19.1.200 9 H Laugese n 1 ELFE 2 Regional seminar, Brussels 19.-20.1.09 Agenda for 19. January 2009 9.30 - 09.50ETUCE and ICT in education By Martin Rømer,

19.1.2009H Laugesen

1

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

Agenda for 19. January 2009

9.30 - 09.50 ETUCE and ICT in education By Martin Rømer, ETUCE General Secretary

09.50 – 10.30 ELFE 2 project: aims and approach By Hans Laugesen, ELFE 1 and ELFE 2 project Coordinator

10.30 - 11.00 Coffee break11.00 - 11.40 eLearning priorities and EU indicators on ICT in education

By Godelieve Van den Brande, Administrator in the Unit “Analysis and Studies”, European Commission

11.40 – 12.30 New Millennium Learners project mapping ICT-initiatives in

teacher education and the PISA e-reading pilot project By Ann-Britt Enochssen, Analyst at OECD's Centre for Educational

Research and Innovation12.30 – 14.00 Lunch14.00 – 15.00 Interim report from the ELFE 2 study visits in DK and UK:

analysis of practices and experiences in schools and teacher Education Institutions By Ela Gajek, ELFE 2 project expert

15.00 – 15.30 Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia:

analysis of practices and experiences in schools and Teacher Education Institutions By Ulf Fredriksson, ELFE 2 project expert

15.30 – 17.00 Debate in working groups (including the coffee break) on the national and European trends in using ICT in education

17.00 – 17.45 Working group reports

19.1.2009H Laugesen

2

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

Agenda for 20. January 2009

9.00 - 9.30 Institute of education in England: example of a teacher education institution good practice By Lynn Roberts, Department of Early Childhood and Primary

Education, Institute of Education, University of London

9.30 - 10.00 Maribor Gymnasium, Slovenia: example of a school good practice By Zdenka Keuc, teacher at the Maribor Gymnasium

10.00 - 10.30 Coffee break10.30 – 11.45 Plenary debate for trade union representatives on

the unions’ role in relation to ICT in education: conditions and pedagogical considerations.

Separate session for discussion and exchange of experiences among teacher education institutions: what can be learned from each other?

11.45 – 12.15 International Handbook on Information Technology in Primary and Secondary Education By Joke Voogt, Twente University, the Netherlands

12.15 – 12.30 Closure of the Seminar12.30 – 14.00 Lunch

19.1.2009H Laugesen

3

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

The ELFE project

ELFE 2 as a follow up of ELFE 1

Hans LaugesenELFE project coordinator

Educational Policy officer andInternational Secretary in GL,

Denmark

19.1.2009H Laugesen

4

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

Purpose of ELFE 1

These purposes are still relevant for ELFE 2:

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

19.1.2009H Laugesen

5

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

Purpose of ELFE 2

Building on ELFE 1 findings ELFE 2 aims at Identify methodologies used to favour a

use of ICT that promotes an added learning value

Develop 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

19.1.2009H Laugesen

6

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

ELFE’s Pedagogical questions

Promoting relevance, meaningfulness and engagement in both teaching and learning

How are teachers prepared to use ICT in their lessons?

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? ELFE 2 must also identify methodologies used to

favour added learning value and internal evaluation of methodologies chosen.

19.1.2009H Laugesen

7

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

ELFE structure

M ain activitiesG o an d stu d y v is its : 10 scho o ls+ 5 te a ch e r e d uca tio n in s titu tes

2 re g io n a l sem in ars + 1 con fe re n ce

PartnersE T U C E

5 T e a ch e rs ' U n io n s (U K ,D K ,P l,S L O ,L V )P e da g og ica l E xp e rts

External Expertra p po rte ur a nd c ritica l frie nd

Political ApproachP e da g og ica l q ue stio ns a nd ob serva tio ns

P o lic y d e b a te in T e a che rs ' U n io nsP o lic y su g ge s tion s to th e C o m m iss ion

ELFEE xch a ng e o f e xpe rien ce

S tu dy tran s fe r to o th er scho o lsc re a te E u ro p ea n d e ba te o n p ed a go g ica l u se o f IC T

19.1.2009H Laugesen

8

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

ELFE 2 partners

ETUCE and 5 ETUCE-organisations: NUT, UK GL, Denmark LIZDA, Latvia ZNP, Poland ESTUS, Slovenia

Researchers: Ulf Fredriksson, Mid Sweden University Elzbieta Gajek-Kawecka, Warzaw

University Gunilla Jedeskog, Linköping Univ., Sweden -

Evaluator

19.1.2009H Laugesen

9

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

Target groups and approach

Target groups: teachers teachers’ unions researchers

Visits to schools and teacher education institutions: steering group visit to 2 schools + 1 teacher education

institutions in each 5 countries

Two regional seminars One for EU 15 after visits to DK and UK - and One for EU 12 after visits to LV, Pl and Slo.

A final conference: teachers’ unions debate ICT-policy proposals

Process supported on www.ELFE-eu.net website

19.1.2009H Laugesen

10

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

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 How to educate and train teachers to use

ICT? Contact between schools involved in ELFE Policy debate among teachers unions on

ICT in ed.

Useful links

19.1.2009H Laugesen

11

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

www.ELFE-eu.net

19.1.2009H Laugesen

12

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

Debate-forum at ELFE web-site

19.1.2009H Laugesen

13

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

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.

19.1.2009H Laugesen

14

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

ELFE 1 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

19.1.2009H Laugesen

15

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

ELFE 1 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

19.1.2009H Laugesen

16

ELF

E 2

Reg

ion

al se

min

ar,

B

russ

els

19

.-2

0.1

.09

ELFE 2 observations

Preliminary observations will be presented by

Ela Gajek and Ulf Fredriksson

later today…

But a personal comment: We must avoid that debate at school level on the

use of ICT only focus on disciplinary questions and restrictions

If the use is relevant and pedagogical meaningful

it will motivate students and reduce need for disciplinary restrictions