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The ELFE project

The ELFE project. Hans Laugesen ELFE project coordinator Educational Policy officer and International Secretary in GL, Denmark. Why ELFE?. A lot of money is spend on ICT in Schools High expectations o f what ICT can achieve Do the students learn more?

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The ELFE project

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  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 go and get a visit) • Two conferences: • actors with experience meet (22.-23.11.04) • teachers’ unions debate ICT-policy proposals (5.-6.9.05) • 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 go once and get a visit once • Each school can send 2 persons • Visits will take place during spring 2005 • Planned as 4 days/3 nights visits • Deadline for return of visit priority sheet:6th of December 2004 • Remember 15 schools to choose from – not 5

  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

  11. www.ELFE-eu.net

  12. Debate-furum at ELFE web-site

  13. Education-policy questions Do we have recommendations in the end?: • Is there an ideal balance between virtual lessons and normal lessons? • 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? • Suggestions for relevant indicators regarding the use of ICT in education? • etc.

  14. Preliminary observations 1 After the Steering Group’s visits to 12 schools: • Make ICT-use part of school policy and create a Whole School Development environment • Evident effect of Pedagogical ICT driver licence • Create conditions for teachers use of ICT and • Have a vision, debate minimum performance, and leave room for frontrunners • Distance education in remote areas or in small schools means more educ. options and can be combined with a social learning environment

  15. Preliminary observations 2 • So far we have not seen any hard-core proofs that the use of ICT is increasing the quality of education • There is a feeling among teachers that the use of ICT contributes to strengthen the students ability to work in an independent way • A risk that the need to train oral skills is forgotten – written dimension increases workload • A risk of less opportunity to have direct face to face discussions in the classrooms • You do not need to loose the low performing students – but be aware not to do so

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