Data analysis ID Country ENIS name of the school Realschule Graz- Answer of principal, teacher and ICT admin. There is a mission plan and it mentions ICT. Because many future jobs Webling will be impossible without ICT, we have to reflect about in education. External project Comenius “Intercultural learning through communication with Italy and Sweden. They have been contacted by the Italian school, decision from ICT administrator who is the webmaster. The teacher is responsasible for hw and sw in one computer room. Participation also into propjects of Austrian Bildungs server (http://www.oks.at/) and “Museum on line project http://www.museumonline.at/ . Inside projects transdisciplinar . Support by ICT administrator for ICT projects, financial support from outside (private organizations, banks, ..)but the ICT adminn. Complains the passivity of colleagues. Only the principal has a computer at school, all have a internet connected PC at home. The teacher (35 years old) has had initial teacher training courses on ICT, the principal (52) in service courses and the ICT administrator (who was the initiator cfr ICT how and where) has “self training”. Principal and ICT admini learn through friends and colleagues about new product, th eteacher through the internet. All teach ICT to pupils, ICT admin and teacher see in teaching the use of ICT at school, the p[rincipal also administr. All recognize classes and labs where computer are used mainly. ICT mainly in informatic related topics, but for ICT admin the internet in all topics. Difficult fopr all to measure the benefits!!! Every class room at least 1 computer connected to the internet. Principal more use internet. Necessity more administrative development (this is explizit in questionnaire and in ICT document). Laptopclass as dream. Insufficient repair measures/rewards. 13 Austria yes On the web site homepages of children Volksschule Principal is also ICT admin. + 3 teachers. They say they are ENIS school, but they are not! Outside project supported Ramingstein by the Community, the project is about the village within the framework of http://www.museumonline.at/ . The principal has the pusher role, one teacher involved in the project explains she doesn‟t know which is her role! Two teachers say they don‟t enjoy to work in teams! Only one teacher has computer at home, PC mainly used in computer labs. Principal and a teacher say they have learnt about ICT through self training, one through evening course, and one in initial training (46 years old???), but she also says she can‟t use it well. Two teachers have never taught ICT to their pupils. Only the principal believes that all students benefit form ICT, the teachers one believes that only gifted students can benefit of it, one that administrative, the other teachers. Invasive role of headmaster (see ICT how and where document), but the school is so small… (62 pupils) how could diffusion process happen? ICT more used in 14 Austria no labs, but the classes are also without Internet connection. They don‟t measure benefit of introducing ICT Ges. Vrije Principal, teacher (religion teacher) and ICT admnistrator. The mission of school based on catholic vision. ICT Basischool, Sint- integrated in each domain of curriculum, only a tool also if “unique” Projects outside connected to EUN: ENIS and VS. Amandus Inside projects open to outside school collaboration! (cfr @team). Engagement for low economical children, use of computer at school for children who don‟t have it at home. Dissemination plan on the website. Enjoy to work in team for getting new ideas and the ICT admin. For skills development. Only the principal has a PC dedicated at school, but all of them has a internet PC at home. All of them have learnt through self training and the ICT coordinator is the source for new information on HW and SW. ICT used every where at school, They answer teaching as subject in which ICT is most used for. Importance of ICT for remedial teaching. All students benefit of ICT. Important the answer of Levin for measures “Not yet measurable but we discover some indirect benefits. So a new learning environment is arising. -Young children help each other and their parents, grandparents with ICT. -The motivation of the children is 'huge' when they learn with ICT...”All say they need more funding. Computer corner in each class room and each class has its own library, the PCs given also by parents and school-friends, but leader role of ICT admin who also likes computer assembling. Now the @team involve pupils in computer repair. From the naswer of the principal about his visibility “I thank you for the wishes for 2002. I also wish you a good and healthiness year. First of all „ I must say that my English is not so good. I‟m sorry, but I‟ll try to answer your question : Why I‟m a « connected » principal. My communication strategy seams like a strategy of a manager in a great enterprise. I‟m the leader of a group of 36 teachers and 525 children in a primary school. They are working in two buildings and it is not so evident to make school together. But I‟m a lucky men! I can work together with 2 teachers who have their own responsibility(a sort of assistant directors). The one( Stefan) is working like a didactical, the other( Lieven you know) is our ICT –co-ordinator. Both are free working for 6 hours a week. Stefan created workgroups for several events(just look at the web). For this all my function consists in being a supervisor who delegates and co-ordinates responsibilities. During the month may 2001 we passed an intern audit. The inspectors say in the report that this way 31 Belgium fl yes of working was a fantastical experience with great success.” St Vincentius en Vrij ICT administration work is shared, the teacher is webmaster and writes program for the administration, the ICT admin Handelsinstituut supports the other teachers and is responsible for ICT management and is the admin. Of the network. They have a SVVHI mission statement, but it doesn‟t give a particular role to ICT. Outside project ENIS. The inside project are open to other schools. Each of them quotes a different project: KODAwebsite in participation with other schools; Open learning centre; ICT project primary school. The dissemination strategies don‟t use the web, but conference and so on. All enthusiast of collaborative working, the head teacher for skill development, the teachers for getting new ideas. ICT more used in scientific and informatic courses. The principal and teacher see benefit for all student, the ICTadmin for special needs. Benefit measured through success of Open learning center. Very early introduction of computers because of the characteristic of the school (a commercial secondary school) Strong connection with community, cfr ICT doc. They have an adult learning center and the Company committed to workplace…The principal cannot live without computer…They have subjects –room where there are computers available and “computer classrroms, with one computer for each pupil, connected on intranet and some of them on internet. These computers are renewed every year. Among the things they still need (funding, training..) they put Time! 10 Belgium no Tuse School Answers from deputy head master and a teacher. The ICT admin doesn‟t answer. Interesting responsibilities of the dep. Principal. Mission statement in Danish with attention to ICT. The goals about ICT are related to ICT teachers‟ competences, integration of ICT in curricular topics, school ICT equipment. They have a steering group of teachers for realize these goals.” GOAL No. 1 – Learning plans for all subjects. We must lay down requirements of ICT knowledge for each subject. 1. Danish, Social Science, History, Religion. 2. Math, Physics/Chemistry, Geography, Biology, Science. 3. Art, Textile Design, Domestic Science, Woodwork, Physical Education and sport, Music. 4. English, German, French. We draw up requirements for each subject and for the individual classes/grades or for the three age-levels in which we Normally operate: 0. - 3.class, 4. - 6.class and 7. - 9.class (10.class). The three learning plans will be adjusted ultimo March each year, and the subject´s committees are responsible for this. Goal No.2 - The improvement of the teachers competence at ICT. The level of the teachers EDB knowledge must be improved so that they can meet the demands of the 1st Goal. Course activity starts in 1998/99 and continue according to the goals set. Internal as well as external courses will run. Each team of teachers should be able to cover the described goals in 1999, and in 2001 the individual teacher should be able to cover most goals. Goal No.3 - Equipment and purchases Hardware. The aim is to create a procedure for purchasing and placing of hardware and other equipment. It should be possible to open a “Multimedia café” in connection with the School Library as Service centre.” They are ENIS, but they don‟t quote this. The inside project is also originated from outside, Ministry of education (also Poseidon, cfr website) Their 33 Denmark Yes website is only in Danish and they aim to reach the close community (parents) with their dissemination strategies. About support form outside they just suppose they could ask for money. Exchange with other people is very important for information about HW and SW, it seems that the ICT staff is in charge for this! The teacher wants “Danish good software: the issue of language! Measurements of ICT benefit, interesting answer of the teacher: “We evaluate in the team. The children get a form for written evaluating. We count how many classes, how many children and how many teachers use our computerroom. Wee also count how many projects from the children ICT are used.” Control of heat system through computer: why is this so important? Integration of ICT in curriculum: they quote also humanistish topics like Danish, art… Bornholms Answers from teacher, principal and ICT admin. The ICT admin is also half tiem teacher and inspector:. This school is Amtsgymnasium charge for the coordination of ENIS in Denmark. ENIS is quoted by the ICT coordinator. Also this is a Poseidon school. They also have a Danish ENIS project of 7 danish ENIS. Dissemination through the website. The teacher doesn‟t enjoy working in team, then but for skills development? Measure of benefit confused with measure of use (answer of ICT admnistrator: How is the benefit of ICT measured = BY on line time evaluations” answer of the iCT administrator. The teacher desires more technical support and the ICT adminin desires more good examples of pedagogical integrations. They pretend ICT used in almost all subjects (but cfr answer of ICT adminin. For the needed 49 Denmark yes supports!) Rugkobbelskolen The school was object of OECD case study research. 2 teachers (one is a librarian), the ICT admin and the head teacher have taken part to ewatch. The head teacher describes her responsibilities “As a headmaster I'm responsible for *the oeconomi of the school, *The Staff: 42 teachers, 2 pre-teachers, 1 secretary, 3 tecnical assistents and 6 cleaning persons *The way the teachers teach: pedagogical responsibility * The way the teachers work together, ex teambuilding * secretary for the parents governing body” They have mission plan, ICT as part of Mission plan and also ICT plan! Ict as technique culture similar to writing and reading. Responsabilities of Headteacher about mission plan “I try to see to, that everybody works with the statement and in different ways. I try to keep the discussion floating, so that reflexion is an ordinare tool for each teacher” The teacher doesn‟t enjoy work team because “Because it cost too much time.This time you have to take from the time you have to work/be with with your students” Poseidon project, ENIS and other, important ICT jump: each teacher got a computer Enthusiasm of ICT administr. And of principal. Fundamental inside project about the intranet (li-net project) They have translated their website after our continuosly questions of documents in English ;-)) Measure of benefit the ICT adminstr: “we can‟t live without it” The subject where ICT is used “creative writing, working on homepages, picture processing, finding information, coomunication (by one teacher: a transformation of „school objects‟?), but the same teacher says: “I´m afraid that ICT soon will be used as a main-basis for all kinds of teaching and education, reducing the important direct contact between human beeings and their natural environment”Further need by the principal funding and technical Smart use of old computers (cfr ICT document). They say most use in labs, but in the ICVT document they don‟t present the labs, but the computer room = ICT used in every subject (they also have computer in each class) and not connected to a particular About measures they show their own web site and the products of pupils. Benefit= pupils achievements. At the same time no “objective measure”. The head teacher refuses to make a gerarchy of who most 50 Denmark yes benefit of ICT ICT important because it is the best way for sharing knowledge and communicate. Ristin koulu Very small school (71 children, 7 teachers. To be confronted with the Austrian ramingstein). The Ministry of education gave free computers (ICT how and where document) each class room has from one to 2 computers . The principal is very young and she was the initiator of ICT at school (teaching colleagues), she is also the webmaster . Outside projects ENIS, they want to develop a webmagazine as “part of work as Innovative school” No inside project. They get support from the community of Liperi and from Ministry of education. Use of school webpages for dissemination of projects. Mainly computers in class rooms. They are used for all subjects (searching information) and for English teaching. Teacher and head teacher ask for more pedagogical support . In the future they see they don‟t need books, 7Finland yes pupils working at home…All of them see an increase of distance education Torangin yläaste 2 teachers, ICT admin and principal. The ICT admin. is also teacher and also the principal is a teacher too also if the school has 300 pupils. ICT present in mission statement: “The aims are to get the pupils know the modern ICT technology and the models of using it at school, teaching and learning. For pupils the ICT is one model to express himself/herself and to cooperate with other national- and international pupils and teachers.” They work in a Comenius for Finland, Island and Slovenia, have a national project, Povilus, The head teacher has no computer at home!!! Great support within the school, the role of ICT admin quoted by other teachers. On their website they have a section “information” in English with a lot of pictures which take a lot for downloading. Principal and a techer don‟t have PC at home an second teacher has one, but not connected to the internet, but the teachers room has 3 computers and there is laptop for the head teacher! Measures through achievement in ICT of pupils. Articulated plan for dissemination of projects “-Results and productions are seen in internet. -Special evening session for parents--Local newspapers. - Posters at school” They get money and technical support form outside and they ask for more pedagogical and 19 Finland yes technical support. “training in use and more technical support” Itä Porin yläaste Teacher, head teacher and ICT admin. They have won eschola award 2001, now are working on their school website. They are taking part to a Comenius. Support and information through the national Office CIMO. Articulated dissemination “websites, inviting other schools to watch outcome, artistic performances for pupils, parents and local community. Inviting press” but only the involved teacher tells about! Reason of ICT learn for future, learn for labour market, modern society. Only the ICT admin. Speaks about measures of ICT benefits and he says “ we are the leading edge school in our region when it comes to ICT” but he also says that he needs “more funding and encouragement in introducing new innovations for the development of our school” The teacher claims for more personnel and funding and the same the head teacher. Both see in the future ICT more used for communication 21 Finland yes among schools Collège Olivier de la Teacher, principal and ICT administrator. From their website a Comenius project (but they don‟t speak about so I Marche believe it is finished) and ARIANE Dijon http://www.ac-dijon.fr/etab/saone/stmartin/accueil.htm which is presented as inside project by principal and ICT admin, as outside project by the teacher. I have the feeling that the teacher speaks more about the Academy of Dijon than about the school (he says there is a mission statement and there is written about ICT in it, but nor the principal or the ICT admin. Recognize this mission statement). The project is among 6 schools. It seems that music is among the topics which more uses ICT. But ICT admin and principal seem not have so much reasons to have introduced it at school (the principal says “because it is obligatory). The website is old and they have never participated actively (no email answer, we have called them on telefon) till the moment that the principal has written to us because he was waiting for a visitation by “VIP from Ministry of education”. Very few data, still missing ICT document The ICT administrator seems to be only the admin, but he works also in other schools. Computers repair made by teachers who are not extra paid to. About computer isle he speaks of free of charge 9France yes access, but always in presence of a teacher. Lycée Charles De A teacher, principal and ICT admin. The website is just a page of the web site of Ac. De Dijon. The principal has Gaulle written in November “Nous avons complètement réécrit notre site INTERNET... nous recherchons actuellement un lieu pour nous héberger qui soit compatible avec nos possibilités financières. Vous devriez donc très prochainement pouvoir disposer de tous les renseignements nécessaire y compris ce que nous réalisons au jour le jour mais peut être sans le portrait du proviseur !” The website should also be the inside project. The principal says that ICT are not in mission statement, but the ICT admnistrator sends us the mission statement and writes the sentence about ICT. “Mettre les nouvelles technologies éducatives au service de notre projet - Des moyens de COMMUNICATION, notamment par VISIOCONFÉRENCE, permettant de dialoguer en temps réel avec nos partenaires (cours reçus de l'étranger et inversement, forums d'échanges, analyses économiques vues des deux côtés de la frontière...). - Des moyens de PARTAGE de ressources communes par la mise en réseau des postes informatiques du lycée (INTRANET) et ouverture de ce dernier sur l'extérieur afin de mettre la connaissance à la portée de l'élève ou de 18 France yes l'auditeur de formation continue jusqu'à son domicile ou son lieu de travail (Formation Ouverte à Distance)”. The ICT admin. Has sent a word doc presenting projects of the school, but nowhere is possible to get more information. The only project with URL is on the website of ac. De Dijon, but the link is not working. All agree they need more technical support. Measures through “better comprehension of courses”??? Form the ICT document they use computers in labs and for Science of the earth, geographie Ecole Elémentaire De Principal and ICT admin. They answer contradictorily to mission statement: for the principal there is no mission Belbèze les Toulouse statement, for the ICT admin there is one and ICT are mentioned in it for “helping reading and text creation”. They don‟t have any project but they say they have training and financial support also if exactly these are the things they say they still need (last answers). Computers used in computer laboratories. ICT have been introduced for writing a school magazine and they are used in French, but it seems that there is no really measure (the ICT administrat. 11 France yes speaks of work done). They seems not having understood our questions also if they have had the French text. We have only the principal who says he has the 3 different roles. In the mission statement there ICT are presented as tool for fighting against social inequality, but also for make more dynamic the pedagogy. They take part into La main a la pate. As inside project a videoconference project with a Scottish school, but on the website there is no clue of it. The website is very rich with a reserved area, parents area, presentation of work of pupils. In his questionnaire the principal says he enjoys working with other because this breaks the isolation. We still need the ICT document. In the Groupe scolaire questionnaire the principal asks for more training for all the personnel, maybe this is not a case that he answers alone 12 France no Eugene Poittier to ewatch… College Jean Moulin Till now we have just 2 teachers!!! The school participates to the laptop project of Les Landes http://www.ac-bordeaux.fr/landes/. The teacher says about the measure: “au pifomètre !!! il semble que les études des chercheurs ne produisent pas de conclusions vraiment pertinentes ; et moi, je ne cherche pas à mesurer scientifiquement, mais à prouver plutôt le mouvement en marchant… ». We have now too few information 40 France no Städtisches Louise- Teacher, head teacher and ICT admin. The ICT admin. Is also teacher and he says “teacher” in the questionnaire. In Schroeder- the mission statement they say that ”school equipment and Pc-ork places as well as the intranet connection make Gymnasium possible teachers and pupils to use information technology as tool. They are pedagogically and technically supported by a schoolteam”. They particpate to projects of Pedagogic Institute of Munchen, InfoSCHUL and they are also promoter of projects for other schools. The principal speaks of dissemination during headteachers meetings Desire of innovation is the reason for taking part to projects and about team working the teacher recognizes that “the work is splitted and less, because other help me and I help the partners” The “teamcompetence” is quoted as a reason for introducing ICT, but no measure seems possible “It would be nice of, if You could tell me to measure the benefit. My feeling is, students are more motivated to work the same contents by ITC. I hope the results with ITC are better than without. But there are no empiric results, proved scientifical”. The same teacher quotes his students as important for his own training besides the self training “and my students help me to solve ITC-problems. So I have the profit in increasing my knowhow. selfstudy and by working together with interested students - they are teaching me” The support he needs is “more political support against the middle managements of ministeries. Less burocratic difficulties”The ICT admin quotes as further support he still needs “better adjustment of framework conditions 42 Germany yes (curriculum, timetable…)” Dietrich-Bonhoeffer- Teacher, principal, ICTadmin.No projects for the principal. Reason for introducing ICT let pupils gain ICT competence. Gymnasium Further support: funding! Also the teacher no project, but dissemination through webpage. Measure of ICT” In the ICT classes by examinations, in the other classes the ICT skills support other skills such as gain of information on current subjects for special tasks such as papers, presentations etc.” No project, ICT used only in labs and for scientific topics. Pupils can use computers alone, but not go in the internet without a teacher. It is strange that they don‟t present any project, but on the website the ICT administrator offers a “service” for schools and schools intranets in 51 Germany no order to check the safe use of the ICT. Astrid Lindgreen Teacher, principal and ICT admin. They don‟t have mission statement, but they think they will develop it and it will Grundschule contain the part of ICT. Project with Apple+ project with other elementary schools of the region of Berlin. Also project inside . The principal doesn‟t participate to the projects. Only idealistic teachers participate to projects . ICT in all topics. No support, just after then they accepted to participate to projects. In future ICT for autonomous learning. Also for the teacher there is no support Subjective measures of results. Classes with wireless technology for 25 laptops. Computer not aimed to teaching, but creative and rich tools for creative learning and for extarnalisation. Strong collaboration with Research Institute. The wireless laptops permit teaching in open space. Nobody repairs the 53 Germany computer and this has to be done by teachers selves. Doukas School 2 Teachers, ICT administrator and a teacher who answers as headteacher, From one message of the ICT admin Private Educational “About Eleni, I think that the problem is about the "role" of headteacher. Eleni is the most qualified informatics teacher Institute in our school, for the informatics subject of primary school. Probably we have no a special category "headteacher", or our Primary headteacher would not be able to answer to this questionnaire.” The role of this “headteacher‟ is supporting relatively the other teachers “(suggest projects for students on various subjects combining extend use of computers, searching for information, means of development and appropriate technology”)about measures she answers: “If the question is about the pedagogical and cognitive "benefits" for children then -to be honest- that' a VERY difficult question and requires a long discussion” and about future development of ICT in education :” ICT will not be used as a stand alone procedure of computer literacy but as a subject integrated with on – line learning resources on almost all aspects of curriculum.” She recognizes they need “evaluation techniques” Need of 3Greece no pedagogical supports and of “ more structured information” (the ICT admin.) Fjölbrautaskóli We have only one person who answers for all roles. In this school is the ENIS coordinator and she is very available, Vesturlands but they are overloaded with work. The person si also deputy principal. He teachs computer programming, he ahs made the favourites and he choices all math websites and says he was before a math teacher. There is the mission statement, but only in Icelandic. About what in mission statement on ICT he writes the informatical infrastructure, where is used computers, and that they plan to give laptops to every teachers, increase the use of ICT in each subjects. The schools particpate to European (ENIS) and skandinavian (ODIN) projects. But for both he doesn‟t explain anything because he is not personally involved. Is Odin like ENIS? The inside project” A group of 5 teachers at Fjölbrautaskóli Vesturlands are now experimenting with a model called "distributed education" where the teachers are sometimes present in the classroom but also communicate with students through e-mail and an integrated web-based teaching enviroment. One of our teachers is working on a web-side with information and tools for Icelandic techers who want to use the world wide web. (The url is www.kennari.is). The same teacher has created a number of web- based resources on Icelandic literarture that is used by many secondary schools. One of our teachers is working on a computer science curriculum that is already used in more than ten schools. A textbook on programming in Java has already been published and a textbook on computer science is on the way. The school is cooperating with a computer company (Nýherji hf.) in Reykjavík on developing wireless solutions for local area networks in schools.” In the dissemination activities he quotes participation to meeting organised by the Ministry. Ha also has support from the Ministry for training and funding relatively to ICT projects. Reasons for working in team: “The ICT revolution in Icelandic schools is fascinating. When people from many schools come together to discuss their jobs one always learns something new and interesting.” Reasons for ICT in schooling “Prepare students for participation in a society that is to an ever increasing extent shaped by information and communications technology.” Needed support teacher training, funds to buy hw and sw, to pay technicians. They have separate teaching for special needs pupils. No traditional class organisation. All administratives and 15 Iceland yes management staff is skilled in ICT, dream more computers and laptop for teachers Fjölbrautaskóli A terrific school! teacher, head teacher and ICT administ. She is also English teacher and she made the favourites Suðurlands á Selfossi choosing English and ICT resources. Innovative projects on behalf of Ministry of Education for trying to test educative use of laptops. Very interesting the picture of ICT innovation class. Also the teachers‟ room and and the etiquette in Students computer room (ICT document) They have a Comenius project about selevalution of schools.They use report for making public their work “Every year an ICT report is written and put on the Internet. Within this report are the projects the school takes part in, innovative use of ICT in courses, findings of ICT surveys (student and teacher), lectures on ICT in seminares and conferences, a plan for ICT courses for teachers, and other related issues.” And ICT is measured with “students and teachers surveys” More technical and pedagogical support, but they rercognise the support of Ministry and of Comenius project. Role of ICT admini” I am responsible for 1)laptop/computer service for teachers and students, this includes repairing and installing software. 2) ICT (pedagogy, webdesign etc.) assistance/advice for teachers. 3) Organize and teach ICT courses for teachers. 4) Reports /correspondence with administry in relation to innovation in ICT. 5) Organize lectures outside school and visits to our school in relation to ICT. 6) Etc.” she also teachs English!! Reasons of using ICT at school for the principal “Keeping the school at least up with wha is happening without schools, preferably ahead of it (in terms of computer skills etc.) In recent years as a tool for encouraging various life skills, communication, working in teams, solving problems, etc.” role of the principal in the project “Writing up the original applicatioin, negociating prices etc., encouraging innovative use of laptops for educational purposes.” He is the diffuse principal who reacted to my message about his invisibility A lot of projects 16 Iceland yes during eschola Barnaskólinn á Teacher, principal and ICT administrator. They don‟t have mission statement , but the ICT administrator says “I am not Eyrarbakka og totally at ease with saying that my school does not have a mission statement. Even though we do not have such a Stokkseyri statement per se, we have a clear view of our goals and intentions. The two main points in our mission is to develop understanding of human values among our students and then we also put weight on teaching our students how to study and work with information and knowledge using modern technology. We believe that those are the two most important factors our students need to bring with them into their adult life in the information society.” They have a Comenius , but they call it an inside project! And they have projects “Some projects have been referred to us by the ministry of education, in other cases we have been contacted by outside parties because of our participation in ENIS (f.ex. BBC - A Virtual Library for Multi-Media Authoring and Global Leap 2000 that we participated in last year)from ICT admin quest. Also from him the answer why they decide to take part to the projects “As "Developing school in use of ICT" we have responsibility to explore the possibilities new technology gives in our schoolwork. I also believe that our pupils, teachers and the school community have very much to gain from international cooperation.”” An assumption of responsibility as EINIS school!!!also the Comenius project starts because they already know other ENIS schools and then they developed the project. Support within the school for projects” We try to use peer help as much as possible. Experience in participating in cooperation projects is building up rapidly and for technological problems there is an overworked deputy headmaster with a diploma in computer science.” dissemination “We try to put all our work on our web and describing how and what we are doing. We also use every change to give lectures at conferences and write articles about our opinions and experience.” reasons for team work “I believe that teamwork is going to be even more valuable in tomorrow's society than it is today. We need to practice our skills in working in team, inspiring those around us and use every talent to the fullest so we can manage our society the best possible way” the principal supports collaboration she writes about support within school for projects.” In the teacher´s work schedule time has been allocated for cooperative and innovative projects and those who are leaders receive extra payment and a reduction in teaching to help them perform their tasks better. Whenever teachers are invoved in project work away from school relief teachers are provided.”Support by the local municipalityfor innovative projects. Again about value of collaboration I think that it is very important to teach our pupils the basic skills needed for life- long learning in the information society. I believe that using modern technology in information processing is one of the most important skills that my students need to master. It is also my believe that cooperation with pupils and schools in Europe and all over the world is of high importance for a small nation as Icelanders. As the world gets smaller and smaller we need to strengthen our capabilities to work with others. Using ICT is a grate tool for such cooperation. Written by the IVT adminst. As reason for adopting ICT. Measure of ICT results Every year we make a self- assessment and write a report. That assessment mostly deals with assessing the changes that are happening in our school rather than measuring the benefits of those changes for our students. To measure the benefit of using ICT in today's school I believe it would be necessary to look at our students after few years and try to estimate the importance of their experience in use of ICT has helped them. That is probably beyond the capabilities of a small school like ours. 17 Iceland yes Teacher, principal, ICT administrator. It is a catholic school, we don‟t have the mission statement, but the ICT administrator says “Pastoral care and the development of the whole individual is the responsibility of all. Promoting this by the use of different resources, including ICT. As a pastoral care teacher I haave responsibility for one class all through their time in our school. I hope to show, by a caring and dedicated example, what it means to live life as a goodd person.”What means “pastoral care”??? They particpate to a SIP project developing a CD for encouraging girls to study science (It is a girls school). They also manage an adult computer course. Support from retired staff or sources related to school (answer of the principal) Only the ICT administrator recognizes the support of NCTE. Dissemination aimed to the community (parents and local community). ICT administrator says she learnt about ICT quicker through colleagues than through books. Role of NCTE for training, but only the ICT administrator speaks about. Measured of students achievements for the ones who take the Leaving Certificate Applied. The principal sees the importance of ICT for gifted students, the teacher for special needs students! Funding and training as the most important supported needed. In the future: computer in classrooms. The teacher about the future: I see it as important in delivering subject matter, especially in mixed ability and student centered classes. It will also be used in examining and correcting students skills, as isdone in some universities currently. Of course it is invaluable in school 54 Ireland no Our Lady's College administration. Preparation of school reports by teachers will also be done using ICT in the future, I feel.” 2 teachers, principal and ICT administrator. Catholic school, mission statement stresses the relationship with parents and close community “alls takeholders were aactively involved” (in writing the mission statement as a teacher says). They have a SIP project and all the answering persons are the ones involved in the project. The project aims to use a sw for procu\ing multimedia stimulating children to produce presentations, searching on th eweb, integrating into geography and History. Support they receive is “substitute days . They present the product self as dissemination. Scoil na mBuachaillí Reasons ofr ICT at school always radicated in the future opportunities offered to the children. Need of more funding. 45 Ireland no (Clonakilty Boys NS) The future is just application to further curricular topics (science) or more pupils project. St. Aidans CBS Teacher, principal and ICT administrator. They have a very interesting SIP project (setanta project, th edocuemnt is extremely interesting) and they are also the school portraited in Dutsch schhol portraits in Ireland. Their Setanta project is created on th ebasis of a partnership with School of Computer Applications in Dublin. A long tradition of computers at this school which is the old school of the Irish prime Minister (they started already on 1980 with BASIC, then changed to Information technology and then to ICT). Description of ICT admin.‟s responsibilities” Development of school policy on Information Technology, Development of IT within subject areas, Co-ordination of course content within various programmes, Support to teachers using IT within subjects, Making available details of resources to staff, New teacher induction in IT, Maintenance and replacement of equipment, Replacement of consumables, Co- ordination of availability and use of computer room, Annual inventory” Ideological mission statement (again catholic school). They often complain about time constrains, and in the dream room of the ICT document they again ask for time” Time-it is not possible to do what to be done without freeing teachers from their class to do it”. Measures through “Anecdotal evidence from teachers and students indicate that both like classes where ICTs are used.” This is the ICT 46 Ireland no admin, the teacher says” Very difficult to measure using any of the standard measuring instruments”. ITI Majorana 2 teachers, principal and ICT administrator. In mission statement ICT are present because this is a technical school and ICT are a fondamental part of curriculum. They participate to a great project of Region Piemonte (supported by regional bank CRT, universities and so on) and since 2001 they have high speed line intranet with the Regional administration. This school is very interesting for innovation in infrastructure, connection to public administration and community. Very interesting the safe-net policy: technical solutions (firewall) and collaboration with students. In the afternoon a lot of activities with use of computers are offered to students. Repairing computer is connected to didactic for the particular specialization of the school. As inside project they organize extracurricular activities in the afternoon(cfr above). Pushing role for th eiCT administrator who is the animator of a lot of projects and creator of the inside project. Ict administrator says as reason for ICT at school “The aim is that they (students) will consider ICT as an ordinary instrument” and as support he says “Students who are more involved in the research and application of 2Italia yes ICT should officially awarded and evaluated better than now” ITI Belluzzi Teacher, principal and ICT administrator. The mission statement contains ICT because of the school specialization. The school was an avangard in 1996 providing internet services for other schools (Bologna is the first city in Italy where the municipality offered free internet access to all the inhabitants). The principal has no computer at home, about him is said in ICThowandwheredocuemnt”He is not very keen on computers, so he does not make a large use of ICT in education” They use different hw for special needs students ICT how and where document). The dream room “Teachers would like to have rooms where to study, make research and prepare educational material” also the ICT admin. Has no dedicated room. They irganise a resource center for other schools in the area. The project has been supported by the local authority for education. The English teacher is creator a project about cinema. The project has more participants (schools from Portugal, France, UK, Denmark) but it is not clear if it has an European support 4Italia yes (the teacher speaks of National agency, but on the website there is the symbol of Europe, but??? Primo circolo 2 teachers, principal, ICT administrator In the mission statement about ICT is said: they are tools like blackboard or didattico Jesi Centro coloured pencils and they have to belong to everyday educational work in order to deliver products like movies, cartoons or webpages we couldn‟t make without ICT. The school is a network of schools (Istituto comprensivo) and it is the coordinator of other network of schools (Telescuola) at national level, national coordinator for a training center, documentation center (these projects are supported by Ministry of education and Aplle computers) Telescuola has more than 7000 didactical pages (the project was created by this school), the training center has developed on line courses for 800 teachers and face to face courses for 600. Ministry of education and apple computers), it manages . The ICT administrator explains the support they get ”economical support by Ministry, technical support by Apple computers and by the citizens‟ network of their town, moral support by colleagues”Measures of benefit like the other didactical measures because ICT are no separated topics. Reasons of the teacher “ICT belong to every day life, doing without them would mean to do an ancient didactic not convenient for actual needs. I also believe this tool permits to widen the field of knowledge and inquiry, to exchange information and thoughts in real time with faraway partners, to go on with self learning and personal management of worktime”One teacher is teacher of a Kindergarten and her project is about the added value of ICT for learning how to write and to read to children (she teachs 4 years old children). Role of headteacher “ to inform and to awaken parents and teachers, to organize the teacher training, to promote projects aiming to innovative use of ICT”. Importance of documentation for cooperative work, this is the focus of telescuola. All of them ask for more time and in the dream room they desire laptops for permit a real integration of computer. The pictures of classes are very interesting: real learning environment and really a laptop could make the work of the child searching on internet for her class mates more integrated with her school friends!. They claim they need more financial funding! From the answer of the principal about her “invisibility” “I'm an invisible principal because in our schoolwebsite no particular room for headteacher has been foreseen. Our website is born on 1995 and it aimed to document the didactical projects delivered by our pupils and to support their communicatios; later it has supported also teacher training. We have never addressed human and economical resources for making institutional showcases, but for supporting the every life at school. The school is a community (formed by pupils, teachers, parents): a special room for the principal on the website is meaningful only if it can add clar and if it can help for understanding the work within the school. However I understand that it is important for the "outside school" having just one contact person and this also on the website, so I think it is now necessary we will bridge this institutional gap in order to present themselves and to facilitate the communication” 5Italia yes ITC Vivante Teacher, principal, ICT administrator. Computers more used for scientific subject. Outside project with the local press: students make the online pages of the local newspaper section dedicated to schools: the school is national center for ECDL examination and they also have a project for adult education supported by the university for old people (third age university). The future” distance learning for workerstudents” Through the newspaper online they collaborate with many schools in the area and they publish projects of other schools. The ICT administrator has made also the favourites and she has selected math websites because she is math teacher! She collaborates with University where she is teacher trainer in the new teacher training centers. In th efuture more communication to the families. The dream 6Italia yes room is a room where they will reuse old computers with linux ITI A. Malignani 2 teachers, principal, ICT administrator. The school has significative cooperation with University of Udine, physics department. They have cooperation with European colleges, USA colleges and Australian ones. They have a project for developing a science parc. They teach scientific topics in English. They belong to a minority language community, Friulan. A good inside support for the existing good technical staff. They have local support. Traditional way of evaluating.ICT administrator vision of the future “In this moment we use videoconference to teach to a student with a long illness. In a future ideal school students can be in touch with teachers beyond the lesson hours In my opinion teaching at distance will be very efficient with wide band connections” the same concept is in the answer of the teacher “In this moment we use videoconference to teach to a student with a long illness. In a future ideal school students can be in touch with teachers beyond the lesson hours In my opinion teaching at distance will be very efficient with wide band connections” her reasons for using ICT “As a teacher I think that ICT are an efficient instrument which helps develop the students' autonomy and stimulate their creativity. The use of ICT has three types of aims: cognitive, socio-affective and operational ones. As for the first ones, it involves the activation of complex mental processes, like organizing, selecting and categorizing knowledge and information; it also involves the use of rigorous procedures and helps develop organizational and learning skills. From a socio-affective point of view, the use of ICT allows for an individual learning pace, thus lowering the levels of anxiety in less gifted students; besides, it increases motivation, promotes responsibility for their own learning process and favours cooperative learning. From an operational point of view it optimizes operations such as information filing, presentations and exchange of materials.”The school has a very advanced infrastructure. Part\icular important the laboratories. And they have a very 8Italia yes advanced administration sw. The dream room ampong other things has to serve the distance learning Scuola Infanzia Teacher, ICT administrator, principal. The school is made up by a kinder-garten, an elementary and a low secondary Gorle-BERGAMO school. Till one year ago they were 3 different schools and this year they are unifying them selves as one school. At the beginning they had 3 different mission statement, now are trying to find a mix of them. ICT were used in all 3 schools and the school has a “funzione obiettivo” (= a teacher in the staff management) dedicated to multimediality. They have many projects and they also try to relate their activities to the new trend in pedagody (training courses for the teachers on “cooperative learning and project “cooperative learning” at school, project Multilab) but they are more enthusiast than efficient and also and they suffer under the constrains of a inefficient infrastructure (dial up line, too few computers…) and they are still waiting for funding from Ministry which other schools were able to get soon. They ask more funding and more training. Their motivation for using ICT are connected to the possibility of ICT of customized learning paths. They have an experimentation about special needs and it seems they are trying to use ICT for socialization. Focus of using ICT is on development of individual capacity not on communication. They always speak about “multimediality” and never of ICT, but for them the insufficient infrastructure is a big constrain. About 25 Italia no measures of benefit they speak of results of learning, the children achieve more social behaviours, and finally they can have a feedback through observation of school‟s choices of the students who have finished the primary education and leave the school. They quote as inside project elearning award during eschola because they could apply with their own project. They have no dissemination strategy, just documents of children for their parents Scuola Media Dante Teacher, principal, ICTadministrator. The principal recognizes he learns about ICT from his teachers! He says he still Alighieri needs “funding and good trained teachers” and he says that measure of ICT benefit are the International acknowledgments (they have been rewarded during eschola, but with different project in other international awards for ICT in education like Netdays, Global junior challenge, Pirelli International awards). The ICT administrator is also a teacher and he stresses the many and many courses on ICT he has followed and he desires more funding and more training opportunities! Qualitative measures (“pupils are more willing to learn and their learning is better”). The mission statement speaks about ICT just because the ICT infrastructure is presented. It is interesting that beside the mission statement they have a “carta dei servizi” (customers charta) where the website is presented as the communication tool with parents and stakeholders. They assure quick answer for e-mail and so on. They have projects with outside partner, for example they are one of the examination place for mathematics Olympic games, but it is not strictly about ICT and their ICT projects are all inside projects, originated by the creativity of individual teachers. They are selling to publishers their best projects! The teacher (the creativity of the school) says about dissemination: “I promote my projects through the internet. I use the newsletters in order to know the different opportunities (awards,…)and portals where I present my projects” and also for the favourites she has done so: first she presented her own projects and then the math and science websites she uses! Very interesting the special needs section in their ICTdocument: they don‟t show the children working,, but what special needs children have done with ICT. The ICT administrator among 26 Italy yes his task speaks of looking for local sponsors. Liceo classico Meli Teacher, principal and ICT administrator. The headteacher speaks of support by the University of Palermo and of Federalist Movement (??) he partipates to project of the Ministry of education for evaluating the language skills of students. He sees in the futeure “distance learning, virtual classes, network with far away classes” His office is the prrof of the contradiction of the old principal‟s role as public relation in front of outside and power symbolt (the big desk, the couch…) and the actual role of “coworker” in all day life (the small desk full of papers and computers. The teacher speaks of a Comenius project (about European citizenship) newly she has sent to us a project on old greek, “King Oedipus” they have used the internet for searching websites about Sofokles and the greek tragedy. The work was done with the English teacher. They use ICT only in laboratories, have a look at the classes with the computer 30 Italia yes closed in a cabinet. They speak about Comenius as of an inside project. Zernike College Teacher, headteacher, ICT administrator. They have a laptop project funded by Ministry of education, UCLO of the RUG (??) and STOAS-Automation. In the project is stressed the possibility of “individual learning”, indepence of pupils is one the main task of this school. The school presents itself as the catalisator of different projects and supports: they have the laptppclss project, but they also try to use a particular ic learning environment (ELO) and a test system (“QuestionMark perception”). They propose other schools to partecipate and work with the University, they are aware of their “avant-garde” role, the teacher says “I'm very enthousiastic about ICT and education. I know it will play a very important role in the near and far future of schools and education. I like to think I will contribute a very little to speed up the process. I think ICT will provide the technical means to give children exactly the individual education they need.” As reasons for ICT at school and about the reasons for taking part to projects “I'm very interested in the following points: 1) What role will ICT play when a teacher has the possibility to use ICt whenever he or she feels like It. 2) What materials will evolve from the capable hands of the teacher. 3) How will the use of ICT influence the effectiveness of education.”and later “It is an 'natural' part of working intensivly with ICT in educatiion. One of the great advantages of ICT is managing a lot of information. Not only questions but also the results are very important in adportant the curricula to the individual student” It is strange, but also if they have this “Questioning Mark perception and they try to use it they don‟t speak about when asked about ICT benefits measures. They just speak of confront among paralle class. It si interesting th eICT document where they explain th euse of the mediateque as a classroom, but it is very deluding the laptopclass. But they are try to test a virtual learning environment, maybe it is worth to see further about. The laptopclass computer was presented also in eschola and the principal says he has initiated the Netherland project and also in the ICT mission statement he presents the school offering to the ministry of education this project. 20 s yes Again a school looking for sponsor of own creativity. College Greijdanus Teacher, headteacher, ICT administrator. The school was object of Dutch schoolportrait. In the mission statement:” ICT is important in creating a activating environment for learning. ICT is important for differentiation in education in order to meet individual needs. It is essential that ICT will be developed in combination with the development of the school as a pedagogical institution, i.e. an institution in which social aspects are recognized and where (moral) reflection is being stimulated.”. It is very interesting in this school the staff management (cfr schoolportait). This is what the principal says about his role in delivering mission statement “Initiating and stimulating strategic policy. Stimulating (as a sparring partner) the ICT-consulenten as we call them. A ICT-consulent is a teacher who has a special responsibility for ICT and education in his part (sector) of the school.” The 2 teachers and ICT admin share the role of ICT administrator in the reality. They present so their responsibilities” -teaching French to pupils aged 15 to 17 at intermediate level:- developing implementation of ICT in all subjects:- functioning as a consultant for my colleagues:- representing teachers in ICT-board” (this is the teacher who was indicated as ICT administrator) and the other one “(1) Teacher Computer Science;=> HAVO 4,5 / VWO 4,5,6 ;(2) Information Coordination ;(3) Information Consultancy;Both on college level.” Their project are for teacher training or for producing material for othe rteachers “The final E-learning content will be available on http://www.informaticavo.nl. The end-product of the project (from my point of view) is a (zipped) website that contains theoretical information and practice material that can be installed on an intranet, a pc or on the internet itself.” The teacher presents his own training “It 's a pity it is not possible to choose more than one answer her. My basic skills I have acquired through self training, but from 1998 - 2000 I followed a very intensive training in order to obtain an official license to teach Computer Science. At the moment I am following a intensive training in E-learning. So, the pattern is: self-training first, but if possible augment this by formal training.”but also if they are so advanced there are still problems with measures “How is the benefit of ICT measured? I don't know. How do you measure a thing like that?? There is no formal measuring of ICT skills in the examination programs, although more and more students use ICT or want to use ICT in final papers, personal projects and things like that. The bottleneck here is that a lot of my colleages find it difficult to 'grade' that kind of papers or projects”.They still need funding ”the government pays half of our spending on ICT”and time “The funding is never enough. :-) A big problem is TIME. When you want to develop new ways of using ICT you need a lot of time and the 'normal' operation of a school does not always make it possible to do this. The pedagogical aspects of ICT use is a fascinating subject. The course in E-learning I currently attend is somewhat focused in this direction. Terra Incognita.”about the future” web based learning” and “ 1. Support for all the activities (planning, searching, studying, collaboration, contact) outside the 'standard' classroom thus enhancing the effect of the 'standard' classroom lessons; 2. Support for all possible activities in the classroom that could benefit from ICT (e.g. demonstrating, presenting, collaboration); This Netherland makes it clear that I do not think that ICT will take over the classroom completely. It will/should be a Great Facilitator, 47 s no but it will/should not replace the teacher.” Åmot ungdomsskole Teacher, principal, ICT admin: a wonderful school! From the mission statement “Every student and every teacher can through Internett get information and knowledge from all over the world. The classroom has no walls. In principal students and teachers can communicate with the whole world. New technology can give all students the possibility for teaching at their own level. Computers in a network with Internet connection is today a tool in the learning process which is unique. Students can today make and publish works which is interesting far out from their own classroom and local society”. They participate to projects of Ministry of ed. It is an ENIS and they have started an own project on web based learn environment. The ICT administrator says about the outside projects: These two projects are nationally funded projects which have the potential to develope our school. They will give new ways of organizing our school and put emphasis on problem based learning, self directed learning, better assessment strategies.” They cooperate with 34 Norway yes Hedamrk college (an University??) Multiple strategy of dissemination “We use Internet actively, especially our homepage We us national school web sites;We tell about our school to other schools, lecturing and visits;We try to use newspapers” About measures: “Research show that pupils are more interested in the schoolwork when they have the possibility to use ICT”. The reasons of principal for ICT “Self directed learning; Learning at the students own level; New assessment strategies” It is very strange that at the question in which topics are most used ICT at school all answer “Norvegian language” and in the future they wish ICT used in all topics “I think ICT will be used in most situations and in most school subjects in the future. In the secondary school the pupil still needs personal contact with the teacher. As a teacher it is imortent to integrat ICT as a part of other learning programs.” In ICT how and where interesting pieces about computer repair and special need. Wonderful website with students‟ poll and very important the role of schoolwebsite (ICT document). Røyse skole Also OECD case study. Teacher, principal, ICTadmin. They are winners at elearning award 2001 with their Comenius project in the cathegory myEurope. From the document ICThow.. “We have an ICT-coordinator in full job, 37.5 hours per week. He is partly a technical and partly a pedagogical person, and I think he is the most important ingredient in our successful integration of ICT in school.” We have for many years cooperated with schools across borders, and ICT is great in that connection. We have since the very beginning stressed the fact that ICT shall be a tool, not a new subject. To fulfil it it has been important for us to have enough computers, to place them in 'the right places', to have the right programmes and to give good education in using both the equipments and the programmes. It has also been important to let the pupils decide (not the teachers) when and to what exercises they want to use ICT.” They have got computers in 1999, circa 1 for 3 children and laptops for teachers! From the answer of the principal about to be invisible “ Yes, we are doing a lot of interesting things at our school, so interesting that we have visitors almost every day throughout the schoolyear. There are principals and teachers, but also researchers, students from High Schools and Universities, from the Department, journalists from newspapers, radio - and TVchannels, politicians (both our Prime Minister and Minister for Foreign Affairs have been here, and the Minister of Education is about to come) computer-firms (The leader of Microsoft/ Norway for instance) etc., etc. Last year we had 1000 people visiting us. So we all have a lot to do. I have worked out most of the schools web-page, so I don't feel unvisible, although I haven't a greeting or/and a photo. Last year I had my homepage connected to the schools web-page, but I want to edit it before I open it again, and I never have time for it. So there I am:-)”. They make a test for children “ how to behave on internet” before to give them free access to the computer (ICT how and where). So the principal presents her role in the selected project: “Do it possible for teachers and pupils to take part, work out plans together with the teachers and pupils and 'control' if we fulfil the plans. To be a coordinator between our school and the researchers.” And her answer about “what help within school for facilitating projects “Computers in network. Internet, web-server, mail- server. ICT-coordinator. A good educated staff with much competence related to projectworking and the use of ICT.” Reason for ICT at school “ICT is now everywhere, why shouldn't it be in school. It's important to let it be a natural tool when it is the best tool. It gives us new possibilites and getting first-hand information, in communication and cooperation across schools and borders” They are making a cooperative project with a Greek school, they have begun to write in English, but now the norvegian pupils are making a course of Norvegian language for the Greek children and the Greek children one of Greek!! They have also a project with a Norvegian school. All the projects they present are collaboration projects with far away schools! They recognise it is difficult to measure, but they see the interest and so on…The responsibilities of the ICT administrator: “System administrator, Educational responsibilities regarding ICT abilities of students and teachers, Webmaster, Mailserver, Listmanager, Outsourcing pedagogical software, Library (lending, finding new books, guiding students in search of knowledge), All Audio/Visual equipment - projectors, digital cameras, MD, earphones, CD-players, Walkmans, Overheadprojectors, Speakers, cables ++.”It is interesting that they have a series of Comenius projects starting from 1998. For the inside project they have the support of researcher of Aslo University. All are deeply convinced of the importance of collaboration! “School is about cooperation - both when dealing with students and teachers. We create our knowledge together with other human beings in a far better way than when we isolate ourselves”. The teacher has done the favourites selecting website for 37 Norway no working with ICT with children. Holmlia Skole Teacher, head teacher, ICT administrator. They have an ICT plan “ICT plan states: All should have a minimum level of ICT use. ICT as integrated part of all subjects. ICT available for all ( students and teachers)as much as possible.” They participate to a project proposed by local school authorities. They are a ENIS school. We have too few data and 48 Norway yes all the documents are in Norvegian (the website seems also not to be uptodated since last school year. ESCOLA BÁSICA Teacher, principal, ICT administrator. They don’t have a real website, but a series of slides on the website of N.º1 DA PONTE- Ministry of Education program NONIO. In the mission statement ICT is not mentioned “Because only in VILA DAS AVES 1992/93 we include ICT in school, and this mission statement comes from 1976” They present ENIS as the outside project and about the point of development the head teacher writes “THE FINANCIAL SUPPORTE (FOR MEETINGS ETC...) HAS END. BUT THE PROJECT CONTINUES IN SCHOOL BECAUSE IT IS DISSOLVED IN PRATICS.” They say they have disseminations plans, but they don’t describe them. About the school subjects in which are ICT most used: “SEARCH IN INTERNET. CORRESPONDENCE WITH OTHERS SCHOOLS (E-MAIL)LANGUAGE EXERCICES, TEXT,.. (PORTUGUESE, ENGLISH), NEWS PAPER, PARTICIPATION IN NATIONAL, INTERNATIONAL OR LOCAL ACTIVITES, GAMES,ETC.”. later about the reasons why using ICT she says “ICT ARE TOOLS WITH GREAT CONDITIONS AND FACILITIES FOR LEARNING (E-LEARNING). BUT WE USE ICT NOT LIKE SOMETHING PRODIGIUS, BUT IN A PRESPECTIVE OF PROJECT.” I suppose this means they don’t use ICT in “every day didactic” , but only on projects…About measures: “THROUGH SELF-EVALUENTION (STUDENTS DO IT EVERY END OF THE DAY, AND IN THE END OF FORTNIGHT.THROUGH EVALUENTION MADE BY TEACHERS. ALSO FROM EXTERIAL PERSONS (NEWS PAPER, PROJECTS)” about the still needed support : “TEACHERS NEED TO MODERNIZE THERE KNOWLEDGES ALL THE TIME. SO MY PERSPECTIVE IS BE IN FORMATION AS LONG AS NECESSARY, IN ICT I HAVE NEEDS SPECEALY ABOUT HOW TO MAKE WEB PAGES”. And the teachers say “training in integration” and “more, more training, namely as far as hardware knowledge is concerned” and is interesting what the principal says about the future of ICT “In future, where do you think ICT will be most used in school situations? IN CLASSROMS, WHEN STUDENTS NEEDS, NOT WHEN TEACHERS TELL "O.K YOU MUST USE ICT TO 38 Portugal yes DO THIS OR THAT"- Escola secundaria Teacher, head teacher, ICT administrator. They have a long mission statement about the school in general and a com 3 ciclo do ensino document about ENIS they call ENIS project, in which they adapt the green book for Information society making a kind básico Emidio of ICT plan. The school is an industrial and commercial school, students use many different laboratories for the Navarro technical subjects, they have electronics, biology using sensir for the labs measures, mechanics with CAD and so on. In the classsrrom they don‟t have computers and they “dream” of more laptops. In the ICT document they present a resource center under “teacher training” where they have a Projectwork Team on Production of Multimedia didactic material. Very interesting the website and the way they organize didactical digital resources on it. They run a very interesting Comenius about the technical profile of the school “An engineer for Europe” they were directly invited to take part and they are webmanager of the project website. Reasons for ICT at school of the ICT administrator: “ICT is a didactic resource tool permits the access to information, the simulation of real situations, and promotes cooperative work and develops communication skills”. And about measures of ICT‟s benefit “ICT activities are developed as a teaching strategie and beneficts are measured by the enrichment of these classroom works.” The teacher is involved 39 Portugal yes in a project named “Teaching of mother tongue language and ICT promoted by the International Association in mother tongue language”. Again the main subjects where ICT is used at school are scientific subjects. Teacher, head teacher and ICT administrator. They have a 5years ICT plan (2000-2005)!” For keeping the leader position, we are aware of the eLearning Tendencies in the world and we have developed an ICT plan for the following 5 years. This plan try to manage the principal tendencies in the domains like: access and connectivity, the development of the new learning environments, redefining the curriculum in the 21 century, digitally literacy and the new dimension of the school for the community”.The school is a mixed school (primary and secondary) because is the only school in the town. The Ict are present in the mission statement “The school mission is to offer a complex and echilibrate education to our students offering a complex access to information and to transform this information in knowledge. The complex access to information means to use active educational methodology based on the active searching of information using the resource centers and the virtual libraries on the Internet.” The ICT administrator asked about reasons for always answers “because it is my job/because it is my job” The projects at school reflect the culture and interests of headtecher (a physics). A lot of project are about environmental education or astronomy and they are international projects like GLOBE, with a strong interaction with international scientific research. Computers are most used in laboratory and for scientific subjects and language. The head teacher has presented his favourites Carmen Sylva high and they are the websites of scientific projects. I believe it is characteristic this looking for international project through 44 Romania no school the internationality of scientific community. Trnovo Primary Teacher, head teacher, ICT administrator. In the ICT document appears clear that the school needs more support: School more computers and technical equipment (funding), but also a stable ICT technical employee This is their “dream room”: “The room which our teachers and ICT coordinator would like to have is a computer lab, space with more very good computers connected to Internet, a scanner, a very good printer. The teachers would have more possibilities to prepare their lessons and all kind of materials. The teachers participate very much on-line projects and such room would enable them to do all tasks. We would like to have more LCD data projectors in classes and more computers in each class. We would also like to have an optical connection to the Internet provider. And the last but not the least it would be very nice and much more easier to work if the school would have a qualified person for equipment maintenance.” In the mission statement about ICT “to give to every pupil and school employees an opportunity to develop a strong, self confident and well-read personality, which will be able to solve problems within their personal lives as well as within their professional areas. In order to achieve this goal the school will use all suitable teaching methods and modern ICT technologies as well as knowledge on communication and educational area”. About the role of ICT administrator as pedagogical consultant “What part do you play in delivering the mission statement? Quite a responsible one. I motivate teachers and pupils, teach them, take care about news, develop new taching methods how to use ICT, help teachers wheen they have problems.” They are very envolved with EUN (my Europe, eschola..) and they also run a Comenius project. ICT related to scientific subjects and projects. The measures of benefit :” By 23 Slovenia yes better quality of products, better knowledge od pupils, computer skills, quality of projects, reaction of parents” Solkan Elementary Teacher, head teacher, ICT administrator. The school participates to a lot of project and is very active with EUN School (Virtual school, myEurope). International environmental education projects (ENO). About support from out side “Ministry supports us if necessary, but mostly with approving not with financial support. Indirectly they help us with the technology equipment - schools can apply for certain equipment each year and those active in projects are better off with it.” Presentation of projects to the community, conferences. This is the answer of the teacher who is very active and belongs also to an evaluation SW group set up by Ministry of education. Reason for using ICT of this teacher “It's challenging for me and students, information is available on the net, it gives information supported by voice, written texts, graphics etc..- helps students to use more intelligence, gives opportunities for self study and individual work with individual peace, is interactive and userfriendly (if so), does a lot of work for us teachers if we are clever enough to use it properly. It helps you contact persons and schools far way from you.” And about measures “I don't know if the measurements for this are already known, but you can quickly find out that students' knowledge becomes more life oriented and meaningful. In some cases (students with difficulties in certain subjects, find computers more friendly, because 'they' don't criticise them and they permit them to redo the exercises if they are not successful. They compete with the machine and not with the schoolmates.)” and about the supports she still needs: “About the needed support a novel could be written, but let's say, that we would like to have certain software which is sometimes too expensive, our equipment should be updated every now and then and this is very expensive too, and last but not least we need a fresh information on tools, software, projects etc…”. Dissemination for the community1 Measures (the head teacher): 24 Slovenia yes “by the number of accomplished exercises and knowledge increasement on specific areas” IES Sabadell Teacher, head teacher and ICT administrator, but this is not a complete school, but the English department of a secondary school. This is what the ICT administrator says about supports for projects “We try to give each other support, but sometimes it is unfortunately very limited. We rely on our own efforts to bring something forward. We should have lore computers and a better assistance when compuetrs do not work or have viruses or have run out of ink, or simply have a problem with the navigator” and about team working “When we work in a team in our department I have the feeling that the efforts of the different teachers all lead to the same place and the students are more benefitted”.. The head teacher of the department says that they use ICT once the week in English lessons…They have a project , the self access room, which it seems, made them famous (TV…). This is a language lab. Where students can use computers, surfing in the internet , listen to tapes, recorder their voice and so on. There is a system 52 Spain of evaluate their work (the have a particular notebook. But this is all, not enough data about this school. Kastanjeskolan Teacher, ICT coordinator and deputy principal. About what the mission statement says on ICT ICT is a natural part of the everyday work for the pupils. Every pupil shall be able to handle e-mail,search on the internet, use of programs as Word, Power Point and Excel. Communication with schools in other countries, project-planing. A description of the schools ICT-group, what they shall pålan and work with. How to maintain a high standard on the computer park and the education. It is the first time that ICT students‟ achievements are clear defined within such documents (which sw they should know and so on). The school has a very particular organization: students are organized in “team” , each of them circa 100 pupils and 7 teachers. “Each team has their own computers which they can use during the school day for fact-finding, writing, communication or composing music” this is a very interestinf model of computer in secondary education, but not in a technical school: but they have totally reorgnaised classes and curriculum!!!! “During their first term at Kastanjeskolan the pupils take computer classes to learn the fundamentals about using a computer. In many subjects ITC will of course also be used as a natural part of learning, already from the start. By the eighth grade every pupil should know how to use wordprocessing, send and receive e-mails, how to play a CD-rom and how to use the Internet for fact-finding. Many pupils can also make a powerpoint presentation , use a scanner and a digital camera. Every student has a space for work, homepage etc on our server. Each student will alsoget his/her own e-mail adress at the school. During the years many of our pupils have created homepages for sportclubs, companies and even a homepage for Tomelilla municipality. Some of them have held courses for senior citizens, mothers and children aged 7 to 10 in different subjects concerning the use of computers.”. The head teacher about where he learns about new HW and SW “And of course, from pupils and from my own children. The only thing i know more of than them is DOS !” and about how disseminate the results of the projects “A brochure has already been made. Reports in the local newspapers. Reports to The Ministry of Education. Reports and speaches to our collegues in other communitys around Tomelilla. Reports to the City council. Reports to the PTA.” The organization of team work reflects on the enthusiasm for team working of teacher and the team organization is quoted among the “supports” from inside for projects. The reasons of head teacher for ICT “Communication. A natural tool. A must when you go for higher studies or work” Measures of benefits “By contacts with the senior high school in Ystad where 90 % of our pupils start. By yarly evaluation forms to pupils and parents. By evaluation talks that teachers hold every year. By discussions in the 22 Sweden yes ICT-group.” Connected principal. Ormstaskolan Head teacher (deputy principal), 2 teachers and ICT administrator. Really there are 2 ICT administrators. About safe- net rules at school “There‟s no free access to the computer for the students. We have a firewall, but no programs that limits search words on Internet. We try to build up a backbone in each child, where they automatically know what is right or wrong. This means lots of discussions with the students. One way of keeping them in the right track is to be there when they work with the computers. The big thing for us is to get the discusion between pupils and grown ups. If they have the teachers permision and superviced by him/her it's okey to use the machines for prepare or finish ongoing school work. They are not aloud to chat or mail privat. All should be tasks in school work. Play computer games, chat och privat mail they can do at home. Most of our pupils have computers at home, many of them have a computer of their own. The statistics in Sweden say that 71% of the population is connected to the Internet today.” This is in ICT document and same concept is presented in ICT plan. The 2 ICT administrators have almost the same role: “I'm involved in making the ICT plan for the school, I'm responsible for the school website and the school webpaper, I hold courses for the staff to increase their ICT knowledge and skills and I have a say in what to buy in the ICT area. I am also a teacher's guide in the ITC in school project.” And “Teaching children and staff in the handling of computers and softwear programs sutible to their work. Collaborate with the teachers in how to put ICT into their normal every-day- work with the children. Planing the ICT work in the school, handle acquisitions, partly responsible for the service and usability of the computers and webmaster of the internal information website” It is interesting this role of teaching ICT to the staff: this is a primary and low secondary school and is interesting that both the ICT administrator among the still needed supports quote training in use, the teacher and the head teacher funding and technical support: that means ICT administrators recognize teachers need more training and head teacher and teacher are satisfied of the support and they look for a different one! They are involved in it is and get support by the National Agency for education. About measures: “We have an ICT group, representing all the different parts of the school. Together we evaluate the work done during the year through discussions”.iCT is clear integrated as tool “for presentations, writing and skill training” (ICT document class rroms) and “It varies; mostly because of the teachers‟ ITC know how. But we have a program called Lexia for helping students who need more practice in spelling and reading, which can be used on every computer in school.” (special needs teaching room. They need /dream of more computers for having all class 28 Sweden yes rooms equipped and connected to the internet. Karrtorps gymnasium Teacher, head teacher, ICT administrator. The data about this school are contradictory: in questionnaires we get very few information about projects (only one about exchange Stockholm/Avelino (Avellino? If yes it is a very small and conservative provincial town in south of Italy) and an inside project about razism. In the ICT document they say they “participate in a project evaluating wireless LAN and have 62 connected laptops” nowhere in thi sdocument is possible to see where these laptops are?. Again in this document they present the Ict area “Kärrtorps Gymnasium has two main ICT areas who are intended for students that don‟t have lessons. The first ICT area is located at the centre of our aula where most of the students gathers on breaks. Here we have two circles with eight connected computers each. Students have the opportunity to access the Internet for a quick search or check their email. The second ICT area is a quieter place where students may sit down and work with homework, projects or other interests.” Looking at the picture this is the “dream room” of the Romanian school (innovative schools as model, but also as dream…), but they write following in their own dream room “This would be a new room open all hours for students. The room should be arranged with adjustable desktops arranged as circular islands. This way students can adjust their work area to fit individually, work individually but still communicate with each other. Due to space shortage is this dream room not in the near future. But since we got wireless communication an idea is to create a mobile unit that takes advantage of free classrooms.” And I don‟t understand why thay should dream what they already have (ICT island and laptops)?. The website is very enthusiastic about the school. Fotos of students saying nice comments about the school turnover on the homepage. They are aware of their leading role (they say of themselves they are one of the 4 best schools in 29 Sweden yes Stockholm). They have ICT and multimedia as focus and they say they measure within “our evaluation program” Sekundarschule In this school we have just a person, he selects Head teacher in the questionnaire, but presents himself as ICT Minerva administraot in SMC where we get the name of the “trus” head teacher. He is Math, informatics, Geographie, Technicla rok, draw teacher! The eschoal liason selected his school also for the schoolportait in the eschola 2002. From his questionnaire is interesting to look at the relationships among “innovative” schools and awards or other international or national project like eschola or netdays. He presents for example Netdays as an “outside” project, He presents in it a school project “aninmierte schuler portraits” he presents also for eschola. He present as mission Switzerlan statement the brochures for parents. The brichure are also the dissemination strategy. They compare scores with and 43 d yes ICT for measuring benefits. It is strange, but he say he needs no further support. St Mary and St Teacher and ICT administrator. We miss the answer of the principal, also if it seems she is willing to answer. The Andrew's Catholici school is very involved in myEurope, and through this in projects with other Euroepan schools, known through EUN, primary school but these are all “volunteer projects” , like the school in Spoleto or the Minerva School, we have a teacher hero”, a good internet browser who finds ideas and start with collaborations for loving new thins, curiosity and so on. The ICT document is very inspiring: “We do not have a dedicated ICT suite at the moment so our other computers are installed in the staff room temporarily. This photo demonstrates the disadvantages of this arrangement; the computers are in a very cramped area so that children are squashed together as they work. Each year group has between 14 and 22 children but there are only six computers and in such a small area it is not possible even to ask two children to work together on one computer. Occasionally to demonstrate a new program or teach a new skill all the chairs are removed and children are asked to stand and watch one computer used with a magnifying screen but this is far from ideal. The computers in the staff room are linked to the Lancashire Intranet and have access to the Internet through this. There are some disadvantages to this system particularly that if the Intranet site is not available (which seems to happen quite frequently) we cannot access the Internet either” and later describing the classes she says the computers are in 35 UK no “role play area” This is the strangest situation! We got positive answers, but we have just the questionnaire of the ICT administrator. He says that he has worked for a project of EUN and BBC for evaluation of MM resources. We had a lot of problems in communication because his server was often down. He quotes the old project as finished, but “Further development is progressing as part of the internal piloting of video and sound creating by the pupils for inclusion within their own work”. He was contacted through EUN (the school was an ENIS). About support for facilitating projects within the school he says “good will of the school” and from outside “good will” and about dissemination “Outline only as this would take up time which is difficult to find.“ about the measure: “Frequency of usage by individual pupils and amound of free computers at any given moment. Presentation of work. Current work done my subject staff evaluated as part of the learning within that subject. Annecdotal evidence related to ability to find relevant information, present this information and using multimedia techniques the presentaion and expanation of concepts in a concrete format. I am hoping to start on a research project (if I can obtain the funding) into measuring learning and development of ICT across two schools. factors suchs as motivation by using new technology has a 'bluring' effect on ability of learning throught the use of ICT.”and about support he still needs “As there is ample willingness on behalf of the school to utilise and develop ICT within the school. Implementation and development is not the problem the problem is time to spend on the development and implementition strategies. This time is invariably tied up with funding. Who would take my place if I were tied up more with development and implementation”. I don‟t believe we can use this school, but 55 UK yes Bishop Gore school maybe something is interesting to have!
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