Marc Durando - e-Skills Weeks closing event - Welcome address

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The e-Skills Week is an initiative of the European Commission Marc Durando – European Schoolnet| 05.03.10 |


The e-Skills Week is an initiative of the European Commission

eSkills Week – Closing event

5 March 2010


The e-Skills Week is an initiative of the European Commission

Marc Durando, Executive Director, European Schoolnet



What is European Schoolnet ?

Dedicated to

Supporting schools in bringing about the best use

of technology in learning

Promoting the Europeandimension in schools

and education

Improving and raising the quality of education

in Europe

Network of 31 Ministriesof Education in Europe



What are doing our MoEs?

Curriculum

Teaching process Assessment

CURRICULUMThe knowledge based economy implies to have a workforce having the same characteristics (competitive, flexible, innovative, …). Our curriculum have to address the e-Skills dimension.

Three pillars of education

ASSESSMENTThe new generation must have the appropriate mix of e-Skills to help them find a satisfying and rewarding career in the future.

TEACHING PROCESSESNecessity to have initial training programmes and In service training programmes to integrate the eskills dimension.



Place of e-Skills in our education systems

Introduction of e-Skills

linked to reform process

No clear assessment

policiesfor these skills

initial or in-serviceteacher programmes

to be revised

e-Skillsfrequently integrated

in a cross-curricular way

Recognition of the importanceof e-Skills



STEPS study

• Study of the impact of technology in primary schools (DGEAC and EACEA funding)



Approach and Methodology : Multiple perspectives

Birmingham UK

Teacher survey: 18,000 interviews

60 research studies:22 countries

Policy survey:30 Correspondents

School survey:255 respondents

25 case studies: 13 countries



Impact on learners1-Knowledge, skills and competences

Teachers are positive:• ICT supports competence development • ICT helps children understand better• ICT improves support for individual needs

•Learners may lack basic computer skills • Discrepancy between home and school ICT access

• Use of ICT at home does not necessarily relate to education purposes.

• Correlation with PISA results (home an school ICT use provides better achievements in some disciplines – sciences).

• Main issue concerns the relation to knowledge –access to information via ICT does not necessarily mean access to knowledge.



Impact on learners2-Motivation, confidence and engagement in learning

• More motivated and attentive• Positive attitude and engagement • Impact on group processes and collaborative learning• Overcome low motivation, social diversity and disengagement

• Learners participate more actively • Guided enquiry-based tasks are motivating• Learning inside and outside of school• Parental engagement

• Learning environment out of school has developed.

• It now implies that the relation to knowledge building is changing



Impact on teachers3-Teachers use ICT and are ‘ICT-optimistic’

FI

DK

UK

SE

NO

NL

MT

CY

DE

IE

CZ

SIIT

SK

IS

ATES

LU

FR

BE

EE

PT

LT

PL

HU

EL

LV

EU average

- - <--- Teacher's ICT skills ---> ++

<----Im

pact Sc

eptics

I

mpact

Optim

ists----

>

• Three in four teachers use computers• Range of pedagogies supported• Constructivist learning environments

• Teachers in some countries are more ICT-optimistic than others• A skeptical minority• Low correlation: ICT-optimism/ equipment, use and skills



Impact on teachers/2: ICT is pedagogically under-used

• Used more for administration, organisation and planning

• Lack of pedagogical vision

• Lack of integration of ICT in each subjectprevents new pedagogical approaches



4 Paradoxes on the e-Skills issues

e-Skillsliteracy

High e-Skilledprofessionals

e-maturity of pupils

e-confidence of teachers



4 Paradoxes on the e-Skills issues

E maturity of pupils

Consumerversus Creator

What the schoolsdoes

(teaching, guidance)

What industry islooking for

(role models)



MST challenges

3 MainIssues

Attractiveness in Europefor MST studies

(difficult, image, ….)

Career prospects(compared to other

sectors)

New pedagogicalapproaches



4 KEY FACTORSMotivated

and recognised teachers

Innovative pedagogy

and creative curriculum

•Highly qualified and well trained teachers.

•Recognition of teacher profession (MST).

•In service training of teachers.

•Target the formal education system and embed actions in the curriculum.

•Provide teachers with new content, tools and pedagogical approaches (access to new learning resources).

•Provide examples of transferable good practice.



4 KEY FACTORS

Role and engagement of industry

A shift in thedemand side

•Platform for exchange of practices

•Peer exchange + peer learning approaches

•Better information to teachers on what exists, on what industry offers, etc.

•Access to industrial facilities and company research labs and virtual facilities?

We need better role models

•MST teachers should be aware of career opportunities

•Role to be played by guidance counselors

•Better information policy (MST career

Portals, eskills career portal) EeSA



Towards an e-Skills strategy in schools?



What are the inhibitors to implementing an eskills strategy in schools ?

Inhibitors

Difficulty to shift cultureof teachers

training of teachers

Lack of new pedagogical models

Difficulty to assess these skills

Disparity in curriculumand various

cross-curricular approaches

Parents expectations -more technology but

conservative approach to school organisation



What are the enablers for implementing an eskills strategy in schools?

Enablers Use of ICTTechnology on/technology off

New school environment(in and out of the class)

Cooperation: the driving forceConfidence of teachers

Successful pilots(possible changes in school organisation)

More awarenessactions and campaigns

CRITICAL SUCCESS FACTORS• Multi Stakeholders partnerships• Long term actions

Marc Durando - e-Skills Weeks closing event - Welcome address

Design

eskills dimension

eskills week

eskills strategy

revised eskills

better ict

skills initial

skills disparity

school ict access use