Tech-Connected Teacher (TC*Teacher) Use of Information Communication Technologies (ICT) for Adult Teaching Purposes Tech-Connected Teacher (TC*Teacher) 1

Tech-Connected Teacher (TC*Teacher) Introduction Tech-Connected Teacher (TC*Teacher) 2

Analysis activities processes in “Tech-Connected Teacher” project Introduction 1/5 Analysis activities processes in “Tech-Connected Teacher” project Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Introduction 2/5 The Needs Analysis has been conducted in 5 European countries: Greece Italy Lithuania Poland Spain Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Introduction 3/5 The Needs Analysis involved: 78 adults’ educators and/or managers of adult education institution 18 education institutions Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Introduction 4/5 The questionnaire used was divided into 2 sections: Information on the institution Technological equipment Teacher information ICT skills Use of ICT to teach Impact on teaching and learning Teacher needs for ICT use Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Introduction 5/5 5 national and 1 international reports have been produced. All the reports have the following structure: 1. “Situation of the European National Education System” 2. “National strategies for ICT use in education process” 3. “Educational Institutions Attitude towards ICT Tools” 4. “ICT use in adult education: Motivation, Challenges, Difficulties and Needs” 5. “Conclusion” Tech-Connected Teacher (TC*Teacher)

National strategies for ICT use in education process Tech-Connected Teacher (TC*Teacher) 8

National strategies for ICT use in education process In Greece the Hellenic Ministry of Education has launched a coordinate effort for the utilization of ICT into the everyday educational procedure trying to: improve the available technical equipment, develop software and digital content for educational and administrative purposes, train the educational community on ICT. In Italy the Legislative Decree 59/2004 on the reform of primary and secondary first degree, points out that information technology is a tool comparable to the pen and notebook. It has now become indispensable to our society. In Lithuania, since the year 2000, one of the most important priorities, declared by the education policy is the usage of information and communication technologies in the system of education. Tech-Connected Teacher (TC*Teacher)

National strategies for ICT use in education process In Poland many important legal regulations for continuing education have been promulgate. A great effort has been put also in order to foster the use of E-learning. In Spain, in order to have a more competitive and dynamic economy, the strategy is to improve the quality and efficacy of education and training systems, which implies to improve the teachers’ skills and to to guarantee the access of everybody to the information and communication technologies. Tech-Connected Teacher (TC*Teacher)

Educational institutions attitude towards ICT tools Tech-Connected Teacher (TC*Teacher) 11

Educational institutions attitude towards ICT tools All the educational institution of the sample have at least a multimedia laboratory, but few of them have an interactive whiteboard. The number of personal computers for students vary in the different institutions starting from 1 pc per student up to 1 pc for more then 200 students. Tech-Connected Teacher (TC*Teacher)

Attitude of Educational Institution Towards ICT Tools The graph in the following slide reproduces the results from the five considered European Countries; it shows the level of the skills of teachers working in adult education institutions towards ICT tools; E-mail programme, internet browser and word processor are the software with which the teachers are more confident with; The worst skill is about painting and drawing, followed by using device and presentation software. Final consideration: teachers are quite capable of using ICT tools but they need to improve some areas of their knowledge Tech-Connected Teacher (TC*Teacher)

Educational institutions attitude towards ICT tools Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) ICT Use in Adult Education: Motivation, Challenges, Difficulties and Needs Tech-Connected Teacher (TC*Teacher) 15

Tech-Connected Teacher (TC*Teacher) Teaching methodology The graph in the following slide shows which teaching methodologies are used by the teachers: The 62% of the teachers prefers blended learning method, which provides lectures that are delivered face-to-face along with the use of ICT The distance learning method is used by few teachers (only the 6%), although it’s a very important method for students located faraway from the educational institutions; The traditional and part distance (lectures are delivered long distance along with some face-to-face interaction) learning methods obtain respectively 31% and 35%; Tech-Connected Teacher (TC*Teacher)

ICT use in adult education Tech-Connected Teacher (TC*Teacher)

ICT Tools used for teaching The graph in the following slide shows which ICT tools are used by the teachers: The most often used tool is Internet, 82% of the teachers use it; Video production, Microsoft Office software and e-mail have a similar percentage (between 64 and 70%) The percentage of teachers using forums, online learning platforms and educational online games is very low (25% and less); Few teachers are using video conferences (18%) and Blogs (9%): these tools are very important, favouring the communication between students and teachers and allowing distance explications and demonstrations Tech-Connected Teacher (TC*Teacher)

ICT use in adult education Tech-Connected Teacher (TC*Teacher)

Purpose of ICT tools in teaching activity The graph in the following slide shows for which purposes ICT tools are used by the teachers: The most important purpose, which ICT tools are used for, is presentation, demonstration and active involvement: they are easy to use for teachers and allow a better learning for the students; ICT tools are used also for online learning, collaboration-communication, management of student learning and research with percentages between the 39% and 34%; It would be important to increase the percentage of teachers that use ICT for simulation Tech-Connected Teacher (TC*Teacher)

ICT use in adult education Tech-Connected Teacher (TC*Teacher)

Positive factors of ICT The graph in the following slide shows the reasons why teachers use ICT tools: first of all they make the lesson more diverse and interesting. And this is the opinion of the 82% of interviewed teachers; The 64% and 62% of them finds ICT tools important, because they improve the quality of lessons and enhance students involvement and motivations; Low percentage, between 22% and 25%, of teachers underlines the positivity of ICT tools for their own career prospects, confidence and prestige; Tech-Connected Teacher (TC*Teacher)

ICT use in adult education Tech-Connected Teacher (TC*Teacher)

Negative factors of ICT In the graph in the following slide it is evident that the majority of interviewed teachers doesn't find negative aspects in ICT tools (48%); The biggest negative factor of ICT is that teachers believe they do not have sufficient technical resources to work with; Other few percentages of teachers underlines that ICT tools are not enjoyable, reduce student’s motivation, make the lessons more difficult, reduce the contents of the lessons and impair student’ s learning; Tech-Connected Teacher (TC*Teacher)

ICT use in adult education Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Teachers needs The graph in the following slide underlines teachers needs: the biggest one is the lack of technical resources (64%); it is followed by reliable technical support need (52%); Between the 40% and the 48% of teachers asks for ICT tools which should be enjoyable (for students), user-friendly for teachers, designed for educational purposes and with better educational contents; Some teachers would like to have ICT tools with a clear structure (34%) and addressed to specific target group (38%); The 19% of teachers would like to have more confidence with ICT and just the 6% of them complains few collaboration from their colleagues and from the director; Tech-Connected Teacher (TC*Teacher)

ICT use in adult education Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Conclusions Tech-Connected Teacher (TC*Teacher) 28

Tech-Connected Teacher (TC*Teacher) Conclusions Lithuania believes that part of the problem with ICT is the lack of technical resources, lack of literacy skills, and a lack of methodical and methodological material. Lithuania’s teachers are all eager to improve their own ICT skills. In Spain they generally see many more positive factors than negative. They feel a need for more technical support and resources. Overall Spain would also like to improve their level of knowledge in ICT. In Italy, information concerning ICT was quite limited. Italians believe that ICT would make their lessons more interesting, students would be more motivated, and 92% of teachers interviewed would like to learn how to use interactive tools. The best possible option would be to create new ICT tools specifically designed for educational purposes. Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Conclusions In Greece the survey showed that the teachers recognize the many advantages of ICT and they make wide use of ICT tools but they would also like to expand their usage. The teachers are seeking opportunities to improve their skills. In Poland, they have a very positive outlook on ICT, almost everyone can see the advantages of these programs for themselves as well as their students. One of the problems they are wary of is the fact that they have a lack of good skills when working with ICT tools. They have problems when it comes to graphic software, technical devices, and platforms such as Moodle. Tech-Connected Teacher (TC*Teacher)

Tech-Connected Teacher (TC*Teacher) Conclusions The needs expressed by the teachers interviewed are different and it is quite complex to indicate possible solution. The elements we should take into account are: teachers need to know how ICT tools can be used as didactical support in different ways 94% of teachers are willing to use virtual learning environment in teaching process more than the half of the teachers feel the need of a reliable technical support the required tools should be enjoyable for learners, user friendly for the teachers and specifically designed for educational purposes Tech-Connected Teacher (TC*Teacher)

Thank you for the attention! Tech-Connected Teacher (TC*Teacher)