1. EPICT European Pedagogical ICT Licence ®

2. A start: a national strategy 09-11-2015 2 ’New’ curriculum – with focus on ICT- integration Professional development of teachers: A national certificate ICT-based teaching materials and a national educational portal A national ICT-infrastructure

3. 3 Professional development of teachers (in-service training) in the pedagogical use of ICT What do we want the teachers to learn? How do they learn this? How do we evaluate/assess whether they have learned what they are supposed to? These basic questions lead to a standard that Ensures adequate ICT-integration - at all levels across all subjects Is economically feasible, a sustainable model Of even and high quality Pedagogical ICT Licence

4. 4 Key philosophy of the Pedagogical ICT Licence Teachers reflect upon their own teaching practice in relation to ICT Work results in concrete lesson plans (learning scenarios) All themes have a pedagogical/didactical basis Course materials inspire and foster ideas on how you teach in, about and with ICT Participate in teams Through electronic communication and team assignments a facilitator challenges the teams on pedagogical and subject/discipline specific implementations of ICT Teams often formed by teachers from the same school The course is distributed within a structure of regional course providers

5. 5-6 months Course structure 3 compulsory modules 4 optional modules 1 compulsory module

6. Blended learning 09-11-2015 6 Introductory day - seminar E-learning course period of 8 modules Evaluation Facilitator and all participants are present Course concept Methodology Basic ICT-skills Course participants work individually with ICT-skills and in teams with issues concerning ICT-integration in education Meet in teams, discuss and prepare drafts for assignments, contemplate facilitator ’ s comments and finish the assignment Facilitator provides comments, challenges the team and approves assignments Course participants fill in the evaluation form

7. A.Compulsory modules The Internet Texts and writing Communicating electronically C.Compulsory School development and innovation B.Optional modules (select 4) Using digital images Using spreadsheets Using presentations Producing educational websites A head start with databases Models and simulations Layout and DTP Educational software ICT, learning styles and classroom management ICT as a compensatory tool Games and learning Reading and ICT Data collection Course content

8. 8 Teachers The planning and documentation of learning scenarios (with the ICT skills of that particular module) is assessed in each module During a course the team of teachers complete 8 modules The process of planning and documenting the learning scenarios is done in collaboration with certified facilitators, who eventually approve the team’s 8 assignments. Evaluation and assessment

9. 9 Entry and exit levels differ … Pedagogical ICT Licence - No fixed level of competence All teachers develop their competences. Evaluation and assessment

10. 10 Student Teachers The assessment tool of student teachers is their individual portfolio documenting their competences. The portfolio may include products, assignments, presentations, course descriptions etc., including pedagogical, didactical considerations and reflexions Their teachers and an internal evaluator evaluate this portfolio Evaluation and assessment

11. Now EPICT (IPICT, APICT) courses in many countries EPICT facilitators are the quality assurance The facilitators are the instructors of the course. They guide and moderate the e-learning parts of the courses To ensure quality standards, first facilitators in any country are certified by the EPICT Group

12. 12 An example – EPICT in Austria

13. Organisational set-up 09-11-2015 13 EPICT Group EPICT client, national node: Secretariat, hotline, administration National or regional environment

14. 14 A number of independent studies: It works! Most recent study in the Nordic countries Ramboll Management, May 2006 E-learning Nordic 2006- Impact of ICT on education 8000 respondents from Sweden, Norway, Finland and Denmark Ramboll Management, May 2006 ”ICT generally has a positive impact on the teaching and learning situation”. Skole-IT has had a significant specific impact” However, some people expected that ICT could in some ways revolutionise the teaching and learning processes at school, and compared with this view, the impact must be seen as more limited.” Competence development must be close(r) to daily practice Impact of ICT on teaching and learning processes

15. Why does it work? Impact studies in Denmark by independent evaluators have shown that more than 80% find the course relevant or very relevant. The long term effects have been monitored and rated highly positive. Drop-out rates less than 15% Moderate pressure Relevant to daily practice Assignments relevant Strongly supported by the Ministry of Education De facto national standard for teachers’ CPD in relation to ICT 09-11-2015 15 Completion rates Denmark (6 years)= 87%

16. 09-11-2015 16 The EPICT Competence Framework (one example) General competence level Pedagogical competence Planning for teaching & learning Pedagogical reflection Selection of content Team work on module themes and assignments Selection of method Pedagogical theory Themes and assignments Facilitation process Pedagogical strategies Classroom management and work methods Evaluation/assessment Learning scenario of assignment Specific competencies Special needs Assignments Modules 8 & 12 Concept Compensating tools Concept Assignments Modules 10 &11 Assignments Teaching practice EPICT implementation EPICT UNESCO ICT-CFT The EPICT competence framework

17. Synergies with other initiatives, e.g. UNESCO ICT Competency Framework for Teachers Microsoft Educators Learning Journey (ELJ) 09-11-2015 17

18. UNESCO ICT Competency Standards for Teachers 09-11-2015 18 BasicComplex Components of the educational system Education improvement approaches

19. 09-11-2015 19 Implementation guideEPICT modules Curriculum & assessment Basic knowledge I.B.1. Match specific curriculum standards to particular software packages and computer applications and describe how these standards are supported by these applications. Module 8. Couldn’t one learn it via ICT? I.B.2. Help students acquire ICT skills within the context of their courses. All 8 course modules (see details) PedagogyIntegrate technology I.C.2. Incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge. All 8 course modules (see details) I.C.3. Use presentation software and digital resources to support instruction. Module A. Let's Find Something on the Web Module 1. Pictures tell the story Module 3. Information on the screen Module 4. Get it out on the net Module 7. In columns? EPICT is mapped onto the UNESCO ICT-CFT

20. 20 EPICT.EU EPICT – European Pedagogical ICT Licence ®

21. Partners of the EPICT Group 09-11-2015 21 AISWA – Association of independent schools of Western Australia DIST – Dipartimento di Informatica, Sistemistica e Telematica, University of Genoa, Italy EPICT UK, UK IPICT Lanka, Sri Lanka Menon Network, Europe Prim-Ed Ltd., Ireland UNI·C, The Danish IT Centre for Education and Research, Copenhagen, Denmark

22. http://www.epict.org 22 EPICT around the world

23. EPICT organizations Links to national EPICT/IPICT web sites: EPICT Albania EPICT Australia EPICT Austria EPICT Brasil EPICT Denmark EPICT Greece EPICT Iceland EPICT Ireland EPICT Italy EPICT Malta EPICT UK IPICT India IPICT Lanka 09-11-2015 23 Contact epict.eu www.epict.org info@epict.org