We were looking for teacher education institutions providing pre-service education for primary teachers. 2) The institution selected should be possible to visit together with the schools within the number of days allocated for the visit to each country in the project.

7. Selection of teacher education institutions In addition to the two more general criteria there were also three additional criteria in line with the selection of schools in ELFE I: • The use of ICT in the teacher education institution should be aimed at giving the teacher students knowledge about pedagogical methods (e.g. student centered pedagogy) and/or addressing new curricular goals (e.g. goals related to developing lifelong learning skills). 2) ICT is intensively used in teaching and learning processes in the teacher education institution as a whole. 3) Given the expected variation in stage of development with respect to integration of ICT in teaching and learning between European countries, the criteria mentioned above should be locally defined. The teacher education institution should be regarded as advanced in respect of ICT use in their countries.

8. Selection of schools / teacher education institutions • selection of school/teacher education institutions was done by the national trade union representative of the participating countries in the ELFE Steering Committee • only three days were available for the three visits in a particular country (one day per school / institution, during that day the ELFE team also had to travel from one school /institution to the next)

9. Selection of schools / teacher education institutions Did we find the types of schools / teacher education institutions we were looking for? • Yes, the schools we visited seem to have a more advanced use of ICT than most other schools in respective country. • The selection of teacher education institutions was more difficult. There is a smaller number to select from. • One criteria could be discussed: “normal” and not received extra budgets and support as part of a specific project

10. Selection of schools / teacher education institutions • Slovenia: 1 teacher education institution, 2 upper secondary schools (one of them specialized in technical subjects) • Poland: 1 teacher in-service training /education institute, 1 upper secondary school, 1 lower secondary school • Latvia: 1 teacher education institution, 2 upper secondary schools

11. Selection of schools / teacher education institutions • Small number of schools /teacher education institutions – but schools / institutions with an advanced use of ICT • It is not possible to generalize from the observations to a European or national level • The experience of the ELFE 2 schools may show us the risks and opportunities that schools will meet in the years to come

12. Some observations • Infrastructure: sufficient number of computers available, modern computers, access to internet and e-mail, access to relevant programs • The infrastructure is not experienced as a problem.

13. Someobservations • In-service training / education: mixed picture, some courses available, much learning by doing and learning from each other • In-service training / education does not seem to be used systematically as a way to develop the pedagogical use of ICT.

14. Someobservations • Vision: there are visions of individuals (principals and teachers), there are national plans, few schools have worked with the development of a shared vision • To elaborate a vision together does not seem to be a major instrument used to develop the use of ICT.

15. Someobservations Gender, class and ethnicity: • Gender does not seem to be an issue. Boys are in some schools regarded to be better in using ICT and more interested, but no special measures have been taken to support girls. • Social differences are acknowledged in some of the schools and some measures are taken, such as making computers available for students outside school hours. • Ethnicity does not seem to be an issue. None of the visited schools had substantial numbers of students of other ethnic background than the majority population.

16. Some observations • Financing: most schools have some type of additional funding, EU Social Fund, private sponsors, Taiwan etc • Would it be possible to have the number of computers the schools have if they did not have additional funding?

17. Some observations Did we find methodologies used to favour a use of ICT that promotes an added learning value? • PowerPoint supported lectures • Animations used to make lectures more concrete (mainly science subjects) • Experiments supported by ICT (mainly science subjects) • Using Internet to find information • Using Internet and e-mail for communication • Contacts with other schools (also in other countries)

18. Critical issues • Transferability – is it possible to do what these schools do without extra funding? • Sustainability – will it be possible for the schools we have visited to continue without extra funding?

19. Critical issues Three stages in the development of the use of ICT in schools according to Plomb, Brummelhuis, & Rapmund (1996) : • The teachers use computers to support traditional methods of teaching, such as drill-and-practice, text orientation, whole group lectures and seatwork. • The teachers gain confidence and use technology as part of more innovative instruction, including, team teaching, interdisciplinary project based instruction, and individually pace instruction. • The teachers enter an inventive stage in which they experiment and change using, technology to support active, creative and collaborative learning.

20. Critical issues (teacher education) • Is the practice of the teacher education institutions more advanced than the practice of schools? • How well prepared are future teachers for using ICT in their pedagogical work? • To which extent can teacher education institutions be a support for school to further develop the pedagogical use of ICT?

21. Critical issues What factors influence the intensive use of ICT according to ELFE 1? • Vision on teaching and learning • School’s involvement in other innovations • Leadership style of the principal • Integration of ICT in the school’s culture • Teachers’ professional development • Teacher collaboration • External policies and linkages relevant for ICT use and pedagogical changes

22. Interim conclusion • Difficult to select teacher education institutions. • The infrastructure generally good. • Teachers work enthusiastically to explore ways to use ICT. • In-service training and work with shared visions could be used more systematically to develop the use of ICT. • Depending on external financing – how will this effect transferability and sustainability? • The challenge: to enter an inventive stage in which schools /institutions experiment and change using, technology to support active, creative and collaborative learning.

23. Danke Merci Thank You! Tack Gracias