TIGER LEAP PROGRAM AS A BEGINNING OF 21ST CENTURY EDUCATION ENEL MÄGI Tiger Leap Foundation Conference “e-Learning in Science and Environmental Education Tartu, October 1- 4, 2003

INDUSTRIAL SOCIETY SCHOOL - ISOLATED FROM SOCIETY MOST INFORMATION ON SCHOOL FUNCTIONING CONFIDENTIAL TEACHER - WHOLE CLASS TEACHING, EVALUATES STUDENT, PLACES LOW EMPHASIS ON COMMUNICATION SKILLS STUDENT - MOSTLY PASSIVE, LEARNS MOSTLY AT SCHOOL, HARDLY ANY TEAMWORK, TAKES QUESTIONS FROM BOOKS OR TEACHERS, LEARNS ANSWERS TO QUESTIONS, LOW INTEREST IN LEARNING PARENT - HARDLY ACTIVELY INVOLVED IN LEARNING PROCESS, NO STEERING OF INSTRUCTION, NO LIFE-LONG LEARNING MODEL

INFORMATION SOCIETY SCHOOL - INTEGRATED IN SOCIETY INFORMATION OPENLY AVAILABLE TEACHER - HELPS STUDENTS FIND APPROPRIATE INSTRUCTIONAL PATH, GUIDES STUDENT’S INDEPENDENT LEARNING, HELPS STUDENT TO EVALUATE OWN PROGRESS, PLACES HIGH EMPHASIS ON COMMUNICATION SKILLS STUDENT - MORE ACTIVE, LEARNS AT SCHOOL AND OUTSIDE SCHOOL, MUCH TEAMWORK, ASKS QUESTIONS, FINDS ANSWERS TO QUESTIONS, HIGH INTEREST PARENT - VERY ACTIVE IN LEARNING PROCESS, CO-STEERING, PARENTS PROVIDE MODEL

ICT IN SCHOOLS – AN OPPORTUNITY TO DIVERSIFY AND ENRICH THE PEDAGOGICAL RELATIONSHIP BETWEEN PUPILS, TEACHERS, PARENTS AND SCHOOL ADMINISTRATION

INITIAL AIMS OF TIGER LEAP PROGRAM ICT INFRASTRUCTURE FOR SCHOOLS INTERNET CONNECTIVITY TEACHER IN-SERVICE TRAINING EDUCATIONAL SOFTWARE

INFRASTRUCTURE 20 STUDENTS PER COMPUTER 7 TEACHERS PER COMPUTER 1 HEADMASTER PER COMPUTER 98% OF ALL THE COMPUTERS AT SCHOOLS CONNECTED TO INTERNET

EDUCATIONAL SOFTWARE 100 DIFFERENT EDUCATIONAL SOFTWARE PROGRAMS 50 ORIGINAL ESTONIAN PROGRAMS IN MOST OF THE SUBJECTS TEACHERS’ NETGATE ( - NEWS, TEACHING MATERIALS, ARTICLES, CHAT VIRTUAL LEARNING ENVIRONMENT “VIKO”

TEACHER IN-SERVICE TRAINING

250 EDUCATIONAL PROJECTS GLOBE MIKSIKE HELLO SPRING CONCEPTUAL WEB BASED LEARNING MODELS

TIGER LEAP PLUS PROGRAM ICT COMPETENCIES VIRTUAL LEARNING SUSTAINABLE DEVELOPMENT OF INFRASTRUCTURE COLLABORATION OF ALL PARTIES INVOLVED

ICT COMPETENCIES FIXED FOR STUDENTS AND SUBJECT TEACHERS NOT FIXED FOR SCHOOLMASTERS AND ADMINISTRATORS LACK OF COMPETENCE TO EVALUATE THE ICT COMPETENCIES OF TEACHERS

PUPILS’ OPINIONS OF THEIR TEACHERS’ ICT SKILS

PUPILS’ EVALUATION OF THEIR ICT COMPETENCE

VIRTUAL LEARNING HINDERED BY: TRADITIONAL SCHOOL ENVIRONMENT CURRICULUM OLD TEACHING METHODS

SUSTAINABLE DEVELOPMENT OF INFRASTRUCTURE ICT IS NOT RELIABLE ICT IS VERY EXPENSIVE ICT NEEDS CONSTANT UPGRADING

20%THE COMPUTER 80%SOFTWARE INSTALLATION CABLES INTERNET CONNECTION TRAINING TECHNICAL SUPPORT UPGRADE USERS TIME

COLLABORATION OF ALL PARTIES ENVOLVED TEACHER TRAINERS AT UNIVERSITIES CURRICULUM DEVELOPERS LOCAL MUNICIPALITIES SCHOOL HEADMASTERS TEACHERS MINISTERY OF EDUCATION SCHOOL INSPECTORS

The trends reveal a danger that the educational system will not be able to dictate its IT needs forcefully enough: to the computer producers, who operate according to the principles of market economy, or to policy makers, for whom the preservation of the status quo seems to be more comfortable

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