2nd European eLearning Forum for Education _ELFE_ Conference ICT

03/2006









REPORT





2nd European eLearning Forum

for Education (ELFE) Conference:



‘ICT in education – new teaching and

learning options, new teaching and

learning workloads’







Copenhagen, 21-22 November 2005









This project has been carried out with the support of the European Commission

in the framework of the eLearning programme.



The information expressed in this publication reflects the views only of the author.

The Commission cannot be held responsible for any use which may be made of the information.

Report of the 2nd European eLearning Forum for Education (ELFE) Conference









Egalement disponible en français sous le titre :

Seconde Conférence du Forum européen elearning pour l’éducation (ELFE) : “Les TIC dans

l’éducation – nouvelles options d’enseignement et d’apprentissage, nouvelles charges pour

l’enseignement et l’apprentissage”





Published by the Trade Union Committee for Education – Brussels 2006









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









2nd European eLearning Forum for Education Conference, Copenhagen, Denmark









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CONTENT





CONTENT ....................................................................................................................................4



1. INTRODUCTION......................................................................................................................5



2. TENDENCIES IN THE USE OF ICT IN EDUCATION ................................................................6

2.1. European overview...........................................................................................................6

2.2. ICT in education: issues for school and teacher development ........................................7



3. THE ELFE PROJECT PLACE IN THE EUROPEAN TENDENCIES IN THE USE OF ICT IN

EDUCATION ..............................................................................................................................10

3.1. ELFE project aims and approach....................................................................................10

3.2. The ELFE project findings ..............................................................................................12



4. FIRST DAY WORKING GROUPS CONCLUSIONS ...................................................................15

4.1. Report from the anglophone group in room E...............................................................15

4.2. Report from the anglophone group in room F ...............................................................16

4.3. Report from the anglophone group in room M1 ............................................................17

4.4. Report from the francophone group ..............................................................................18



5. ICT IN EDUCATION: A PEDAGOGICAL CHALLENGE THAT CHANGES THE WORKING

METHODS AND THE WORK LOAD FOR STUDENTS AND TEACHERS .......................................18

5.1. A Danish example on the pedagogical challenge ICT creates in education...................18

5.2. The ELFE project policy recommendations for the use of ICT in education ..................20

5.3. Teachers’ perspective on the use of ICT in education ...................................................22



6. REPORTING FROM THE SECOND DAY WORKING GROUPS .................................................23

6.1. Report from the anglophone group in room F ...............................................................23

6.2. Report from the anglophone group in room E...............................................................24

6.3. Report from the anglophone group in room M1 ............................................................25

6.4. Report from the francophone group ..............................................................................26



7. CONCLUSIONS ......................................................................................................................28

7.1. Summary of the reporting from the working groups .....................................................28

7.2. Closing remarks..............................................................................................................29



8. ANNEXES...............................................................................................................................30

8.1. Presentation by Hans Laugesen, ELFE Project Coordinator...........................................30

8.2. Presentation by Tjeerd Plomp, ELFE Project Evaluator..................................................36

8.3. Presentation by Elsebeth Sorensen, ELFE Project Pedagogical Expert ..........................53

8.4. Conference programme .................................................................................................60

8.5. Participants’ list ..............................................................................................................62









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1. INTRODUCTION





The 2nd European eLearning Forum for Education (ELFE) Conference held in

Copenhagen on 21-22 November 2005, was the final event of ETUCE’s ELFE project.

The event focused on sharing the project conclusions with ETUCE’s member

organisations, as well as discussing the ICT draft policy paper on recommendations

in the use of ICT in education.





ETUCE General Secretary, Martin Rømer, opened

the conference and welcomed the participants

from member organisations all over Europe. He

expressed ETUCE’s concern regarding integration

of ICT in education and what will be the actual

changes for teachers and students concerning

this technological development. Mr. Rømer

highlighted the fact that the ELFE findings

confirmed a large disparity between countries in

the school integration of ICT.





Martin Rømer ETUCE Secretary General

The project also recognized that ICT can lead to new teaching possibilities.

Henceforth, these possibilities have to be studied very carefully. Mr. Rømer urged

the teachers’ trade unions to be more involved in the process of integrating ICT in

education; they must take more chances and implement decisions in this field.





Based on the findings of the ELFE project, ETUCE drafted a policy paper on ICT use

in education. The policy recommendations in the paper are aimed at national

government level and EU decision-making level, and will be discussed during the

Conference. The policy paper will be amended according to the participants

suggestions, worries and interests.





Mr. Rømer draw the participants attention to the fact that even after the ELFE closing

conference, the work with ICT in education will still continue. In the future ICT

related issues will still be a massive challenge in education. But does ICT really









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improve education? Does it affect learning outcomes? More research on the learning

process is needed in the future.







2. TENDENCIES IN THE USE OF ICT IN EDUCATION



2.1. European overview





Mr. Hans Laugesen, ELFE Project Coordinator and GL International Secretary

presented the programme of the Conference as well as the first speaker of the day,

Mrs. Eileen Freeman, Senior Researcher at CRITE – Centre for Research in IT in

Education, Trinity College, Ireland.





As a foreign language teacher, Mrs. Freeman feels a deep discontentment with the

effects of ICT policy implementation in Irish schools. She stressed the fact that

Ireland has made significant progress in infrastructure, access and development of

ICT tools in education. However, ICT in Ireland is still a technical matter rather than

a social one. For this reason Mrs. Freeman, in conjunction with a research fellowship,

has devoted two years to do research on the implementation of ICT policies in

education, particularly in the field of curriculum and assessment.





Mrs. Freeman stated that ICT policies are made to

‘empower’ teachers and students. But at the same

time they disempower by assessing them in a

traditional, linear way. Although some European

countries are looking for solutions for this

problem, they mainly don’t succeed. Mrs.

Freeman’s vision of a good result in the area is

summarised in nine recommendations on how the

learning process is changing and how those



Eileen Freeman, Senior Researcher changes must be taken into account.

at CRITE, Ireland



The recommendations concern the following issues: holistic approach to policy

development, bottom-up/top-down convergence, sustainability, curriculum, teacher

training, wider concept of learning, research, content and national languages, and

the monitoring and evaluation of ICT.







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In résumé, these recommendations are centred around the need of a common

European culture of exchanging good practices. This line of thinking led Mrs.

Freeman to present an important list of good examples, which she has studied

during the research period. She strongly recommends calling for more progress in

the work on ICT already obtained in Europe.







2.2. ICT in education: issues for school and teacher development





To present issues regarding school and teacher development of ICT in education,

Mrs. Deryn Watson, Professor of Information Technologies and Education, King’s

College London, UK, was invited to the conference.





Drawing from her experiences as a geography

teacher in Wales, Mrs. Watson described the

severe problems with the current education

policy in the UK, where wrong tools are being

used for inappropriate matters. Mrs. Watson

expressed concern about the fact that most

teachers are female, and the impact that the

school environment has on female teachers in

general.

Deryn Watson, Professor of Information

Technologies and Education, UK





A prevailing assumption states that technology equals progress and advance; this is

the technocentric base of our societies. Even though the role of technology in

schools is increasing, this does not mean that ICT technology can replace teachers.

In fact, Mrs. Watson pointed out that technology on the whole complicates most

teachers’ work.





Mrs. Watson emphasised the following issues regarding ICT in education:





1. The prevailing technological society is an economical necessity. However, what

ICT can do for society in general does not necessarily equal what ICT can do for









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schools. It can be difficult to use ICT in teaching for all classes, as it can mean

leaving the pupils exploring for themselves.





2. Schools do not have the same equipment, which illustrates the importance of the

issue of access to ICT. At the same time, huge amounts of money are put into ICT

equipment while the real needs of an average school is left ignored. The schools’

infrastructure is often not adapted to the circumstances, and questions such as:

Where should computers be located? In classrooms or in special ICT room? Is the

time spent on a computer used efficiently? What are the school policies on the use of

ICT?, can be raised.





The access to ICT in schools is used for promoting technical and business- related

skills, rather than in traditional subjects like history and geography.





3. What is the motivation of an average teacher to use ICT in classes? The

humanities and the social sciences are totally missing from the discussions of ICT in

teaching. For the majority of teachers, computers are used as an efficient tool for

administration related work. However, a good incentive for using ICT in teaching is

still missing.





The use of ICT in teaching today is mostly based on improving vocational and

employment related skills, whereas the alternative would be to use ICT in the

classroom for pedagogical reasons.





4. Do teachers want to use ICT? What choices do they have? The educational stake

in this relation is complex and difficult to seize. Most of the teachers do not use ICT

in their classroom teaching, which is in opposition to many pupils who like using ICT

in classes, as it in general involves interactivity and group work. However, teachers

are not an empty vase into which can be filled ICT skills. If 20% of teachers use ICT

in their classroom teaching, it does not mean that the remaining 80% are bad

teachers. Every teacher is professional enough to judge to what extend he needs

ICT, or whether he does not need ICT in his teaching at all. Teachers should be

treated like the professionals they are.









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It will not work to change an education system with a top-down perspective on

implementation. The effective change will happen from within the system.





Teachers should not be blamed for not using ICT in education. For instance; teachers

are not allowed to reduce the curriculum in order to have enough time for using ICT

in classes. Technology should be used to explore the process of learning, not to

broaden the curriculum further.





Mrs. Watson highlighted the fact that teachers have an inherent tacit knowledge

about how pupils are integrated in the teaching process. The use of ICT may be very

helpful in this respect. In particular the humanities should be more involved in

cooperating ICT into the curriculum. The humanities are a very good subject area for

using ICT because there is never one correct answer (as opposed to mathematics),

and there are many areas in which to explore different ways of learning and finding

answers. And, as Mrs. Watson remarked, this is exactly the value of the computer;

pupils are able to exemplify the studied material. They are even interested in sharing

the gained knowledge and searching for the best possible solution to an assignment,

since most data are offering more than one answer to a question.





When it comes to the internal organisation of ICT in schools, cooperation between

teachers must be encouraged. A history teacher is not very often discussing teaching

matters with his mathematician colleague. which is why the school should have a

conceptual understanding of ICT, and hence access to ICT for the purposes which

the school has decided upon. The visions regarding the use of ICT in education must

be shared by all. It must be made clear that teachers are not in a competition with

pupils. Pupils are the new generation and they often understand ICT in a completely

different way than teachers do, but that does not make them teachers. For this

reason, Mrs. Watson does not worry about not being a confident user of ICT. There

is no competition with the younger generation on this matter.





Mrs. Watson finally draw the participants’ attention towards the risks of using ICT.

Teachers should be aware of the risks of receiving too much information. The

agenda of education policy must be centred on this issue, as the protection of

teachers’ and pupils social and emotional health are highly important. The pupils do

not have the skills to recognise false information. Uncritical absorption of information





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makes a big problem today and teachers often have to tolerate this situation. The

educational policy agenda should also focus on this issue.





In answering questions from the audience, Mrs. Watson explicitly underlined the role

of the teacher: to teach a subject ratter than to teach ICT.









3. THE ELFE PROJECT PLACE IN THE EUROPEAN TENDENCIES IN THE USE

OF ICT IN EDUCATION







3.1. ELFE project aims and approach





Mr. Hans Laugesen, ELFE Project coordinator took the floor in order to present the

ELFE project. The big amount of money spend on ICT in schools is generating big

expectations of what ICT can achieve. At the same time, the real impact of this

investment in terms of learning for students is not assessed. The lack of ICT-training

for teachers is equally not taken into account but remains an excuse for the

problems teachers have with using ICT in their classes. The question of the

pedagogical use of ICT in order to optimise the learning process remains unresolved.





Very often only the frontrunners are involved in the

exchange of experiences. Considering this, the need

of exchange of good practices was put in the centre

of the ELFE purpose. The project was created to

achieve a better understanding of the strengths and

weaknesses of using ICT in primary and secondary

education. The investigations of the good practices

responded to three main objectives :





Hans Laugesen, ELFE Project

coordinator





 support of the teaching and learning process

 encourages students to develop new skills and competences

 promotes an inclusive education for all students









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The pedagogical issues covered by the ELFE project are various, and centred around:

the relevance, meaningfulness and engagement of teaching and learning; the

creation of new competences for students by using ICT; the providing of educational

options for students in remote areas; as well as the assessment of the pedagogical

and social costs created by the use of ICT.





The exchange of experiences included ‘go and study’ visits where representatives

from the ELFE Steering Committee visitid each of the 15 schools involved in the

project. The observations made in the schools by the trade unions’ representatives or

experts in the Steering Committee were also pedagogically orientated. The transfer

of these good practices were achieved by ‘school-to-school’ visits, in which two

teachers from each of the 15 participating schools visit and receive visit from each

other.





The two ELFE conferences (22-23 November 2004 and 21-22 November 2005) as

well as the ELFE project website, are meant to open a debate about an ‘ICT in

education policy’ between teachers’ unions. An important result to come out of the

final Conference should be the suggestions of amendments to the ICT policy

recommendations to the European Commission.





Mr. Laugesen stressed the importance of the final ELFE Conference in order for the

ICT policy related aims to become implemented. The improvement of the main

documents distributed at the Conference had to be achieved on account of essential

opinions and visions of the teachers’ trade unions on this issue. The open debate

concentrated on the following topics:

 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?

 Etc.





The conference featured two working group debates, in order for the unionists’ to

compare opinions and experience on ICT use in their respective classes, as well as

the ELFE project findings and the ELFE policy recommendations.









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3.2. The ELFE project findings





Mr. Tjeerd Plomp, ELFE Project Evaluator presented the project findings.





He first shared his vision on ICT, that ICT is not a

goal in itself. The industrial society has been

transformed into an information and knowledge

society and this radical change has a lot of

consequences for education and school running, as

well as on teaching/learning processes. The

teaching/learning process is based on core

components such as: rationale, aims, content,

activities, the role of the teacher, resources,

grouping, location, time and assessment.

Tjeerd Plomp, ELFE Project

Evaluator



These components are interacting and creating the teaching/learning process, as

well as the education process in general. A good education process, regarding the

changes that ICT has brought, depends on several different choices:





 remain with existing goals and content, but using the “innovative” pedagogy

 change the content and aims, as well as new forms of grouping, time

spending, assessment, and new pedagogy

 use ICT as an instrument for implementing changes





These different possibilities should be balanced, in order to find out which traditional

values is needed in an information society.





The definition of good education in the 21st century is not the same all over Europe,

or in all the schools in a country. This variety comes from the diverse visions and

policies different countries and/or schools have on the use of ICT. Nevertheless, Mr.

Plomp believes the use of ICT is a key in implementing changes.





The ELFE evaluator introduced the participants to how the selection of schools

participating in the project was made, and stressed that a variety in terms of levels







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of education, pedagogical approaches and degree of use of ICT, had been

anticipated. The only common feature of the schools was the presence of a policy

aiming at integrating ICT in teaching/learning processes.





The findings of the project can not be statistically generalised, but can instead offer

an input for discussions about a more reflective research project. They are primarily

meant to formulate recommendations on the use of ICT in education.





The data collection was made during the school visits made by the ELFE Steering

Committee, by the mean of questionnaires, through interviews with the school

principal, the “innovative” teachers, the school ICT coordinator, the students, as well

as the “other” teachers.





Mr. Plomp firstly shared the most important educational goals for the schools in their

use of ICT: to develop students’ independence and responsibility for own learning, to

promote active learning strategies, to improve students’ achievements. In those

cases ICT is used as an instrument for implementation in the schools.





However, only half of the involved schools have written policies regarding the use of

ICT, impliying that the other half lack a ‘constituted’ frame of reference for the

development and monitoring of ICT related issues.





Conclusions regarding the ICT infrastructure on the ELFE schools:,with regard to the

hardware, the number of computers in the classrooms and the group work areas are

important factors for the good implementation of the innovative ICT pedagogy.

When it comes to the software available in the schools, all ELFE schools have general

application software, digital learning resources for different subjects, network/

communication tools, computer and digital tools,The integration of ICT in

teaching/learning processes should always be accompanied with both technical and

pedagogical support for the staff. The staff development facilities are planned in

almost every school and a distinction is made between basic and complex ICT

courses.





The analysis of the interviews presents some interesting results regarding the

changes in the school management caused by ICT., such as changed learning





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objectives, new subjects, need for new materials. Student assessment and

evaluation, are still mostly carried out in a “traditional” way.





Mr. Plomp presented the ‘dream scenario’ of a teaching situation in an ICT based

school: the project-based learning with small groups of students working individually,

and the teacher in the role of facilitator. In those learning environments students

have access to a variety of resources and the projects are often multidisciplinary. The

different teachers are collaborating in supporting and coaching the student group,

who is ‘challenged’ to develop and/or apply new skills such as information handling,

problem solving, collaboration, communication and presentation skills.





The teachers’ perception of the impact of ICT on students is positive when it comes

to their motivation, their increased self-esteem and their development of new

competences. Students achieve better learning results and a more open

student/teacher relationship is created. Regarding negative observations on

students’ outcome when teaching with ICT: some students experience problems in

organising their work in project based work with many independent tasks.





Mr. Plomp presented some external factors influencing the integration of ICT in

schools. The introduction of learning and communication platforms (e.g. ClassFronter

or First Class) is a chance for schools to debate how communication procedures and

teacher-student relations can change when using ICT. Support from national,

regional or local authorities who have developed policies on using ICT in education

as well as some financial means must be advanced.





Mr. Plomp completed the presentation with introducing the aims and objectives of

the second part of the ELFE project: transfer of good ICT practices to other schools

and countries. School-to-school visits were organised for two teachers per school.

The process of schools visiting each other give teachers the possibility of comparing

their national and school ICT practices.





As a final remark the ELFE external evaluator emphasised the high importance on

having and implementing school policies and strategies on ICT. If the ICT policy is

implemented with good technical and pedagogical support in schools, the teachers

will indeed be able to focus more on their core work, which is teaching.







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4. FIRST DAY WORKING GROUPS CONCLUSIONS





During the afternoon session the Conference participants split in different groups to

discuss the ELFE project findings. There were four working groups, one francophone

and three Anglophone groups, which all received two questions related to the ELFE

project findings.







4.1. Report from the anglophone group in room E





The first Anglophone group had to deal with the ELFE project findings on ICT use in

schools and ICT infrastructure. The group was chaired by the ELFE Steering

Committee member Mr. Roar Grottvig, and Mrs. Pat Hurley from the Irish ASTI was

the rapporteur.





The discussion of this group highlighted two main points:

 it is highly important that all schools have documented policies as a

“constituted frame of reference”

 the pedagogical support goes beyond technical support. At first, the need is

to focus on pedagogical questions and issues.





Firstly, the group underlined the changing role of

the teacher. In an ideal world there would be full

access to digital tools for both students and

teachers. The question of whether a student e-

mailing to his teacher at 7 pm should expect an

immediate comprehensive response was discussed.

This example symbolized the need of a school

policy outlining norms and standards on what to

expect from teachers and students in order to

preserve their rights and obligations.

Mrs. Pat Hurley, Group E rapporteur



Secondly, the group established the need of a clear vision on ICT infrastructure in

the school policy. Issues like hardware needs, ICT supplies and location, working







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hours, working limits and connectivity costs should be foreseen in the mentioned

school policy paper on ICT.





Could the economic focus of the ICT introduction in schools together with the

“independent” learning approach lead to cuts in the education budgets? This

question was raised and received a lot of echo amongst the participants. It was

finally stressed that teachers should be seen as central and crucial factors for helping

students to understand the learning process. For this reason, reforms using ICT

should not be used as a mean to save money in the budget.





The group suggested that a new model of teacher professional development (not

training) is necessary. New learning environments also demand new evaluation and

assessment criteria in accordance with the learning goals.





The presentation of this group finished with an important question on how teachers

can create learning environments which are built on new methodologies and digital

tools, if they have not experienced them?







4.2. Report from the anglophone group in room F





This second Anglophone group discussed the question on the experiences of schools

with using ICT. The group was chaired by Mrs.

Anne-Marie Berny and Mr. Konstantinos Georgiou

was selected as a rapporteur.





The discussion in the group was centred on the

difference the use of ICT creates in the ELFE

schools. The group argued various points as

different countries’ opinions were aired during the

discussions.



Mme Anne-Marie Berny, OGBL,

Luxembourg









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The assessment issue created a debate. The ELFE project’s pedagogical expert Mr.

Ulf Fredriksson, explained that students learn what you “assess”. ICT enhance

collaborative skills, but the assessment is made individually.





Focusing on schools’ experiences with using ICT, it was stressed that with disabled

students or students with special needs, special attention must be given. The role of

parents within the implementation of ICT in schools was emphasised. The group

finally concluded the need to find a good balance between the use of traditional and

new technology methods in teaching.









4.3. Report from the anglophone group in room M1





The third Anglophone working group was chaired by Mrs. Renate Boese and Mrs.

Ana Gaspar from Portugal was the rapporteur. The group discussed the issue of what

teachers like in the ICT development in schools.





The group expressed concern about the teachers’ role once the computer is

introduced to his class. The computer is only a tool and should not stand between

the class and the teacher. The group agreed that teachers have always been

innovative and the difference made between the “innovative” and to talk about “non-

innovative” teachers is wrong.





An important element from the ELFE findings gained positive attention: the

technological skills are very important, however, the teacher should be the only

person to decide how, when and what to do with the available ICT tools.





In general the group agreed on the statements in the ELFE findings regarding

teachers’ perspective on the benefits of using ICT. Concerning the factors improving

the development of ICT in schools, the group agreed on the the findings in the

report and underlined the importance of in-service training in relation to good

pedagogical use of ICT.









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4.4. Report from the francophone group





The conference’s francophone working group discussed the question of teachers’

concerns regarding students’ use of ICT.





The group agreed that teachers are facing a challenge. They were used to book,

paper and pen, but are now in front of students of the internet generation. This

situation causes concern for some teachers, as the students sometimes have more

expertise in ICT than the teachers themselves. The use of ICT needs to be prepared

with initial and in-service training of the teachers.





Evaluation and checking validity of texts downloaded from the internet are also

important aspects. An evaluation scheme of the different websites could be a

solution. The portals labelled by the Ministries of education or similar authorities,

could be a solution in order to gain access to high quality documents.





Finally the group stated that the use of ICT can be positive for pupils in remote

areas, or disabled pupils who can not attend school by ordinary means. ICT can be a

tool to fight inequality and school drop-out. But special situations like these should

not have as a consequence that ICT is the focus of the teachers’ work.







5. ICT IN EDUCATION: A PEDAGOGICAL CHALLENGE THAT CHANGES THE

WORKING METHODS AND THE WORK LOAD FOR STUDENTS AND

TEACHERS





Mr. Martin Rømer opened the second day of the

conference by presenting the first speaker, Mr.

Claus Gregersen, senior upper secondary school

teacher and former ministerial inspector and advisor

on ICT in education in upper secondary schools,

Denmark.









Claus Gregersen, former ministerial

inspector and advisor on ICT in education







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5.1. A Danish example on the pedagogical challenge ICT creates in education





Being one of the founders of the “Virtual High School”, Mr. Gregersen presented the

approach and aims of this project. The virtual high school project was implemented

in 70 out of 160 Danish Gymnasiums between 2002 and 2005.





A Virtual High School is a school where so called “e-learning” is the mode of

instruction.





Many possibilities are available for setting up virtual instruction. The learner can be a

group, a class or only an individual. At the same time the theme taught can be either

systematic, thematic or project based, and be established on single or

multidisciplinary subjects.





The teaching profession is based on four core elements:

 the selection of the teaching materials

 the planning and decision on how the teaching materials will be used

 the “classroom” work

 the evaluation





In a traditional setting a lesson continues 45 minutes, includes a teacher, 25-30

students, a classroom and a textbook. In a new setting the lesson can take place in

different places and at different times. The communication can be written, using a

conference system, by or e-mailing. In this new environment different groups can

work with interdisciplinary or problem-centred projects.





Mr. Gregersen outlined a list of pro and contra reasons for the use of ICT in

education; an appropriate teaching environment with new technology settings

enhance students’ independence, self-discipline, responsibility and problem solving

skills. The use of ICT improves the students’ collaboration and communication skills,

as well as their academic abilities. It equally helps the development of lifelong

learning





Nevertheless, the achievements of the new forms of teaching are still not fully

implemented. The try-out in the classroom is missing, as well as the facility to







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compare oneself with the class. It is also to be expected that the workloads for both

teachers and students will increase.





The teachers’ increased work load is due to insufficient time. As examples of this

problem Mr. Gregersen introduced the issues of the e-mail-answer system and the

many requirements for written material (drafts, agendas, essays, logs, portfolios,

comments) in order to organise a conference-based lesson. Coordination and

collaboration between teachers, on how to use the new technology efficiently in

schools also costs extra time.





Mr. Gregersen concluded by sharing his vision for how to solve the increased

workload issue; an integrated information system adapted to schools, is the ultimate

tool for administration, communication, information, documentation, evaluation, and

registration tasks. Indeed, some necessary conditions are required if the information

system shall work correct and efficient. Those conditions are the in-service training

or staff development, the accessibility to computers, software and internet, as well

as the existence of technical and pedagogical support.







5.2. The ELFE project policy recommendations for the use of ICT in education





Mr. Ulf Fredriksson, the ELFE project’s expert took

the floor in order to present the ELFE project’s

policy recommendations on ICT. Today, 85% of

young Europeans use ICT on a daily basis, which

is a massive increase compared to just ten years

ago. In this context, most European governments’

motivation to increase the use of ICT in education

is comprehensive. Although, some scepticism is

still present amongst teachers, there are many

strong reasons to use ICT in education. The use

of ICT in schools reflects our society as it is a part

of everyday life. Equal opportunities for all

Ulf Fredriksson, ELFE project expert

students are created with the use of ICT in









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







schools, especially for those who do not have computers and internet access at

home.





As examples of the opportunities with using ICT, Mr. Fredriksson mentioned: more

up-dated information; working and learning independently; improving students’

cross-curricular skills; the possibility to adapt teaching processes to students’ special

needs; team work is much more valued in ICT concentred education. It is equally

much easier to include an international dimension in the teaching process when

using ICT .





Regarding risks in using ICT in education Mr. Fredriksson mentioned: superficial work

instead of depth; information overload; the copy-and-paste problem; students are

easily distracted when working with ICT; the focus is less centred on students’ oral

and writing skills, as well as the risk of an intensively increased workload for both

teachers and students.





It is important for schools to invest in hardware; the schools must be well-equipped.

If teachers are supposed to work with ICT on a daily basis, full access to computers

at all times should be provided, personal computers as well if possible.





Regarding investment in software on the other hand: quality software must be

provided to schools; the software must be “curriculum compatible”; teachers should

be taught how to use the available software; investment in people and staff

development is crucial; school management also need suitable ICT knowledge to

ease team work for teachers.





As a part of the ICT policy recommendations, the national teachers’ trade unions

should also develop policy recommendations in areas such as: working conditions,

career opportunities; intellectual property; teachers’ professional development. The

trade unions have to continuously support and encourage discussions on ICT use in

education issues.





In general, the recommendations or policy actions towards school owners and

national/regional governments should be in the following areas:

 Education, in-service training, professional development





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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







 Head teachers encourage the use of ICT, but with room for variation

 Teachers with responsibility for ICT issues, technical support

 Teachers must have access to ICT

 Development of software

 Research





The recommendations to the European teachers’ trade unions’ policy actions in the

field of ICT are:

 Support countries efforts to provide professional development

 Support countries to provide access to ICT in schools

 Support information exchange, partnership, networks

 Support research





5.3. Teachers’ perspective on the use of ICT in education





Mrs. Elsebeth Sørensen took the floor to explain the researchers’ vision on an

innovative use of ICT in relation to teachers.





The aim of the presentation was to give a conceptual model of pedagogical quality

for thinking about teaching and learning in the 21st century. Mrs. Sørensen gave the

analytical perspectives on innovation and quality for learning. The keywords of

quality are firstly ‘learning to learn’, collaboration,

digital literacy and lifelong learning.





Even though a lot has changed in the ICT area over

the last decade, teacher education remains in a

status quo, and therefore faces big challenges.

Teachers must take account of what much research

has already concluded: that students learn most

Elsebeth Sorensen, ELFE project expert efficiently while further building on pre-existing

knowledge, using active learning, and learning with understanding. Teachers should

base their teaching methods and practices on research, and let themselves be

influenced by the advancing technologies.









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







The ELFE project confirms that we have still not seen the real change in practice and

innovation of teaching and learning methodologies.





To finish her presentation, Mrs. Sørensen stressed that there is no doubt that

teachers are the key actors, in designing the learning process. The appropriate role

of new technology depends on the individual teacher’s perception regarding the

goals of education. The task of the teacher is to use the ICT technology by making

conscious choices between theory and information.







6. REPORTING FROM THE SECOND DAY WORKING GROUPS





On the second Conference day, the participants split into four working groups again,

in order to discuss the ICT draft policy recommendations presented by ELFE Steering

Committee member Ulf Fredriksson. The policy paper is to be adopted by the ETUCE

Executive Board as the first official ICT policy recommendations for EU decision-

making bodies and national teachers´ trade unions.



6.1. Report from the anglophone group in room F





This group was chaired by Mr. Peter McLoughlin with Mr. Patrick Arendt as

rapporteur. The group was supposed to discuss the draft policy paper regarding

arguments for using ICT in education. Instead the group discussed questions 3 and









F Working group, Chair person Mr. Peter McLoughlin







4 regarding issues in relation to implementing the use of ICT in schools.





The group highlighted the necessity of taking a strategic approach in planning to

achieve coherence and consistency in the implementation of ICT in schools.





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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







Regarding the assessment of teachers, the group suggested that on top of

evaluating how teachers live up to the requirements, the impact ICT have on work

enjoyment, health, and welfare of teachers should also be taken into account. The

group equally pointed out that training and curriculum planning should be provided

for teachers.





Teachers should me more included in the development of adequate software for

ICT., and their pedagogical skills’ should be adapted to the use of ICT. The group

also raised awareness on the equality issue, e.g. the use of ICT when working with

children with “challenging behaviour” has to be looked more into.





The working group stated that in general schools and countries have different needs

regarding the use of ICT. Nevertheless, schools in Europe should be communicating

morein order to share pedagogical practices and interest in the field.



6.2. Report from the anglophone group in room E





This working group was chaired by Mr. Roar Grottvig, member of the ELFE Steering

Committee and had Mrs. Barbara Kaluska from the Polish ZNP as rapporteur. The

group discussed issues to deal with when implementing ICT in education.





The group firstly underlined how important is to define teachers’ role in the use of

ICT in schools. Nevertheless, they agreed that full independence of schools is nor

possible nor wished. A positive first step towards good implementation of ICT in

education could be the different role of teachers in the different education sectors.





The group finds that digital literacy must be integrated in all subjects in schools. ICT

is not a subject for itself, but a tool accompanying the teaching process. The

curriculum should be redefined in order to focus not only on competences But also

on subjects.





Regarding the question of which issues are of primary importance for using ICT

successfully, the group underlined the in-service training. Teachers should not only

obtain the necessary skills to use a computer, they must also be trained in a way









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







which is pedagogically relevant. Hence, the use of ICT in a pedagogical way is the

most important issue for teachers.







6.3. Report from the anglophone group in room M1





This group was chaired by Mr. Hans Laugesen, ELFE project coordinator, and as

rapporteur was Mrs. Josephine Mifsud from the MUT, Malta. The participants had to

discuss whether or not they agree with a list of recommendations from teachers’

unions to school management and to national and regional governments, as it is

presented in the draft policy paper.





The group agreed with many of the statements and suggested amendments towards

others. In-service training and professional development should be available not only

for all teachers as well as pre-school teachers. The group underlined that it is









Mrs. Barbara Kaluska, rapporteur group E and Mrs. Josephine Mifsud, rapoorteur group M1

important to provide technical help for every school, in order to give teachers the

possibility to continue their teaching with a pedagogical base.









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









Some members in the working group recommended that privately funded ICT

equipment in schools should be included in the funding scheme of ICT initiatives, but

other participants argued that ICT in schools is a public issue and should be funded

by public means. It was agreed that if private sector actors are supporting schools

with ICT tools, there should be a kind of protocol to control their influence. Teachers’

access to computers is fundamentally important. Some ICT ‘laboratories’ are not

enough to ensure efficient use of ICT by teachers. The group agreed that every

teacher should be given a personal computer.









Teacher’s evaluation of hardware and software available in schools is very important.

The working group suggested that teachers are given the opportunity to contribute

to the development of software, which they should get some kind of recognition for

doing. The group suggested that the use of software should be adapted and relevant

to the curriculum and to particular students’ needs.

Supplement recommendations regarding the screening of Internet pages were

discussed. Questions were raised whether students should be protected from the

‘real world’ or not. The conclusion of the group was that students should be able to

look at all web pages and decide about their suitability themselves, in order to

develop the ability to select information critically.







6.4. Report from the francophone group





The francophone working group was chaired by Mr. Frederik Camel and had Mr.

Michel Desmedt as rapporteur. The group was discussing the ETUCE ICT draft policy

recommendations to the EU.









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









Francophone working group, Chair person Mr. Frederik Camel





Firstly statement recommended the European Union to take all the necessary

initiatives to support member countries in their efforts to provide all teachers and

education personnel with adequate training in the use of ICT, as promised in the

Presidency conclusions from the Lisbon European Council.





The working group amended the statement as follows :

“The European Union must urge member countries to reinforce their contributions in

equipment and maintenance to provide access to the internet for all schools in a

sustainable way.” The request for this amendment is justified by the will to fight

against the « digital divide ».





The third recommendation suggested that the European Union in different ways can

support information interchanges between schools, teachers and pupils exchanges,

and networks and partnerships between schools in different countries.





The francophone working group amended the statement as follows:

“The European Union must in different ways encourage and support information

interchange between schools, exchanges of teachers and pupils and the build-up of

partnerships and networks between schools in different countries, for the emergence

of a European citizenship clearly rejecting racism and xenophobia.”









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









Mr. Patrick Arendt, rapporteur Group E and Mr. Michel Desmedt, rapporteur Group M





A few other remarks were added to the document. The working group finds the role

given to the head of school too important on behalf of the “national, regional and

local authorities”, which should also be considered. The document insists several

times on the fact that ICT can only be a tool and never an aim as such. The group

finds that this is contradictory with the description on page 32 of ICT as a means. In

order to avoid the risk of the « digital divide», the working group suggested that the

text should consistently insist on the need of providing all schools with good quality

equipment.









7. CONCLUSIONS



7.1. Summary of the reporting from the working groups





Mr. Ulf Fredriksson, ELFE pedagogical expert, summarised the comments and

suggestions to amendments to the ICT policy recommendations, that the working

group.





The ELFE expert underlined that as several different countries took part in the

project, accordingly several different situations and ways to do things exist. The

public/private/local influence on and responsibility for education in the different

countries is equally dissimilar. Teachers’ role must be changed. Students should work

more independently, and teachers should still teach them how to do it.









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







Mr. Fredriksson concluded that teachers do not like commercial software systems.

However, this situation will be difficult to change. Teachers should still be able to

present an alternative and develop software adapted to the needs of the school.





The EU should push European Governments to supply better and more ICT

equipment in schools, and to monitor the maintenance of ICT in schools, by creating

operational indicators. Teachers should always receive training and in-service

education in relation to ICT.





Finally, the important role of teachers must be underlined in the ICT policy

recommendations.









7.2. Closing remarks





Martin Rømer, ETUCE General Secretary closed the conference by thanking the

participants, the Steering Committee and the ETUCE staff for their contribution to the

ELFE project. He stated that even though only 15 schools took part in the ELFE

project, many findings were made. A list of good examples and recommendations

will be submitted to the EU. He further underlined that in preparing the ICT policy

recommendations paper, it was a wish to work in close cooperation with national

trade unions’. Teachers should remain an important part of developing policies for

the use of ICT in education.





Mr. Rømer explained the further process regarding the implementation of the ICT

draft policy recommendation. When all the suggested amendments and comments

aired during the conference have been introduced to the document, the ICT policy

recommendations will be submitted to the ETUCE Council, 6-7 December 2005, for

approval, after which it will be send to the European Commission.





Although the first ELFE project has come to an end, this does not mean that ETUCE’s

work on ICT will cease. A new proposition for an ELFE II project, involving three

Eastern European countries and three Western European countries has been

submitted to the European Commission. The results of the selection procedure will

be available during the spring 2006.







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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









8. ANNEXES







8.1. Presentation by Hans Laugesen, ELFE Project Coordinator







2nd ELFE Conference, CPH, 21.-22.11.05









The ELFE project







Hans Laugesen

ELFE project coordinator

Educational Policy officer and

International Secretary in GL, Denmark

21.11.2005

H Laugesen



1









Why ELFE?





 A lot of money is spend on ICT in Schools

2nd ELFE Conference, CPH, 21.-22.11.05









 High expectations of what ICT can achieve

 Do the students learn more?

 Technical problems or lack of ICT-training

of teachers is often used as an excuse

 Do we know how to use ICT pedagogically

to optimise the learning process?

 Need for exchange of good practices

 Too often, only the frontrunners are

21.11.2005 involved in the exchange of experiences

H Laugesen



2









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









Purpose of ELFE









2nd ELFE Conference, CPH, 21.-22.11.05

 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

21.11.2005

H Laugesen



3









Pedagogical questions







 Promoting relevance, meaningfulness and

2nd ELFE Conference, CPH, 21.-22.11.05









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?

21.11.2005  how do we avoid loosing the low performing

H Laugesen

students?

4









ELFE structure

2nd ELFE Conference, CPH, 21.-22.11.05









ELFE

Exchange of experience

Study transfer to other schools

create European debate on pedagogical use of ICT



Main activities Partners

Go and study visits (15 schools) ETUCE

ELFE website 5 Teachers' Unions (D,DK,E,N,P)

2 conferences Pedagogical Experts





Chief Rapporteur Political Approach

a critical friend Pedagogical questions and observations

Policy debate in Teachers' Unions

Policy suggestions to the Commission

21.11.2005

H Laugesen



5









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE partners







 ETUCE and 5 ETUCE-organisations:









2nd ELFE Conference, CPH, 21.-22.11.05

 GEW, Germany

 FNE, Portugal

 NUT, UK

 GL, Denmark

 Utdanningsforbundet, Norway



 Researchers:

 Ulf Fedriksson, Mid Sweden University

 Gunilla Jedeskog, Linköping Univ., Sweden

 Elsebeth K. Sorensen, Aalborg University, Denmark

21.11.2005  Tjeerd Plomp, Twente Univ., The Netherlands

H Laugesen



6









Target groups and approach





 Target groups:

2nd ELFE Conference, CPH, 21.-22.11.05









 teachers

 teachers’ unions

 researchers

 School visits:

 steering group visit to 3 schools in each 5 countries

 school to school visits (15 schools visited each other)

 Two conferences:

 actors with experience meet (22.-23.11.04)

 teachers’ unions debate ICT-policy proposals (21.-

21.11.2005 22.11.05)

H Laugesen

 Create a Web-based debate at European level

7









Visited Schools





 English ELFE-schools

 Prince Albert Infants & Junior School (Birmingham)

 Hampstead School (Cricklewood, London)

2nd ELFE Conference, CPH, 21.-22.11.05









 Greensward College (Hockley, Essex)

 Danish ELFE-schools

 Langkaer Gymnasium (Århus, Århus County)

 Middelfart Gymnasium (Middelfart, Funen County)

 Kalbyrisskolen (a primary and lower secondary school in Næstved)

 German ELFE-schools

 Hans-Böckler Berufskolleg (Marl)

 Pestalozzi Grundschule (Marl)

 Max-Plank Gymnasium (Duisburg)

 Norwegian ELFE-schools

 Hitra videregående skole (Sør-Trøndelag County)

 Saltdal videregående skole (Saltdal Municipality)

 Steigen sentralskole (Steigen Municipality)

 Portuguese ELFE-schools

21.11.2005  EBI Vasco da Gama (Lisbon)

H Laugesen

 Escola Secundária Santa Maria Maior (Viana do Castelo)

8  EB 23 Carapinheira









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









School to school visits









2nd ELFE Conference, CPH, 21.-22.11.05

 Each of the 15 ELFE-schools went once and

got a visit once

 Each school could send 2 persons

 Visits took place March-Oct. 2005

 Planned as 4 days/3 nights visits

 Reports from the school to school visits





21.11.2005

H Laugesen



9









ELFE web-site







 Information on ELFE

2nd ELFE Conference, CPH, 21.-22.11.05









 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

21.11.2005

H Laugesen

 Will be kept alive after the project period…

10









www.ELFE-eu.net

2nd ELFE Conference, CPH, 21.-22.11.05









21.11.2005

H Laugesen



11









33 -

Report of the 2nd European eLearning Forum for Education (ELFE) Conference









Debate-furum at ELFE web-site









2nd ELFE Conference, CPH, 21.-22.11.05









21.11.2005

H Laugesen



12









ICT-policy questions







Do we have recommendations in the end:

2nd ELFE Conference, CPH, 21.-22.11.05









 A draft ETUCE-policy paper will be presented

 Including recommendations to EU and school-owners

 Topics for debate:

 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?

 etc.

21.11.2005

H Laugesen  The ETUCE board will take decision on the

13 policy paper with your amendments in Dec. -05









Group work on ELFE findings





 Select a chair person and a rapporteur

 Room E (ground floor), max 14 prs.: English

2nd ELFE Conference, CPH, 21.-22.11.05









 Questions 1a, 1b, and 2

 Room F (ground floor), max 14 prs.: English

 Questions 3a and 3b

 Room M1 (first floor). max 12 prs.: English

 Question 4

 Room M6 (first floor). max 11 prs.: French

 Questions 5a and 5b

 Auditorium, max 15 prs.: French + English

21.11.2005  Questions 6 and 7

H Laugesen



14









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference







Questions to working groups on the draft

ETUCE policy paper on ICT in Educ. Part 1







Instead of debating the individual arguments, we









2nd ELFE Conference, CPH, 21.-22.11.05

would like you to debate:

SECTIONS 1 AND 2:

 1 - Are we missing any important arguments for

using ICT in education?

 2 - Are we missing any important risks or

opportunities that should be added to the list?

 SECTIONS 3 AND 4

 3 - Are there any important factors that should be

added to the list?

 4 - Which factors do you find of primary

importance to have a successful use of ICT in

21.11.2005 Education?

H Laugesen



15









Questions to working groups on the draft

ETUCE policy paper on ICT in Educ. Part 2







 SECTIONS 5 AND 6

2nd ELFE Conference, CPH, 21.-22.11.05









In section 5.2 we list 11 recommendations from teachers

unions to school management and to national and/or

regional governments. Six major messages are also

summarised in section 6.

 5 - Can you agree with these recommendations?

Do you suggest that we add any additional

recommendations to the list?



Finally, four concrete recommendations to the EU can be

read in the last bullet points in section 6

 6 - Can you agree with these recommendations?

Do you suggest that we add any additional ones?

21.11.2005

H Laugesen



16









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









8.2. Presentation by Tjeerd Plomp, ELFE Project Evaluator







ELFE European e-Learning

Forum for Education –

Conference 21-22 November2005

ELFE



Summary of findings



Tjeerd Plomp

University of Twente

Enschede, the Netherlands



ELFE 051121 1









ELFE Three Aims:

Conference 21-22 November2005









#1: Analyse and share good experiences

and identify good practices in using ICT

in schools – ELFE teams to schools

#2: Study the possibilities of transferring

these good practices to other schools

and countries – school-to-school visits

#3: Create a debate on how a European

policy on e-Learning and use of ICT in

education - conferences

ELFE 051121 2









ELFE This presentation:

Conference 21-22 November2005









- Conceptualization

- School visits

- Selection of schools

- Findings:

1. ICT use and infrastructure

2. Experiences of/in schools

3. School-to-school visits

ELFE 051121 3









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Some general ‘wisdom’









Conference 21-22 November2005

• ICT is means, not goal in itself

• Our society has transformed from an industrial

society into an information or knowledge

society

=> Have consequences for education and for how

schools function and teachers teach

• In 21st century our perception of what is ‘good’

education has to change – this pertains to all

components of the teaching-learning (T/L)

process

ELFE 051121 4









ELFE Components of the

Teaching/Learning process

Conference 21-22 November2005









•Rationale/vision •Materials & resources

•Aims-objectives •Grouping

•Content •Location

•Learning activities •Time

•Teacher role •Assessment



Metaphor of spiderweb: it is as strong as its

weakest axe!

ELFE 051121 5









Learning:

interaction between actors and goals of education



e n t and p l a

ge m c on n ni n

n a a c h i n g and

ma c o su

lt

g

aims in

content g

learning

student teacher

process

materials

& infra

structure





ELFE 051121 6









37 -

Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Good education for 21st century:

• may mean different things dependent on









Conference 21-22 November2005

context and choices made, e.g.,

– existing goals and content, but

‘innovative’ pedagogy

– new goals and content, with new

pedagogy (e.g. ‘non-traditional’ grouping,

location, time and/or assessment)

– ICT as instrument in realizing changes

Important:

change is a PROCESS not an EVENT

ELFE 051121 7









Possible shifts in pedagogy

(adapted from Kozma et al., 1999)



Less More

School Isolated from society Integrated in society

Most information on school Information openly

functioning confidential available

Teacher Initiator of instruction Helps students find

appropriate instruct path

Whole class teaching Guides students’

independent learning

Evaluates student Helps student to evaluate

own progress

Places low emphasis on Places high emphasis on

communication skills 051121

ELFE

communication skills 8









Possible shifts in pedagogy (contd)

(adapted from Kozma et al., 1999)



Less More

Student Mostly passive More active

Learns at school Learns also outside

school

Hardly any teamwork Much teamwork



Takes questions from Asks questions OR

books or teachers generates them (projects)

Learns answers to Finds answers to

questions questions

Learning Emphasis on Emphasis on productive

outcomes reproductive skills skills

ELFE 051121 9









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Good education for 21st century:









Conference 21-22 November2005

A good balance between what is

traditionally valued and what is needed

in an information society.

as stated - it may mean different things in

different schools and in different

countries, dependent on context and

choices made.

But we believe that using ICT is key in

realizing changes

ELFE 051121 10









ELFE Criteria for selecting schools

General:

Conference 21-22 November2005









- ‘normal’ schools, i.e. no specific ICT

projects

- Mixture of primary & secondary schools

Specific:

- ICT use aimed at pedagogical

innovation – new methods and/or new

goals

- ICT intensively used in teaching-

learning in school as a whole

ELFE 051121 11









ELFE Implications for project

Conference 21-22 November2005









Great variation in 15 schools selected:

- in pedagogical approaches and in ICT

applications

- in degree of dissemination and use of

ICT,

BUT:

- all school have policy aimed at

integrating ICT in teaching & learning

See Summary – Table on p.3

ELFE 051121 12









39 -

Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Implications for project









Conference 21-22 November2005

The small number of schools does not

allow for any statistical generalisation

But:

the analysis of the cases form a rich

input for discussions, reflections and

recommendations on use of ICT in

education recommendations.





ELFE 051121 13









ELFE Approach for school visits

Conference 21-22 November2005









AIM #1: identify good experiences and

good practices in using ICT in schools

Data collection and reporting structured

according to two perspectives:

1. ICT use and infrastructure

2. Experiences of/in schools

Each perspective elaborated in a a number

of analysis questions.

ELFE 051121 14









ELFE Approach for school visits

ELFE team visited schools for 1 day

Conference 21-22 November2005









Interviews with:

- Principal

- Innovative teachers and ICT coordinator

- ‘other’ teachers

- Students

Questionnaires to Principal and ICT

coordinator

(adapted from IEA SITES-M2 study)

ELFE 051121 15









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Approach for school visits









Conference 21-22 November2005

Data collection and reporting structured

according to analysis questions.

Per school:

- Narrative report: for use by school and

to be placed on ELFE website

- Structured data report: for cross-case

analysis



ELFE 051121 16









ELFE Findings – ICT use & infrastructure

Conference 21-22 November2005









Important educational goals for using ICT:

(i) to develop students’ independence and

responsibility for own learning

(ii) to promote active learning strategies

(individualizing, projects, etc)

(iii) to improve student achievement

(iv) to prepare students for future jobs.

school leaders: good balance between what is

traditionally valued and what is considered

important in the 21st century

ELFE 051121 17









ELFE Findings – ICT use & infrastructure

ICT related policies:

Conference 21-22 November2005









- Students can access external databases via

WWW

- Majority of schools: teachers and students can

email via school

- Many schools relieved teaching load for few

teachers to support colleagues (10/14)

- Most schools address issue of norms and

values in using Internet/WWW (12/14)

Only 8/14 schools have written policy!

ELFE 051121 18









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Findings – ICT use & infrastructure

Hardware









Conference 21-22 November2005

- Most schools stud:comp ratio experienced as problem!

ELFE 051121 29









ELFE Findings – Experiences of schools:

Teachers’ perspective

Conference 21-22 November2005









Important to realise:

Integration of ICT in T/L combined with

adapting to needs of 21st century (new

competencies) is complex,

multidimensional change:

- change in materials

- change in pedagogical methods

- change in beliefs of what is good

education

ELFE 051121 30









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Findings – Experiences of schools:

Teachers’ perspective









Conference 21-22 November2005

Vision on teaching and learning:

- teachers clearly support 21st century

goals (such as acquire 'productive' skills,

problem solving skills, independent learning

skills and/or skills for life long learning such

as information handling, collaboration and

communication skills)

- where management & communication

platforms are used ICT also used to

enhance teaching (e.g. less admin

tasks)

ELFE 051121 31









ELFE Findings – Experiences of schools:

Teachers’ perspective

Conference 21-22 November2005









Approaches to teaching and learning –

one scenario emerges:

project-based learning: small groups or

indiv tasks with teachers in role of

facilitator:

- ICT provides studs with access to a variety

of resources (via Internet &WWW).

- often multidisciplinary projects in which

teachers of various subjects are

collaborating in supporting and coaching

ELFE 051121 32









ELFE Findings – Experiences of schools:

Teachers’ perspective

Conference 21-22 November2005









Approaches to teaching and learning –

project-based learning scenario :

- students are ‘challenged’ to develop and/or

apply new skills, such as

information handling – problem solving -

collaboration, communication & presentation

skills



ELFE 051121 33









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Findings – Experiences of schools:

Teachers’ perspective









Conference 21-22 November2005

Approaches to teaching and learning

project-based learning – a observations:

- Teachers using ‘platforms’ consider these

indispensable!

- in some countries this approach part of natl

policy – but ELFE teachers convinced!

Some warnings by students:

- Teacher is ‘not as rich’ in comp room

- Tchers assume studs can work in projects

ELFE 051121 34









ELFE Findings – Experiences of schools:

Teachers’ perspective

Conference 21-22 November2005









Perception of impact of ICT

(i) students are better motivated, having

increased self-esteem and developing

new competences

(ii) in some cases better learning results are

mentioned (often impressions)

(iii) the more open relationships with

students is much appreciated, and

(iv) teachers experience the collaboration

with other teachers as enriching.

ELFE 051121 35









ELFE Findings – Experiences of schools:

Teachers’ perspective

Conference 21-22 November2005









Perception of impact of ICT

- Warning: students who cannot organize

themselves have problems with project-

based learning – need extra attention!

- in many schools: teachers mention lack of

interest or even disagreement of number

of colleagues

- gender issue: ‘technology not for women’?



ELFE 051121 36









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ELFE Findings – Experiences of schools:

Students’ perspective









Conference 21-22 November2005

Students say that they do the following:

- collaborative learning (projects) with ICT

- communication (with teachers, sometimes

with peers in other countries)

- use WWW for searching information

- sometimes: teach teachers and help peers

Students like using ICT and have no

problems working with it

ELFE 051121 37









ELFE Findings – Experiences of schools:

Students’ perspective

Conference 21-22 November2005









Some concerns:

- Students in one school: evaluation of own

work when working in small groups!

Some principals and teachers about studs:

- Students copy from websites and each other

- Skills to evaluate quality of web-based

materials have to be developed

- Students tend to forget other (non-ICT)

learning resources

ELFE 051121 38









ELFE Findings – Experiences of schools:

Students’ problems

Conference 21-22 November2005









on ICT skills:

- Introduction to computers and

(complicated) software only at beginning

of school year is not enough!

- Keyboard skills lacking

- Differences in ICT skills may frustrate

collaboration in projects



ELFE 051121 39









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ELFE Findings – Experiences of schools:

Students’ problems









Conference 21-22 November2005

on motivation and methods:

- Too much ICT may become boring – mixed

methods preferred (UK school)

- Methods of working on ICT-related task too

prescribed (PT school)

BUT dominant feature: students like working

with ICT!



ELFE 051121 40









ELFE Findings – Experiences of schools:

Students’ problems

Conference 21-22 November2005









on infrastructure:

- In some schools: wish to have more

computers and copies of software

- In some schools: computers old and

system slow

General: schools may have problems to

keep infrastructure up-to-date, whilst

many students have at home newest

equipment

ELFE 051121 41









ELFE Findings – Experiences of schools:

Influencing factors

Conference 21-22 November2005









Already mentioned:

- Good infrastructure

- Support for teachers (technical,

pedagogical)

- Staff development: policy + facilities (e.g.

time for external course, site visits, etc)





ELFE 051121 42









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ELFE Findings – Experiences of schools:

Influencing factors









Conference 21-22 November2005

Further:

- Clear vision, policy and strategy of what

school want to accomplish

- Supportive leadership in school

- Monitoring the processes of change

- ICT becoming part of school’s culture





ELFE 051121 43









ELFE Findings – Experiences of schools:

Influencing factors

Conference 21-22 November2005









ICT becoming part of school’s culture

- not fully realized in all schools

BUT esp in schools with learning

management & communication platforms

ICT has contributed to new school

culture and to school development

e.g. other communication patterns, other

relationships between teachers, and

teachers and students.

ELFE 051121 44









ELFE Findings – Experiences of schools:

Influencing factors

Conference 21-22 November2005









External factors:

- national, regional and/or local policies and

support (financial, facilities)

- parents and (in some cases) local

communities supportive- although not

always clear how this goes beyond ‘liking

and welcoming’ developments

- BUT vocational schools much support from

local business and industry (NW & GM)

ELFE 051121 45









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









ELFE Findings – Experiences of schools:

Sustainability









Conference 21-22 November2005

Developments in all schools are sustainable:

- intensive use of ICT for teaching and

learning is accepted in the school and

has a fixed position in it;

- whilst there are no outside obstacles for

keeping this situation alive.



Although some concerns in some schools

ELFE 051121 46









ELFE Findings – Experiences of schools:

Sustainability

Conference 21-22 November2005









Some concerns mentioned:

- Part of teachers has ‘not for me’ attitude

- Sufficient freedom in developing

innovative pedagogy centralizes systems?

- Sufficient structural budgets to update and

expand infrastructure?

- Not only for hardware/software, but also to

develop proper support structure



ELFE 051121 47









ELFE Aim #2: transferring good practices

to other schools and countries

Conference 21-22 November2005









Method: school-to-school visits (2 teachers)

- Good first step in disseminating good

practices, but too soon to observe

effects

- Visits illuminating for most schools:

- Could see other policies and practices

- Could value own position – often not

only different, but also ‘better’ on certain

aspects.

ELFE 051121 48









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Aim #2: transferring good practices

ELFE to other schools and countries:

a few observations









Conference 21-22 November2005

from countries with centralized education

system:

- EN teachers in NW:

“pupils greater independence from teachers,

and teachers greater independence from

national curriculum: it can work!”

- PT teachers: centralized education system

limits developing flexible and

multidisciplinary T/L environments

ELFE 051121 49









Aim #2: transferring good practices

ELFE to other schools and countries:

a few observations

Conference 21-22 November2005









- Importance of schools having a policy and

strategic plan to guide educational

renewal and utilization of ICT

- With good technical and pedagogical

support teachers can indeed focus on

their core task: teaching utilizing ICT

Also: admiration and contradictions



ELFE 051121 50









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8.3. Presentation by Elsebeth Sorensen, ELFE Project Pedagogical Expert









Teachers and Innovative Use

of ICT

A Marriage Searching for Quality



Elsebeth K. Sorensen

Denmark (eks@hum.aau.dk)

Aalborg University, Denmark (eks@hum.aau.dk)

(eks@hum.aau.dk)

Gunilla Jedeskog

Gunilla

Linkö (gunje@ibv.liu.se)

Linköping University, Sweden (gunje@ibv.liu.se)

Linköping University, (gunje@ibv.liu.se)

Daithí Murchú

Daithí Ó Murchú

Gaelscoil Doghair, Learning/e-Tutoring,

Gaelscoil Ó Doghair, Innovative e-Learning/e-Tutoring, Hibernia College, Ireland

e-Learning/e-Tutoring, College, Ireland

omurchu.ias@eircom.net)

(omurchu.ias@eircom.net)

(omurchu.ias@eircom.net)









Outline

paper:

Aim of paper: A conceptual model of pedagogical quality



for thinking about teaching and learning in the 21st century

• Analytical perspectives on innovation and quality

– Keywords of quality in general practice

– Perspectives of implementation

– Teacher education

– General practice and trends

• A conceptual model......

– Learning in the horizon of teaching

– Quality in learning and teaching

– The model...

• Synthesis

– Teachers

– Time

– Questions for reflection









Analytical Perspectives on

Innovation and Quality









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Keywords of quality

• Learning to learn

• Collaboration (knowledge building)

• Team teaching & learning

Team

• Learning communities

• Digital literacy

Digital

• Lifelong learning









Perspectives of implementation

McQuillan,

(House & McQuillan, 1998)



• 3 different perspectives:



(top-

– Technological (top-down)

(top-down)

• Initiated from actors outside schools

– Political (?)

• Some level of negotiations with teachers

(bottom-

– Cultural (bottom-up)

(bottom-up)

• Teachers perspectives in focus









Looking to the past - an example

from the US

(Becker, 1998)



• 1982: to have pupils program computers using BASIC.

1982:

computer”

– “It is the language that comes with your computer”.

“It computer”.

• 1984: to have pupils program in Logo.

1984:

program”

– “Teach pupils to think, not just program”.

“Teach program”.

• 1986: to use “integrated” drill-and-practice systems.

1986: integrated” drill-and-practice

“integrated” drill- and-

on

– “Use networked systems that individualise instruction and focus on

“Use

scores”

increasing test scores”.

scores”.

• 1988: to do word-processing.

1988: word-

word-processing.

do”

– “Use computers as tools, like adults do”.

“Use do”.

• 1990: to use curriculum-specific tools such as history databases and

1990: curriculum-

curriculum-specific

science simulators and data acquisition probes.

curriculum”

– “Integrate the computers with the existing curriculum”.

“Integrate curriculum”.

• 1992: to do multimedia hypertext programming.

– “Change the curriculum – pupils learn best by creating products for an

“Change

audience”

audience”.

audience”.

• 1994: electronic-

1994: to use electronic-mail.

electronic-mail.

world”

– “Let students be part of the real world”.

“Let world”.

• students’ world-

1996: to publish students’ work to a world-wide audience via www.

world-wide









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Teacher education: Status quo

& challenges



• Education for the future - and the future is NOW!



If we wish to provide our students with a quality education, as previously defined,

we must consider more than mere transmission of information and facts. We must

learning;

take account of what the educational research tells us about learning; namely that

learning;

pre-

students learn best by: building on pre-existing knowledge; active learning;

pre-existing

learning with understanding; and adopting a metacognitive approach

Hollingworth,

(Hollingworth, 2002).

(Hollingworth,





• As the pace of change increases the more important it will become to ensure that

become

teachers and students acquire a breadth of thinking skills and attitudes to keep

Jedeskog, Murchú 2005).

pace with innovations and developments (Sorensen, Jedeskog, Ó Murchú, 2005).

developments Murchú,









Teacher education: Status quo

& challenges



• How advances in technology might influence teaching and

learning must be of special importance to all teachers and

learners. (...) teachers need to reflect carefully and

practices,

professionally on their teaching practices, preferably with the

teaching

benefit of a conception of teaching and learning well informed

by educational research.



• Remember we are preparing students for the society which

does not, as yet exist !









General practice & trends

• Innovation and collaboration as a result of implementation of

ICT are not frequent

– student-

student-student collaboration

student-student

– student-

student-teacher collaboration

student-teacher

– teaching-

innovative teaching-learning methodology

teaching-learning

– and change of roles and power structures between teachers and

learners

• The Elfe project in general confirms this, also from the

teachers’

teachers’ perspective:

– integration of ICT had not led to a real change in practice and

innovation in teaching and learning methodology

teacher-

– or to alterations of teacher authority, teacher-student roles and

teacher-student

power relationships within the learning processes.









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Report of the 2nd European eLearning Forum for Education (ELFE) Conference









A conceptual model of pedagogical

quality for thinking about teaching

and learning in the 21st century









A double value

• A conceptual pedagogical model for

teachers’

understanding and cultivating teachers’ learning

students’

as well as students’ learning (as the same

criteria of meaningful learning apply)



• A mutual learning process in a shared endeavor



• In a blended environment









Learning in the horizon of

teaching

• We are social beings. Far from being trivially true, this

beings.

fact is a central aspect of learning.



• Knowing is a matter of participating in the pursuit of such

enterprises, that is, of active engagement in the world.



• Meaning – our ability to experience the world and our

engagement with it as meaningful – is ultimately what

learning is to produce.



• Practice – a way of talking about the shared historical

and social resources, frameworks, and perspectives that

can sustain mutual engagement in action.









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Quality:

Genuine learning through collaboration

and dialogue

• Genuine learning is individual, • Collaborative learning is a

but stimulated collaboratively; powerful but at the same a

fragile process

• It is situationally unpredictable;

• It has an extension in time and • Collaboration creates a

can never be fully finished; positive commitment that

motivates participation and

• It creates existential drives the learning process

commitment (with an element

of risk) as it has to do with the

meaning of life; • Collaboration engages the

Collaboration

participants in learning.

• It is authentic learning;

Both emphasize learning as an individual and a social phenomenon

efforts, stimulated

Both argue for shared, collaborative and democratic learning efforts, stimulated

through participation, engagement, motivation, and ownership.









“Bildung” with ICT - through

“Bildung”

collaboration and dialogue



• Developing global democratic values and attitudes:

attitudes:

– A critical mind

– Ability to listen

– other’

Ability to consider and/or incorporate other’s views

other’s





• Practicing qualifications of modern work life:

– Ability to collaborate and teamwork

– Ability to practice knowledge building and sharing

– Ability to learn continuously (learning to learn)









The power of collaborative learning





• A social, collaborative phenomenon taking

”negotiation meaning”

place through ”negotiation of meaning”

Wenger,

(Wenger, 1998) in the interplay between

(Wenger,

reflection and interaction/dialogue



• A social phenomenon happening when

knowledge has been applied in critical

dialogue with others









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Instantaneous Web

practical Search simulations

experience

with course







Research

Papers



The

Course Collaborative

readings Dialogue space









The

Collaborative

Dialogue space



Multi-media

based resources









Research

Papers

Personal

Knowledge

and

Web experience

Search



Previous

dialogue





The MMD Model - A Collaborative Dialogue Space (Sorensen & Ó Murchú, 2005)

Murchú









Features of learning quality

• Awareness: We cannot design learning - only (V)LEs of

(V)LEs

good pedagogic quality



• The collaborative pedagogy - POPP

– Problem-

Problem-orientation

Problem-orientation

– Transparency

– Cross-

Cross-disciplinary

Cross-disciplinary

– Collaboration/interaction (shared construction of meaning,

mutual engagement)

– Quality (knowledge building process)

– self-

self-reflection, meta-

Reflection, self-reflection, meta-reflection

meta-reflection

– Creativity

– Improvisation

– non-

Democratic non-authoritarian process

non-authoritarian

– teacher-

Dynamic teacher-student role

teacher-student

– Student-centeredness, participant-driven:

Student-centeredness, participant-

Student- participant-driven

• Initiative, motivation, leadership









Synthesis









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The teacher as the key



• The appropriate role of technology depends on the

designer’ s/teacher’

individual educational designer’s/teacher’s views and

designer’s/teacher’s

perception of the goals of education



• A conscious choice



• Time









“Time” is an issue

“Time”

Fullan,

(Fullan, 2001)

(Fullan,



• Three stages:



Initiation:

– Initiation:

• Being informed

– Implementation (change):

• Fear, risk, etc.

• Pedagogical imagination

• Competence

– Institutionalization









A set of questions for reflection

• Learning - the ultimate goal of teaching?

• Dialogue/collaboration?

• The role of the teacher/student?

• Incitement - a result of authenticity?

• Meta-

Meta-learning?

Meta-learning?

• Methodology?

• teachers’

How to balance student initiatives and teachers’

need to control?

• Imagining appropriate assessment models?

• How to use ICT to foster collaboration?









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8.4. Conference programme







2nd European eLearning Forum

for Education (ELFE) Conference





'ICT in education - new teaching and learning options, new teaching and

learning workloads'



Copenhagen, 21-22 November 2005





Agenda



Monday 21 November



9.30-10.00 Registration /Coffee



10.00-10.20 ICT in Education – its relevance for ETUCE

By Martin Rømer, ETUCE General Secretary



10.20-10.45 European overview of tendencies in the use of ICT in

Education

By Eileen Brennan Freeman, Senior Researcher at

CRITE – Centre for Research in IT in Education, Trinity

College, Ireland.



10.45 – 11.45 ICT in education: issues for school and teacher development

By Professor Deryn M. Watson, Professor of

Information Technologies and Education, King's

College London



11.45 – 12.10 ELFE-project: aims and approach

By Hans Laugesen, ELFE project coordinator



12.10 – 14.00 Lunch



14.00 – 14.40 ELFE findings: analysis of practices and experiences in schools

By Tjeerd Plomp, ELFE project evaluator



14.40 – 15.50 Debate in working groups on the topics identified from the

findings:

- Can we use the findings in other schools?

- Are there important aspects from the use of ICT in schools

we have not touched upon in the ELFE findings?



15.50 - 16.20 Coffee break









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16.20 – 17.00 Reports from working groups



Tuesday 22 November



9.00 - 10.00 ICT in education: a pedagogical challenge that changes the

working methods and the work load for students and teachers.

A Danish example.

By Claus Gregersen, Senior upper secondary school

teacher and former ministerial inspector and advisor on

ICT in education in upper secondary schools



10.00 - 10.30 Presentation of draft ETUCE policy paper on ICT in Education

By Hans Laugesen, ELFE project coordinator and Ulf

Fredriksson, ELFE pedagogical expert



10.30 – 11.00 Coffee



11.00 - 12.30 Working groups on the drafted teachers unions’ policy a paper

on ICT in education



12.30 – 13.40 Lunch



13.40 – 14.20 School-to-school visits: a teachers’ perspective,

By Elsebeth Sorensen and Gunilla Jedeskog, ELFE

project pedagogical experts



14.20 – 14.45 Coffee



14.45 – 15.30 Reports from working groups: suggested revisions



15.30 – 15.45 Summing up the comments and suggested revision

By Hans Laugesen, ELFE project coordinator and Ulf

Fredriksson, ELFE pedagogical expert



15.45 – 16.00 The further process regarding the ETUCE policy paper on ICT

in Education

By Martin Rømer, ETUCE General Secretary



16.00 Closure of Conference









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8.5. Participants’ list



2nd European eLearning forum

for Education (ELFE) Conference



2ème Conférence du Forum

eLearning européen pour l’éducation (ELFE)



Copenhagen, 21st – 22nd November 2005



Participants list/Liste des participants





Country Name Organisation

Belgium Peter Gregorius COC

Belgium Michel Desmedt CSC Enseignement

Cyprus Ziya Tuzel KTOEOS

Cyprus Nazan Ahmet KTOEOS

Cyprus Kenan Tuncay KTOS

Cyprus Mustafa Ozhur KTOS

Cyprus Joseph Savvides OELMEK

Cyprus Charalambos Charalambous POED

Cyprus Konstantinos Georgiou OLTEK

Czech Republic Antonin Mikes KOK

Czech Republic Robert Zeman CMOS

Denmark Peter Madsen GL

Denmark Elsebeth Sorenson ELFE project expert

Denmark John Illum DLF

Denmark Hans Laugesen ELFE project coordinator

Denmark Claus Gregersen Speaker

Finland Olavi Arra OAJ

France Jean-Luis Biot UNSA

France Fréderic Camel SNEP FSU

France Jean-François Clair SNES

Germany Peter Joeckel GEW

Germany Renate Boese ELFE Steering Committee

Greece Paligiannis Vassileios DOE

Greece Dimitris Georgas OLME

Greece Evagelia Kirmizaki OLME

Hungary Istvan Zambo KPSZ/KPT

Hungary Monika Tokai SEH

Ireland Deirdre Butler IFUT





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Ireland Paddy Healy TUI

Ireland Pat Hurley ASTI

Ireland Eileen Brennan Freeman Centre for Research in IT in

Education

Latvia Rihards Rumnieks LIZDA

Lithuania Irena Usavieine LDF

Lithuania Loreta Kirkickiene LEETU

Luxembourg Claude Ries SNE

Luxembourg Anne-Marie Berny OGBL

Luxembourg Partick Arendt SEW OGB-L

Malta Josephine Mifsud MUT

Netherlands Berend Henfrik Imminga AOB

Netherlands Frank Kuijpers OCNV

Netherlands Tjeerd Plomp ELFE project evaluator

Norway Roar Grottvik ELFE Steering Committee

Poland Elzbieta Leszczynska Solidarnosc

Poland Barbara Kaluska ZNP

Portugal Conceição Nunes SINDEP

Portugal Gabriel Constantino FNE

Portugal Ana Gaspar FENprof

Portugal Paula Borges ELFE Steering Committee

UK Albert McKay SSTA

UK Sonja Hall NASUWT

UK Peter McLoughlin NASUWT

UK Deryn Watson Speaker

UK Karen Robinson ELFE Steering Committee

Slovakia Lubos Martinak ZPSaV NKOS

Slovakia Jan Gasperan OZPSaV

Slovakia Katarina Pavlovikova OZPSaV

Slovenia Sandi Modrijan ESTUS

Spain Juan Luis Favo FECCOO

Spain Asensio Miguel FETE-UGT

Spain Juana Maria Bosca Vidal FETE-UGT

Sweden Ulf Fredriksson ELFE project expert

Sweden Gunilla Jedeskog ELFE project expert

Belgium George Vansweevelt ETUCE

Belgium Martin Romer ETUCE

Belgium Elena Jenaro ETUCE

Belgium Isabelle Vanden Bemden ETUCE

Belgium Iva Obretenova ETUCE







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Belgium Amanda Moller Lutzhoft ETUCE

Belgium Charlotte Cauchie - De Keyster Interpretor

Belgium Dominique Herzet Interpretor









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