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ICT in Education Policies

ICT in Education Policies. Looking at good practices in Europe. Presentation. EC Working Group ICT in education Criteria for selecting good policies Contributions: 58 «Good policy examples» Criteria used in contributions Problematic dimensions in integrating ICT in education Key issues.

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ICT in Education Policies

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  1. ICT in Education Policies Looking at good practices in Europe claire.belisle@ish-lyon.cnrs.fr

  2. Presentation • EC Working Group ICT in education • Criteria for selecting good policies • Contributions: 58 «Good policy examples» • Criteria used in contributions • Problematic dimensions in integrating ICT in education • Key issues ITU Conference

  3. EC Working Group ICT in education • «Concrete strategic objectives » (Lisbon 2000): • –Increase the quality and effectiveness– Facilitate the access of all –Open up education and training systems to the wider world. • Open Method of Co-ordination: • Benchmarking and evaluation • Selecting and exchanging «good»  and «best» practices • Composition of ICT Working Group ITU Conference

  4. Selecting «good» practices • Key questions • What is a «good» or «best» pedagogical practice? • What is a «good» or «best» policy? • How are « good » practices selected? • Who does the selection? • What are the criteria? ITU Conference

  5. Criteria used in selection of « good » practices • Studies on the integration of ICT into education • Focussing on practices, such as CERI (OECD), School Portraits, SITES 2, IMPACT2,… • Focussing on policies, such as eWatch, L-Change, • BEEP: Study on Best eEurope Policies • ENIS: European Network of Innovative Schools ITU Conference

  6. Defining policies • Policies  programmes, strategies, measures, initiatives or action plans • «Policies are • 1) a coherent set of goals and priorities 2) covering an extended period of duration 3) implying a steady and constant allocation of funding and resources.» (eWatch) ITU Conference

  7. SITES22nd Information Technology in Education Study • Innovative practices: • Significant changes in teacher and student roles or activities, in curriculum goals, in, content or in assessment; • Technology plays an essential role • Measurable student outcomes • Sustainable & transferable practices • Preparing students for lifelong learning in the information society ITU Conference

  8. Innovative practices • Innovation: • Something newly introduced • New method, custom, device, etc • Change in the way of doing things • Innovative • Inventive, fertile in solutions or resources, • New, recent, never existing before, existingfor the first time, modern, fashionable, unfamiliar, strange, foreign, ITU Conference

  9. Technological innovation • Available technology determines pedagogical use • ‘80: programming • Proficiency programs: practice and drill • Word processing & Databases • AI-CAL, Simulation programs • Hypertext and Semantic Webs, • Multimedia, Hypermedia • Internet and World Wide Web • Online lifelong learning environments (VLE) ITU Conference

  10. Pedagogical Innovation • New role for learner: • More active learners • More learner initiative and control • New role for teacher: • Not only expert but also advisor, catalyst, technician and designer • Individual, group, collaborative work • Focus on new methods, new curriculum,… • Greater personalisation of content ITU Conference

  11. Social Innovation • Social inclusion fighting the digital divide • Lifelong learning initiatives • Larger user participation, parents, … • Establishing eLearning/ICT in education • E-democracy, e-Government and e-Administration ITU Conference

  12. « Innovation as a criteria » • Are all innovativepractices or policies good? • Are they all desirable? • Why is innovative ICT such a compelling power? • Is this true only for the education systems? ITU Conference

  13. Criteria used for selecting policies • Two most used critieria of «good policy»: • Addressing educ. issues considered strategic such as teacher education, motivating students • Having been formally evaluated as an ongoing process through an external procedure • Other criteria: official recognition, important impact, or based on a successful public-private partnership,… ITU Conference

  14. Four generations of policies • 1)Technological infrastructure • 2) ICT Trainingof teachers: technological, pedagogical and organisational • 3) Uses of ICT in the learning process: resources • 4) From institutional to open learning environments, services • Sequential approach vs simultaneous one ITU Conference

  15. Problematic dimensions • Implementing change in education • Organising ICT based learning environments • Setting up new assessable educational ICT goals, criteria and indicators • Investing on evaluation and research ITU Conference

  16. Importance of educational visions • Many policies have short term objectives • Action Plans to develop technology • At best operational objectives • Not only equip learners for the information society, but identifiy the specific goals attainable only with ICT • Need for specific ICT objectives embeddded ineducation future «Visions» or global frame of reference for education systems ITU Conference

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