The ELFE project

1. The ELFE project Hans Laugesen ELFE project coordinator Educational Policy officer and International Secretary in GL, Denmark

2. Why ELFE? • A lot of money is spend on ICT in Schools • High expectations of what ICT can achieve • Do the students learn more? • Technical problems or lack of ICT-training of teachers is often used as an excuse • Do we know how to use ICT pedagogicallyto optimise the learning process? • Need for exchange of good practices • Too often, only the frontrunners are involved in the exchange of experiences

3. Purpose of ELFE • A European project created to achieve a better understanding of the strengths and weaknesses of using ICT in primary and secondary education • The ELFE project aims at investigating good practice in the use of ICT, which • supports the teaching and learning process • encourages students to develop new skills and competences • promotes an inclusive education for all students

4. Pedagogical questions • Promoting relevance, meaningfulness and engagement in both teaching and learning • Use of ICT to train new competences • Virtual lessons as a mean of variation in normal class lessons: blended face to face ed. • Use of ICT as a catalyst for a Whole School Development • Providing more educational options for students in remote areas • Are there pedagogical and social costs? • how do we avoid loosing the low performing students?

5. ELFE structure

6. ELFE partners • ETUCE and 5 ETUCE-organisations: • GEW, Germany • FNE, Portugal • NUT, UK • GL, Denmark • Utdanningsforbundet, Norway • Researchers: • Ulf Fedriksson, Mid Sweden University • Gunilla Jedeskog, Linköping Univ., Sweden • Elsebeth K. Sorensen, Aalborg University, Denmark • Tjeerd Plomp, Twente Univ., The Netherlands

7. Target groups and approach • Target groups: • teachers • teachers’ unions • researchers • School visits: • steering group visit to 3 schools in each 5 countries • school to school visits (15 schools visited each other) • Two conferences: • actors with experience meet (22.-23.11.04) • teachers’ unions debate ICT-policy proposals (21.-22.11.05) • Create a Web-based debate at European level

8. Visited Schools • English ELFE-schools • Prince Albert Infants & Junior School (Birmingham) • Hampstead School (Cricklewood, London) • Greensward College (Hockley, Essex) • Danish ELFE-schools • Langkaer Gymnasium (Århus, Århus County) • Middelfart Gymnasium (Middelfart, Funen County) • Kalbyrisskolen (a primary and lower secondary school in Næstved) • German ELFE-schools • Hans-Böckler Berufskolleg (Marl) • Pestalozzi Grundschule (Marl) • Max-Plank Gymnasium (Duisburg) • Norwegian ELFE-schools • Hitra videregående skole (Sør-Trøndelag County) • Saltdal videregående skole (Saltdal Municipality) • Steigen sentralskole (Steigen Municipality) • Portuguese ELFE-schools • EBI Vasco da Gama (Lisbon) • Escola Secundária Santa Maria Maior (Viana do Castelo) • EB 23 Carapinheira

9. School to school visits • Each of the 15 ELFE-schools went once and got a visit once • Each school could send 2 persons • Visits took place March-Oct. 2005 • Planned as 4 days/3 nights visits • Reports from the school to school visits

10. ELFE web-site • Information on ELFE • Progress of the ELFE-project • Small reports from school visits and meetings in Steering Committee • Debate forum on • Pedagogical use of ICT in education • Contact between schools involved in ELFE • Policy debate among teachers unions on ICT in ed. • Useful links • Will be kept alive after the project period…

11. www.ELFE-eu.net

12. Debate-furum at ELFE web-site

13. ICT-policy questions Do we have recommendations in the end: • A draft ETUCE-policy paper will be presented • Including recommendations to EU and school-owners • Topics for debate: • Teachers’ use of ICT: Balance between frontrunners and a minimum level • Which kind of pre-service education and in-service training is necessary? • Physical requirements at schools? • etc. • The ETUCE board will take decision on the policy paper with your amendments in Dec. -05

14. Group work on ELFE findings • Select a chair person and a rapporteur • Room E (ground floor), max 14 prs.: English • Questions 1a, 1b, and 2 • Room F (ground floor), max 14 prs.: English • Questions 3a and 3b • Room M1 (first floor). max 12 prs.: English • Question 4 • Room M6 (first floor). max 11 prs.: French • Questions 5a and 5b • Auditorium, max 15 prs.: French + English • Questions 6 and 7

15. Questions to working groups on the draft ETUCE policy paper on ICT in Educ. Part 1 Instead of debating the individual arguments, we would like you to debate: SECTIONS 1 AND 2: • 1 - Are we missing any important arguments for using ICT in education? • 2 - Are we missing any important risks or opportunities that should be added to the list? ·SECTIONS 3 AND 4 • 3 - Are there any important factors that should be added to the list? • 4 - Which factors do you find of primary importance to have a successful use of ICT in Education?

16. Questions to working groups on the draft ETUCE policy paper on ICT in Educ. Part 2 • SECTIONS 5 AND 6 In section 5.2 we list 11 recommendations from teachers unions to school management and to national and/or regional governments. Six major messages are also summarised in section 6. • 5 - Can you agree with these recommendations? Do you suggest that we add any additional recommendations to the list? Finally, four concrete recommendations to the EU can be read in the last bullet points in section 6 • 6 - Can you agree with these recommendations? Do you suggest that we add any additional ones?