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The disappearing computer

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					The disappearing computer
How inspectorates evaluate ICT in education
Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004

Current and future practice

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

ICT becomes invisible…
Technological: No longer just one discrete computer, but many –networked and computerized- devices
Educational: No longer ICT as a discrete subject of evaluation and policy: ICT is everywhere in and outside schools
Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Problem
How does one evaluate „invisible‟, fast moving, multi-perspective, multi-disciplanary developments in a way that…
…is reliable …does justice to reality …stimulates quality development
Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Counting boxes

Large scale quantitative surveys
interaction

Black box

Added value, looking for main effects Case studies, good practice

Box of chocolates

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Counting boxes
DIY: During regular inspections  Counting TOI: Time on ICT  Quantitative surveys


What do you count and what does it mean?  Quality as improved resources

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Black box
Focus on output  Added value of ICT


Many complications: changing curricula, changing intended learning outcomes, changing ICT, ICT as a „container‟  Quality as improved outcomes

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Box of chocolates
My mumma always said: ‘life is like a box of chocolates, you never you what you gonna get’

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Box of chocolates
Case studies  Small scale, thematic, focussed studies


Or: Pandora‟s box, filled with evil and misery?  Quality as improved process understanding

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Some examples
Ofsted: ICT in Schools 2004  HMIE: NOF evaluation 2002  Inspectie van het Onderwijs: ICT in numbers  Cooperation: ERNIST school portraits and P2P


Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Data gathering
Depending on the country  School visits  School support institutions  Local education authorities  School boards  CPD providers  etc
Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Types of information
Primary process: what happens in the classroom  Professional development  School management  School support  Policy issues


Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Types of information (eg Ofsted: ICT in schools)


Facts and figures
“the outcomes have been met in x% of schools”; “the average annual expenditure was ₤11300…”



Findings, recommendations and commentary:
“the purchase of laptops can greatly increase flexibility of teaching”; “move support for broadband from its focus on infrastructure to… the opportunities offered by it”



Examples
“In one specialist art college…”

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Types of standards (eg NL: ICT module)
“The school uses ICT to monitor pupil progress”  “The use of ICT stimulates effective use of time”  “ICT contributes to a stimulating learning environment”

  

The use of ICT is varied and ICT contributes to variation Sufficient software is available Digital resources are „always‟ online

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Chocolates


20 School portraits




England, Northern Ireland, Scotland, Flanders, Austria, The Netherlands Changes for pupils, teachers, organisation, school community

“you never know what you are going to get”  A coherent view of ICT within schools


Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Next steps


Comparative analysis of reports


How do inspecorates report on ICT in terms of
  

Learning and teaching Infrastructure and facilities Management



Peer2Peer: inspectorates exchanging and reviewing evaluation instruments and practice



Goal: a better understanding leading to a shared validated framework

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Peer2Peer strand 3
P2P: present practices  Peer evaluation of practices (England, Scotland, Sweden, France, NL & N-I?)  desinging a validated framework  Guidelines for communication and tools


Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Inspectorates‟ Issues
     

How to get from standards such as: “…including ICT” to well-operationalised standards How to blend the need for general, quantitative, representative data with focussed n=1 data? How to make relevant links between self evaluation and external evaluation? How to reach schools and teachers ? How can inspectorates give meaning to the unexpected? How to deal with disappearing and evolving subjects and objects of evaluation?

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

Some Policy topics


CPD:
 

Workplace learning, peer learning Didactical skills

      

Room in curriculum, room to experiment “sugar lump culture” vs structural funding Balancing between giving room and providing expectations Supporting advanced schools, guiding laggards Looking at advanced ICT tools Designing learning outcomes that are relevant for future generations Linking ICT to relevant curricular areas

Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague

More information
b.vanoel@owinsp.nl
http://www.sici.org.uk http://www.ofsted.gov.uk http://www.hmie.gov.uk http://www.education.gouv.fr http://www.onderwijsinspectie.nl http://schoolportraits.eun.org
Bert Jaap van Oel | The Netherlands Inspectorate of Education | EMINENT 2004 Prague


				
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