School-based model in going digital

Jouni Immonen IEFE 2013 Workshop

Riyadh, KSA

jouni.immonen@fcg.fi

“ICT –based Education as a Driver of Change in Teaching - Studying – Learning”

ICT –integral element of learning environment

ICT Challenges Education Schools:

•  Changes in teaching – studying – learning process •  School culture – collaborative development •  Research–based development •  Supporting and future oriented leadership •  Integration of ICTs in other elements of learning

environment – hybrid learning •  School–based professional development •  Networking •  Strategic approach to the use of ICT •  Continuous evaluation

ICT Challenges Education

Teachers:

•  New pedagogical models and practices – versatile learning environments •  Learner-centred strategies •  Competencies in pedagogical use of ICT •  Research-based approach to teaching •  No longer primary source of information – facilitates,

coaches, creates structure, monitors the progress •  Utilisation of students informal learning •  Collaboration with other teachers – team work •  Networking locally and globally

ICT Challenges Education Students:

•  Use of media is part of children´s everyday life •  How to cope with the huge information flow? •  How to process information? •  Shift from “consumer” to “producer” •  Taking active role – learning to learn •  Taking more responsibility of one´s own learning •  Learning in authentic contexts •  Developing self-assessment •  Combining curriculum–based studying with informal learning •  Mastering the critical skills for the 21st century

Case: ICT based Education as a Driver of Change in Learning, Finland & Russia, 2010-2012

MAIN PRINCIPLES

Pedagogical use of ICT

Flexible pedagogical

framework

Making Teaching – Studying – Learning culture & process

visible

School–based Development in the Use of ICT

Encourage Guide

Support

Connect

Reflect Share

Co-operate

Training

Development project

School/Schools & Development Teams

Learn

School–based training model

ELEMENTS OF THE PROGRAMME – BLENDED LEARNING APPROACH

•  Face-to-face workshops

•  On-line learning (Moodle, Skype)

•  Expert consultations – on-line & face to face

•  Development teams in the pilot schools producing digital learning materials

•  School pairs from two countries working together

•  Supporting materials (digital, printed)

•  Tools for continuous evaluation of the process and product – criteria & guiding questions

Evaluation Practices in the Programme

Integrated Process Product & Project evaluation

Tailored evaluation criteria and tools for the development of digital learning materials.

EVALUATION CRITERIA ”Six Ps”

P 1 – Purposeful •  Identification of a problem or need in current practice •  Goal setting •  E-resource can be used for different purposes P 2 - Practical •  Achievability •  Relevance of the use of ICT •  Problem based P 3 – Participatory •  Engaging the whole school •  Dialogue and co-operation •  Collective activity

EVALUATION CRITERIA ”Six Ps”

P 4 – Poly-functional •  Capacity building •  Adaptability •  Variation P 5 – Poly-cultural •  Culture and context sensitivity •  Long-termpartnerships •  Future-orientation P 6 – Positive •  Motivation to quality improvement •  Encouragement to risk-takingandinnovations •  Continuous assessment and reflection

FORMS OF ASSESSMENT

Formal & informal assessment •  Utilising versatile forms of assessment & evaluation •  From testing to supportive and encouraging assessment Peer assessment •  Students assess each other´s work Self assessment •  Self assessment is important element in learning to learn E-Portfolio •  Collecting, storing and assessment of student´s work –

making learning visible

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School-based ICT Strategy and Action Plan

• Components: •  Vision and strategic objectives •  Virtual school concept •  Pedagogical use of ICT - approach •  Assessment & evaluation practices •  Technology

•  for teaching – studying – learning •  school administration tools •  school portal

•  Pedagogical & technical support services

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School-based ICT Strategy and Action Plan

•  Organization and leadership issues - responsibilities •  Networking – international cooperation •  Staff development – teachers´ continuous

professional development •  Monitoring and evaluation of the implementation -

quality assurance •  Risk analysis •  Scheduled implementation plan •  Budget

Jouni Immonen FCG Finnish Consulting Group Ltd.

jouni.immonen@fcg.fi