Inventive utilization of ICT in schools taking into account discoveries in ELFE venture The European e-learning Forum f

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Imaginative utilization of ICT in schools in view of discoveries in ELFE extend (The European e-learning Forum for Education) Ulf Fredriksson Center for Research on Lifelong Learning, Ispra, Italy and Mid Sweden University, Sweden Tjeerd Plomp University of Twente, the Netherlands Gunilla Jedeskog Linköping University, Sweden Elsebeth Sorensen Aalborg University, Denmark Maria Rasmusson Mid Sweden University, Sweden

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Innovative utilization of ICT in schools in light of discoveries in ELFE extend The ELFE extend – a short presentation Findings from the venture Discussions and conclusions

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The ELFE extend Initiated by ETUCE 2 year extend financed by the EU permit ETUCE and the more extensive society to show signs of improvement comprehension of the qualities and the shortcomings of utilizing ICT as a part of essential and auxiliary training

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The ELFE extend: points Aim 1: Analyze and share great encounters and recognize great practices in utilizing ICT Aim 2: Study the potential outcomes of exchanging these great practices to different schools and nations Aim 3: Create a verbal confrontation on how the European arrangement on eLearning and use of ICT in education should be produced

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The ELFE extend Cooperation amongst analysts and educator unions Denmark, Germany, Norway, Portugal and United Kingdom Three schools from every nation An extra study in Sweden (three schools)

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The ELFE-extend: choice of schools ordinary' - no additional financial plans and bolster essential and optional schools academic development the school all in all national exchange union agent three school - one day for each school

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ELFE instruments interviews - polls - reports principals - inventive instructors - different instructors - ICT facilitators - understudies

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Seven inquiries why does the utilization of ICT matter in schools where ICT is seriously utilized for instructional/educational purposes? Whatever degree are instructors' practices and results changed? What are seen points of interest and hindrances of the utilization of ICT in educating and learning? What components impact the escalated utilization of ICT?

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Seven inquiries How are the understudies affected by this diverse method for instructing when contrasted with the conventional classroom training, both separately and as a system? What are the potential outcomes to maintain and to exchange great ICT based instructing/learning hones? Whatever degree did the nearby talks on and encounters with utilization of ICT have added to entire school improvement?

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What components impact the concentrated utilization of ICT? (Q 4.4) Vision on educating and taking in School's inclusion in different advancements Leadership style of the essential Integration of ICT in the school's way of life Teachers' expert improvement Teacher joint effort External approaches and linkages important for ICT utilize and academic changes

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why does the utilization of ICT matter in schools where ICT is seriously utilized for instructional/educational purposes? (Q 4.1) Interaction between instructors Interaction amongst educators and understudies Better correspondence with guardians Other sort of cooperation with nearby group Influences on instructing and adapting New physical courses of action Increased productivity of school organizations and viability of school administration

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How are the understudies affected by this diverse method for instructing when contrasted with the conventional classroom training, both independently and as a system? (Q4.5) What understudies do with ICT How understudies encounter functioning with ICT no hard confirmation of what effect the escalated utilization of ICT in subjects as well as in activities and free learning undertakings has on understudies new abilities, for example, having the capacity to work autonomously and in tasks, to hunt down data, to team up and convey, and so forth

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How are the understudies impacted by this distinctive method for instructing when contrasted with the conventional classroom training, both exclusively and as a system? (Q4.5) Students indicate more certainty and have better learning inspiration Students have no "instrumental" issues in working with PCs and more broad with ICT when all is said in done understudies like working with PCs

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To what degree are educators' practices and results changed? (Q. 4.2) Project based showing Teachers - facilitators An assortment of assets More individualized direction New capabilities Some instructors - heralds - fans Some educators - can't help contradicting strategies of progress

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What are seen focal points and drawbacks of the utilization of ICT in instructing and learning? (Q4.3) Perceived points of interest - the utilization of email, critical thinking, basic considering, enhance learning forms and so on. Seen disservices - insufficient hands-on activities,difficult to work autonomously, diversion, replicating from Internet and so forth

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To what degree did the neighborhood discourses on and encounters with utilization of ICT have added to entire school advancement? (Q4.7) Influences on instructing and learning Interaction with nearby group Interaction between educators Interaction amongst instructors and understudies Better correspondence with guardians Increased proficiency of school executives and viability of school administration New physical courses of action

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Discussion and conclusions: The instructor as the key The proper part of innovation relies on upon the individual instructive designer's/instructor's perspectives and impression of the objectives of training A cognizant decision Time

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Discussion and conclusions: "Time" is an issue (Fullan, 2001) Three phases: Initiation: Being educated Implementation (change): Fear, chance, and so forth. Academic creative ability Competence Institutionalization

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Discussion and decisions: An arrangement of inquiries for reflection The part of the instructor/understudy? How to adjust understudy activities and educators' have to control? Discourse/joint effort? How to utilize ICT to encourage joint effort? Envisioning fitting appraisal models?

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Discussion and conclusions The discoveries from the ELFE venture are impractical to sum up. Contrasting schools that are assumed with be in the bleeding edge may give a few insights about the bearings of improvements in the included nations The contrasts between the schools in the venture appear to mirror the contrasts between the nations.

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More data about the ELFE-extend http://www.elfe-eu.net/

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Merci Danke Thank You! Tack Gracias

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