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Languages, technology and learning: European developments Roger Blamire European Schoolnet Udine December 2009
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Session with foreign language teachers in Italy covering European Schoolnet, STEPS results and ICT for language teaching.

Transcript of Udine 20091217

  • 1. Languages, technology and learning: European developments Roger Blamire European Schoolnet Udine December 2009

2. 1: European Schoolnet is for schools

  • School collaboration
    • e.g.eTwinning
  • Teaching materials
    • e.g. TheLearning Resource Exchange
  • Projects and competitions
    • e.g.Xplora
  • Internet safety guidance
    • e.g.Insafe
  • ICT evidence and good practice
    • e.g.STEPS

3. 2: STEPS: Study of the impact of technology in primary schools

  • Approach
  • Results
  • Impact onlearners, teachers, schools
  • Recommendations

4. Approach and Methodology :Multiple perspectives Birmingham UK Teacher survey: 18,000 interviews 60 research studies, 22 countries Policy survey: 30 Correspondents School survey: 255 respondents 25 case studies, 13 countries 5. Impact on learners /1: Knowledge, skills and competences

  • Skills and competences developed
  • Subject understanding is enhanced
  • Provision for individual needs improved
  • Learners may lack basic computer skills
  • Discrepancy betweenhome and school ICT

Romania: maths 6. Impact on learners /2 :Motivation, confidence and engagement in learning

  • Higher levels of motivation and
    • attention, say 87% of teachers
  • More active participation
  • Low motivation,social division
    • and disengagementovercome
  • Collaborative learning supported
  • Guided, enquiry-based tasks work
  • Learning outside school supported
  • Parental engagement improved

Italy: Twinning with Bucharest 7. Impact on learners /3: Sophisticated and individualised assessment

  • Sophisticated feedback on performance
  • Value of virtual learning environments
  • Achievement recorded in e-portfolios

Estonia: e-diary 8. Impact on teachers /1: Teachers use ICT and are ICT-optimistic

  • Three in four teachers useICT
  • Range of pedagogies supported
  • Constructivist learning
  • environments leverage ICT value
  • Teachers in some countries are
  • more ICT-optimistic than in others
  • There is a sceptical 21%
  • Low correlation betweenlevels of
    • equipment, use and skills
    • and ICT-optimism

9. Impact on teachers /2:ICT is pedagogically under-used

  • Lack of pedagogical vision
  • New pedagogical approaches
  • only if integrated into subjects
  • Use for administration,
    • organisation and planning

Finland:collaborative learning 10. Impact on teachers /3: Motivation and digital and pedagogical skills Spain: on-site training

  • Motivation and teaching
    • skillsimproved
  • Ideal = step by step, on-site
    • training, minimal disruption
  • Little ICT training for new teachers
  • Courses lack practical dimension
  • Little technical / pedagogical support

11. Impact on schools /1: Childrens access to technology is improving

  • Almost all primary schools use computers
  • Large variation ininfrastructure across and within countries
  • IWB provision ranges from very few to all schools

- 88+% in each country have internet access - 8 internet computers per 100 learners - 8 countries have more than 14 computers per 100 learners - 72% of the primary schools have broadband internet- In 2/3 of countries over 2/3 of schools have broadband - Ten-fold range: 3.1 to 32 computers per 100 pupils- Smaller primary schools are disadvantaged 12. How does Italy compare? 13. Recommendations

  • Increase, improve
  • and diversify teacher
  • education and support
  • Build ICT into
  • general educational
  • policies
  • Focus on a vision
  • for learning
  • Allow for initiative
  • in assessment
  • Ensure access to
  • quality equipment and
  • learning resources
  • Emphasise
  • pedagogy not ICT
  • Capitalise on
  • learners ICT
  • competence and
  • exploit the reach of
  • technology to families
  • Invest in school
  • leaders training
  • to lead change
  • Develop roles and
  • responsibilities for ICT
  • ICT and pedagogical
  • support
  • Complement the
  • current picture by
  • exploiting other
  • methods and topics
  • Establish a long
  • term and continuous
  • monitoring system
  • on the impact of ICT
  • in schools
  • Provide a toolkit for
  • indicator use by
  • schools and
  • policy-makers
  • Improve the flow of
  • knowledge of what
  • works between
  • countries.

EDUCATION POLICY SCHOOLS RESEARCH EU COOPERATION 14. 3: Language teaching with technology

  • Resources used by language teachers
  • Examples of practice

15. YouTube: Using Google maps 16. Teachers TV: Using Moodle 17. Blogs: Using Wordle 18. Yahoo groups: Sharing resources 19. eTwinning: i-voix 20. eTwinning: Lalbatros 21. Teachers - the key to effective learning