H Laugesen 1 1 st ELFE 2 SC meeting, Brussels The ELFE project Hans Laugesen ELFE project coordinator Educational Policy officer and International Secretary in GL, Denmark

H Laugesen 2 1 st ELFE 2 SC meeting, Brussels Purpose of ELFE 1 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

H Laugesen 3 1 st ELFE 2 SC meeting, Brussels Purpose of ELFE 2 Building on ELFE 1 findings ELFE 2 aims at Identify methodologies used to favor 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

H Laugesen 4 1 st ELFE 2 SC meeting, Brussels ELFE 1s 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? ELFE 2 must also identify methodologies used to favour added learning value and internal evaluation of methodologies chosen.

H Laugesen 5 1 st ELFE 2 SC meeting, Brussels ELFE structure

H Laugesen 6 1 st ELFE 2 SC meeting, Brussels ELFE 2 partners ETUCE and 5 ETUCE-organisations: NUT, UK GL, Denmark LIZDA, Latvia ZNP, Poland ESTUS, Slovenia Researchers: Ulf Fedriksson, Mid Sweden University Elzbieta Gajek-Kawecka, Warzaw University Gunilla Jedeskog, Linköping Univ., Sweden - Evaluator

H Laugesen 7 1 st ELFE 2 SC meeting, Brussels 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 websitewww.ELFE-eu.net

H Laugesen 8 1 st ELFE 2 SC meeting, Brussels 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

H Laugesen 9 1 st ELFE 2 SC meeting, Brussels

H Laugesen 10 1 st ELFE 2 SC meeting, Brussels Debate-furum at ELFE web-site

H Laugesen 11 1 st ELFE 2 SC meeting, Brussels 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.

H Laugesen 12 1 st ELFE 2 SC meeting, Brussels ELFE 1 observations 1 After the Steering Groups 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

H Laugesen 13 1 st ELFE 2 SC meeting, Brussels 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