EPICT - The European Pedagogical ICT Licence

1. Multifaceted Roles for Teachers: Learners and Facilitators in the EPICT School-based Training ModelLeo Højsholt-PoulsenUNI•C The Danish IT Centre for Education and ResearchDenmark

2. EPICT - The European Pedagogical ICT Licence is • Continued Professional Development of teachers in the pedagogical use of ICT in education. • A comprehensive European standard? EPICT courses now run in Greece, Hungary and Italy supported by And in Norway (LærerIKT), Australia, United Kingdom, Ghana, Cameroon, Uganda and Denmark Open Classroom 2005

3. EPICT - The European Pedagogical ICT Licence No matter the various roles of the teachers • It all boils down to these simple questions: • What do we want the teachers to learn? • How do they learn this? • How do we evaluate/assess whether they have learned what they are supposed to? • The professional development • Distributed across the country via a distributed course organization (regional course providers) • Applies E-learning, blended approach Open Classroom 2005

4. The roles of the teachers The teachers are • Learners colleagues/peers/teachers/innovators • Facilitators trainers/tutors/coaches • Developers of the content • ICT guides at local school (guide the ‘learners’) • Different roles – different competencies Open Classroom 2005

5. Role of the course participant (learner) Participants work in teams Participants have highly different • expectations to the course and its contents • motivation • ICT skills Participants are responsible for their own learning Open Classroom 2005

6. The EPICT Syllabus Objectives • Become self-assisted, self-confident • Plan, design, develop, use, documentlearning scenarios that integrate ICT • Evaluate, compile/build learning elements • Choose the right methodology and learning resources for any given context and objective Open Classroom 2005

7. We aim at EPICT – No fixed level of competence All teachers improve their competencies Open Classroom 2005

8. The EPICT Syllabus Integrate ICT in teaching and learning • The teacher needs competencies and skills at three different levels: • Handle the technology(e.g. perform functions on the PC, operate media tools) • Understand the technology(e.g. select the right tool in any given context and apply the relevant working methods and processes) • Reflect upon technology(e.g. assess and put into perspective, reflect upon consequences) • All ICT skills with a pedagogical rationale Open Classroom 2005

9. The syllabus Compulsory themes • Use the computer as a personal tool and integrate it into teaching and learning activities • Search and communicate using the Internet • Use a word processor and guide students in process oriented writing • Innovate and develop the school – ICT is an agent of change Open Classroom 2005

10. The syllabus Optional themes (1) • Layout own learning resources and student productions • Understand and use digital images in own and student productions • Prepare own digital presentations and assist students creating presentations • Design and produce web pages and assist students Open Classroom 2005

11. The syllabus Optional themes (2) • Use spreadsheets • Use internal databases in teaching and learning • Use digital learning resources • Apply new working methods and new tools • Use ICT as a compensatory and supportive tool (in special needs education) • Use computer games in teaching and learning Open Classroom 2005

12. Facilitators • Facilitators are one step ahead (of the participants) • They must be able to • Remember ‘real life’ at schools • Know daily praxis, where the participant is to use her new competencies Open Classroom 2005

13. Facilitators To become a facilitator you must • be an experienced teacher within the relevant educational area • be experienced in the use of ICT in teaching and learning • have acquired the Pedagogical ICT Licence yourself(or similar competencies) • have participated in the facilitators’ certification course Open Classroom 2005

14. Facilitators - Relevant qualifications • Mentored/guided colleagues on the pedagogical use of ICT • Influenced the development and profile of your subject with respect to ICT integration • Conducted a number of courses on ICT integration in one or more subjects • Have a position as a pedagogical consultant on ICT integration Open Classroom 2005

15. Facilitators - Relevant qualifications • Been a pioneer and actively debated ICT integration • Published educational resources or written articles about pedagogical ICT integration • Managed development projects on innovative ICT integration • NOT only qualified on ICT skills • NOT only qualified on ICT pedagogic Open Classroom 2005

16. Facilitators’ role(s) One or two facilitators • Manage a course – both with respect to course participants and course provider • Formulate subject specific and pedagogical issues inspiringly to a larger audience • Discuss and communicate constructively • Know well your subject theoretically, pedagogically and practically, especially on counseling, ICT and media • Give qualified response on activities, ideas, drafts, assignments, collaboration and communication • Moderate e-conferences Open Classroom 2005

17. The European Pedagogical ICT Licence • Want to discuss more? • Please see www.epict.org • And/or contact me atLeo.hojsholt-poulsen@uni-c.dk • Or contact any of our partners in the EPICT Group • Lambrakis Foundation (LF) • University of Genova (DIST) • Eötvös Lorand University (ELTE) Open Classroom 2005