1. ELFE 2 interim report: Visits in Denmark and the United Kingdom Elżbieta Gajek http://www.ils.uw.edu.pl/~egajek e.gajek@uw.edu.pl Brussels 19.01.2009

2. ELFE 2 Partners Trade Unions from: Denmark Latvia Poland Slovenia The United Kingdom

3. ELFE 2 Aims To identify methodologies used in schools and teacher education institutions in order to favour a use of ICT that promotes the added value of using ICT in education in terms of teaching and learning models (by building on the ELFE 1 findings); To develop recommendations addressed to policy- makers, to schools and teacher education institutions and to trade union leaders on the three priority areas identified in ELFE 1 (ICT and teacher education, ICT and school management, ICT and strategic use of available financial means).

4. Criteria for the selection of institutions Examples of the Outstanding use of ICT in Education Good pedagogical practice Added value Strategic use of ICT Transferability of experience

5. ELFE 2 Visits In Denmark 21-23rd April 2008 Grantofteskolen (Ballerup, Denmark) www.grantofteskolen.dkwww.grantofteskolen.dk Ørestad gymnasium (Copenhagen, Denmark) http://www.oerestadgym.dk/ http://www.oerestadgym.dk/ N. Zahle Seminarium a section of Professionshøjskolen i København, Copenhagen, Denmark (University College Copenhagen) http://www.ucc.dk and www.nzs.dk http://www.ucc.dkwww.nzs.dk

6. Denmark Grantofteskolen, Ballerup Facts: Laptops for grades 1-3 and 10th Interactive whiteboards Learning platform No special ICT lessons ICT coordinator – a teacher leader of ICT Internal and external training for teachers Formal and informal training for teachers Sharing ideas and practices

7. Denmark Grantofteskolen, Ballerup Lessons learned: Innovative attitude to education long before the ICT issue has arisen Building media library after a fire that destroyed the old library Cooperation between all people in the school The students are very understanding, if the teachers do not know how to use ICT professionally The teachers stress their unique responsibility for pedagogical use of ICT

8. Denmark Ørestad gymnasium, Copenhagen Facts: Laptops for all students Two full time technicians to help teachers and learners with technology No special computer rooms VLE as an area for learning equal to physical room and space No technical problems

9. Denmark Ørestad gymnasium, Copenhagen Lessons learned: Integration of innovative and future-oriented approaches in the neighbourhood, architecture, school organisation and ICT, Permission for learning on good and bad examples of ICT-based instruction Students seek for more f2f contacts with teachers.

10. Denmark Ørestad gymnasium, Copenhagen projektów

11. Denmark Ørestad gymnasium, Copenhagen projektów

12. Denmark N. Zahle Seminarium Copenhagen Teacher training institution Facts: Three members of the staff responsible for ICT ICT in variety of subjects (neither in national nor local policies) ICT infrastructure is not sufficient – they need to improvise

13. Denmark N. Zahle Seminarium Copenhagen Lessons learned Outstanding use of ICT for Physical Education - Dartfish software Gender bias can be still an issue; 1001 female students vs. 485 male students Students need theory and practice on ICT- based instruction Students think that they are not prepared well enough to ICT-enhanced teaching

14. ELFE 2 Visits In the United Kingdom 16-18th June 2008 Morpeth School (London) http://morpethschool.org.uk/ http://morpethschool.org.uk/ Stepney Green Maths & Computing College (London) http://www.stepneygreen.towerhamlet s.sch.uk/ single sex boys’ schoolhttp://www.stepneygreen.towerhamlet s.sch.uk/ Institute of Education (University of London) http://ioewebserver.ioe.ac.uk/ioe/index.html http://ioewebserver.ioe.ac.uk/ioe/index.html

15. The United Kingdom Morpeth School, London Lower secondary school Facts: The equipment was given by the government The school is very well equipped – special ICT infrastructure for music, photography and media The teachers have mix feelings about their own cooperation

16. The United Kingdom Morpeth School, London Lessons learned: The ideal situation is to have every child in front of the computer during a lesson Teaching has changed because of the use of ICT Lack of self-study materials for teachers on the use of ICT in education No margin for risk and error Increase in teacher’s workload

17. The United Kingdom Stepney Green Maths & Computing College, London Facts: The school is well equipped with computers with Windows (Ss would prefer Mac’s, too) Extensive use of learning packages, as they fit the books Pupils do not bring their laptops to school as this may cause much more trouble than benefit Well-developed organizational structure of technical and pedagogical support

18. The United Kingdom Stepney Green Maths & Computing College, London Lessons learned: Digital learning packages enhance individual learning Attractive novelty has turned into daily routine Lessons without computers e.g. Bengali language are perceived as archaic Management procedures are easier Teacher time is more effective

19. The United Kingdom University of London, Institute of Education Facts: Interrelation between the educational theory and the practice Interrelation between educational research and practice in teacher training Pragmatic (critical) approach to ICT-based instruction Teaching based on teacher students’ experience Teacher training institution

20. The United Kingdom University of London, Institute of Education Lessons learned: The need to rethink basics of ICT-enhanced education, its role in the society and culture, looking at it from various perspectives Controversies Barriers Three essential forces: educational authorities – providers of funds, policies and evaluation; culture of humans involved – teachers, pupils, parents; roles of people; perception of an educational system as a whole; perception of social values; business and industry – providers of hardware and software.

21. The United Kingdom University of London, Institute of Education Controversies Coherence in approach to innovation in education Consistency in funding Statutory regulations Business and school software standards

22. The United Kingdom University of London, Institute of Education Barriers Barriers within the Organisation Barriers to Potential Cooperation Barriers to Good Practice

23. The United Kingdom University of London, Institute of Education Criteria for use; Use technology when: it is needed; there is a purpose to use it; it is appropriate to use; the resources support learning; it adds something to your teaching.

24. The United Kingdom University of London, Institute of Education Criteria for use; Do not use technology: because you know it; because you know how to use it; because it is there; if you can teach better without it; because you are forced to use it; when it doesn’t add anything to your teaching.

25. Transferability 1 Infrastructure Accessibility to educational resources, that is financial support Determination in implementation of technology Separation of teaching ICT from maintaining the hardware and software of the educational institution Educational aids and materials are commercial or teacher-made

26. Transferability 2 Pedagogy Searching for best practice Blended learning as good combination of LMS and direct instruction Adaptive programs Critical and multidimensional approach to the use of technology Concentration on human aspects in the use of ICT

27. Transferability 3 Pedagogy Variety of techniques and methods of active learning Integrated visual and emotional stimuli in the learning process In-depth subject oriented approach to the use of ICT and cross-curricular integrated approach to the use of ICT

28. Transferability 4 Vision Orientation towards the vague future Educating a balanced learner able to combine school, family and personal life, also using ICT in a different way for different purposes Combination of egalitarian and diverse visions of education

29. Transferability 5 Professional development Approval of change Reflection and evaluation of own and peer practice Cooperative and individual professional development Margin for innovation trial and error Developing professional networks

30. Transferability 6 Ethical aspects Orientation towards safety on the net Respect of intellectual property No age, gender, ethnic bias Teacher’s professional image on the net Perception of the place of a human – the user of ICT - in an educational system as an active, responsible subject or an element of an educational mechanism steered from the top

31. Transferability 7 Practice Effective use of ICT Interrelation between various external and internal forces in education Constant change The role of culture

32. Transferability – Conclusions Learning from experience of various cultural contexts is possible The more similar cultural values the more successful the transfer of experience and good practice is

33. ICT as a mirror of culture Procedures of introduction ICT in education reflect the accepted processes in the society Ways of the use of ICT reflect ways of social behaviour Topics encompassed and developed by ICT are relevant to topics crucial in the society

34. Values and behaviour polarization Top-down vs. bottom-up procedures Collectivist vs. individualist approaches Respect for diversity v.s uniformity Long term consequent activities vs. short time actions Respect for innovation vs. tradition Social support for pioneers vs. increase in blockages, Value of balanced life (work, family, leasure) vs. one area of it Strong motivation and belief in success vs. easy forgiveness for defeat and failure Belief in the sensibility of social and political actions vs. lack of this belief.

35. Cultural influence Good practice in one educational context may not work in another Transfer of practice is possible to similar educational contexts Awareness of the cultural strenghts and weaknesses may lead to the selection of the best solutions ICT changes the culture, but also preserves it Intentional changes of culture cause huge risk

36. Stability opposed to change Professional stability decreases as change seems to be the only element that is stable. Lack of stability in education: Systems – technical environment Society – organization,communication Human (inside) – styles,attitudes,perceptions,values Human (social) – activities,interactions,positions

37. Recommendations to teacher trade unions Teacher unions are recommended to consider the following areas related to the use of ICT in education: The place of teachers in the ICT-based educational system, Teacher workload as a result of the intensive use of technology, particularly out-of-school contacts with pupils and parents, e.g. via VLEs, ICT-based cooperation between teachers, schools and educational institutions,

38. Recommendations to teacher trade unions Teacher unions are recommended to consider… Moderation of change in educational organizations that encourages intensive pedagogic use of ICT, Building professional ICT-orientated networks – communities of practice, Structures for the evaluation of teaching materials for pupils, System of in-service teacher education to help teachers to catch up with the advancement of technology.

39. Recommendations to school authorities School authorities are recommended to: develop school evaluation criteria for innovative activities that take into account a margin for error, build a system of dissemination of good practice among teachers, as this will help to increase common professional knowledge and experience in the pedagogical use of ICT, enhance bottom-up innovative approaches in teachers.

40. Recommendations to teachers Teachers are recommended to: Build their professional image on the web Mediate the forces that influence on education for the benefit of students

41. Thank you