ICT in schools
Using ICT in education for persons with disabilities
The report “Report on using information and communication technologies (ICTs) in education for persons with disabilities”, published in 2012, is the outgrowth of a joint initiative by UNESCO and the Trust for the Americas, non-profit organization cooperating with the Organization of American States (OAS).
The joint project consisted of a significant study, country by country in South America, Central America, Mexico and the Caribbean, elucidating achievements and shortfalls, while demonstrating that democratizing free access to ICTs for persons with disabilities in the field of education is an attainable goal.
As a result, the final report provides a meaningful assessment of the status of access to ICTs for such persons and identifies both the good practices and the problems and pending needs that require the most support. It also evinces the need to enhance access to ICTs and the duty for all societal stakeholders, both governmental and non-governmental, as well as international organisations, to work toward attaining this goal.
The overall goal of the study is to provide recommendations to improve information policies, strategies for using ICTs to educate persons with disabilities and incorporate issues related to disability.
The publication targets especially decision-makers, national and regional educational institutions, organisations and associative movements of and for persons with disabilities.
European Commission survey on the use of digital technologies in schools
The European Commission’s report “Survey of schools: ICT in Education”, collects information from 31 European countries (27 EU Member States, Croatia, Iceland, Norway and Turkey) and provides detailed, up-to-date and reliable benchmarking of Information and Communication Technologies in school level education across Europe, painting a picture of educational technology in schools: from infrastructure provision to use, confidence and attitudes.
According to the survey, based on data collected during the school year 2011-12, students and teachers in Europe are keen to "go digital", computer numbers have doubled since 2006 and most schools are now "connected", but use of ICTs and digital skill levels are very uneven. These skills and support for teachers to deliver them need a strong boost.
Some of the key findings of the study indicate that teachers are generally confident and positive about the use of ICTs for learning and most of them believe there is need for radical policy change. However, teacher training in ICTs is rarely compulsory and therefore most teachers devote spare time to private study of these skills. Teachers use computers to prepare lessons more often than they use them in lessons.
The report shows there are marked country differences. Scandinavian and Nordic countries have the best equipment (Sweden, Finland, Denmark); while students in Poland, Romania, Italy, Greece, Hungary and Slovakia are most likely to lack the right equipment. However, lack of equipment does not mean lack of interest: some countries with the highest use of computer equipment are the ones with the lowest scores on equipment provisions (e.g. Bulgaria, Slovakia, Cyprus and Hungary).
The findings and recommendations of the 163-page report will feed into the Digital Agenda's effort and assist the Grand Coalition for Digital Jobs (which plans, for example, to promote Massive Open Online Courses for teachers and spread the use of incentives and coordination in teacher ICT training), and other Commission initiatives such as the Rethinking Education Strategy and the forthcoming Opening Up Education proposal.
The study was undertaken by European Schoolnet and the University of Liège. This is the third European survey of ICT in schools, and the first to survey students directly.
Using Computers in Class: An Introduction for Teachers
This article provides an introduction to how teachers can successfully incorporate computers as teaching tools in their classroom. 21st C. students are often well-versed in this technology, and consider computers as necessary to learning as textbooks, notebooks, and pens. The same is not always true for their teachers. This resource points out several useful tools and instructions that can help teachers view computers not as a threat, but as an ally in the classroom.
Eduapps: Vinden, delen en ontdekken van educatieve apps
Eduapp is een webportal voor het vinden, delen en ontdekken van apps voor educatieve doeleinden. Veel scholen hebben al tablets of overwegen de aanschaf om deze in de klas in te zetten. Maar hoe zit het met de didactische inzet van tablets in de klas? Kijk je alleen naar de methode of ga je ook echt aan de slag met apps? En als je aan de slag gaat met apps, welke dan en hoe zet je deze didactisch in? Op al deze vragen is er nu een antwoord: Eduapp.
Op Eduapp kun je niet alleen apps (Apple iOS en Android) vinden, maar ook beschrijven hoe deze ingezet kunnen worden in de vorm van lesideeën. Op dit sociale platform werk je niet alleen. Volg interessante personen (bijvoorbeeld binnen je vakgebied of sector) en wissel samen kennis uit. Zo maken wij met elkaar een landschap waarin het leren met apps een ontdekkingsreis is waar we allemaal van kunnen genieten!
Colloque PedagoTICE 2013
Le SiUP de l’Université de Toulouse, et la Direction TICE de l’Université Toulouse 2 convient à faire converger vos expériences les plus réussies autour des pédagogies et des technologies, afin de célébrer ce cocktail riche d’innovations.
A l’occasion du colloque PédagoTICE 2013, interrogeons-nous sur ce fait étrange : comment se fait-il que la pédagogie et la technologie, qui s’allient, se mêlent et se renouvellent tous les jours jusqu’à devenir plurielles, sont si souvent présentées séparément, cloisonnées dans le débat ?
En effet, les manifestations relatives aux technologies pour l’enseignement foisonnent, et celles concernant la pédagogie usant le numérique émergent… chacune de leur côté. Et pourtant, associer les acteurs des deux parties transmet un message bien plus fort, car audible par tout le monde.
Nous attendons de fructueux échanges entre enseignants et ingénieurs, entre pédagogues et technologues. En effet, PédagoTICE 2013 sera le premier colloque régional à privilégier un mode de communication en binôme, trinôme, voire plus !
Sur un mode « 1 journée pour tout et pour tous », PédagoTICE présentera un panel de retours d’expérience dans des domaines d’apprentissage aussi variés que ceux de nos établissements d’Enseignement Supérieur.
Qui est concerné ?
Enseignants, enseignants-chercheurs, doctorants, ingénieurs pédagogiques, ingénieurs TICE, assistants ingénieurs, techniciens… Vous vous intéressez de près ou de loin à l’alliage des pédagogies et des technologies, à la formation à distance par le numérique ? Quel que soit votre statut ou fonction, soyez les bienvenus !
Si vous travaillez dans un établissement d’enseignement supérieur (grandes écoles ou universités) de Midi-Pyrénées, vous êtes prioritaire.
Vous souhaitez partager votre expérience « PédagoTICE » avec la communauté régionale des pédagogues et technologues ? Pour en savoir plus, et nous proposer vos publications, visitez la page Appel à Communications.
How Technology Can Change Assessment
Many discussions of technology-based assessments concentrate on automating current methods of testing to save time and cost. However, technology also changes what educators can assess, how and when to assess it, and for what purpose. Assessments can be embedded in ICTs, and have the potential to measure learning processes, in addition to end-of-lesson knowledge.
Technology-aided assessments are useful not only in the evaluation of ICTs, but also as part of the design process, leading to iterative improvement. This brief focuses on assessment in ICTs, discussing how technology-enabled assessments can be leveraged to improve ICT design and student learning.
Faire entrer l’Ecole dans l’ère du numérique : stratégie présentée par le Ministère de l’Education nationale
Faire entrer l’Ecole dans l’ère du numérique. Vincent Peillon, ministre de l’Éducation nationale, a présenté la stratégie pour le numérique à l’École en présence de Fleur Pellerin, ministre déléguée chargée des petites et moyennes entreprises, de l’innovation et de l’économie numérique, jeudi 13 décembre 2012.
Transmettre des savoirs à des enfants qui évoluent depuis leur naissance dans une société irriguée par le numérique et donner à chacun les clés pour réussir dans sa vie personnelle, sociale et professionnelle future nécessitent en effet de repenser en profondeur notre manière d’apprendre et d’enseigner ainsi que le contenu des enseignements.
Faire entrer l’Ecole dans l’ère du numérique : dossier en ligne
Les détails de la stratégie « Faire entrer l’école dans l’ère numérique » sont disponibles en ligne sur le portail du Ministère de l’Education nationale avec un dossier dédié qui comprend :
- un point sur les enjeux de cette thématique : Faire entrer l’École dans l’ère du numérique : un impératif pédagogique et un projet de société : Le numérique au service des missions de l’École ; éduquer au numérique : une nouvelle mission pour l’École ; une communauté éducative convaincue des bénéfices du numérique pour l’École,
- une description de la stratégie globale et partenariale permettant d’inscrire effectivement et durablement l’École dans l’ère du numérique en 6 points :
- Une formation au et par le numérique pour les enseignants et personnels d’encadrement,
- Des ressources pédagogiques de qualité et accessibles à tous dans le cadre d’un service public de l’enseignement numérique,
- Des solutions concrètes pour faciliter l’action des collectivités territoriales en matière d’équipement et de raccordement au très haut débit,
- Le soutien à la création d’une filière dédiée au numérique éducatif,
- Une nouvelle gouvernance,
- La mobilisation de la recherche.
- la présentation de nouveaux services proposés aux enseignants, aux élèves et aux parents dès la rentrée 2013 à destination des enseignants, des élèves et des parents :
- un service de soutien scolaire en ligne en français, mathématiques et anglais pour 30 000 élèves en difficulté dans des établissements de l’éducation prioritaire ;
- l’accès en ligne à des sujets et éléments de correction du brevet et des baccalauréats général, technologique et professionnel ;
- un dispositif interactif sur l’apprentissage de la lecture, pour les enseignants et les parents d’élèves de CP ;
- une collection de ressources numériques et de films d’animation pédagogiques centrée sur l’acquisition des fondamentaux ;
- une offre de contenus et de services numériques visant à favoriser l’apprentissage de l’anglais dans le 1er degré, appelée English for Schools ;
- un site web de géolocalisation des solutions de formation pour les jeunes décrocheurs ;
- un service d’accès aux informations relatives à l’orientation adapté aux élèves en situation de handicap.
L’infographie : Faire entrer l’école dans l’ère numérique : une envie partagée reprend les principaux résultats du sondage Le numérique à l’école par OpinionWay auprès d’un échantillon représentatif de parents et d’enseignants pour le compte du Ministère.
Plusieurs dossiers sont disponibles en ligne
- « Faire entrer l’École dans l’ère du numérique », dossier de services : à feuilleter et à télécharger en pdf,
- « Faire entrer l’École dans l’ère du numérique », diaporama de présentation : à feuilleter et à télécharger en pdf,
- « Faire entrer l’École dans l’ère du numérique », dossier de presse : à télécharger en pdf.
Vidéos en consultation
Intervention de Vincent Peillon, ministre de l’Éducation nationale,
Intervention de Fleur Pellerin, ministre déléguée chargée des PME, de l’innovation et de l’économie numérique,
Table ronde lors de la présentation de la stratégie pour le numérique à l’École,
La vidéo courte Faire entrer l’École dans l’ère du numérique (1 mn 24 s).
Infographie
Tim Rylands: "The most important is the enthusiasm generated by games"
With over 25 years of classroom experience, in the UK, and beyond, including 4 years in West Africa, Tim Rylands has received notable recognition for using computer games, and Web 2 technologies to inspire children’s creative confidence in many areas of the curriculum - writing, speaking and listening, music, thinking skills, collaboration, interaction and much more.
Elearning Europa had the opportunity to talking with him during the last ICERI2012 Conference.
What is your main activity?
I have been a teacher for 27 years. I taught in very challenging areas in England, in West Africa. Conferences are a small part of what we do. What we normally do is a full day or two days of training with teachers and students. I also do demo teaching and people watch me teaching.
How do you teach?
When you do demo sessions, it’s on a much larger scale than a class. If you came to one of my sessions, you wouldn’t see me first, you would see the children and the teachers looking at a beautiful virtual world. We slip into the learning. They don’t even notice that we’ve started. When I was nominated for an award, the judges said I was a creative teacher with a warm affinity with his class. I think this is the most important part, whether it’s technology or not. Lots of children with scribble sticks, pencils, because we do a lot of analogue responses to digital stimulus. The idea is that children pick words up and juggle with them. A lot of children are sharing ideas with each other as much as with me.
It’s a way of teaching rather than a resource. It’s about how you get children talking. We encourage children and teachers to write together because sometimes writing is something we inflict upon children, so I think it’s good to be sitting down writing with them. Some children have never seen what enjoying writing looks like.
The other element is how we build silence. To me, the best teacher has bite marks on his tongue, he gives the opportunity to let the children have the feeling that they’re leading it.
He knows where he’s going but hopefully, the students don’t notice that.
You said that the tools you use are not as important as the dialogue that is happening.
When the people are working, they don’t see the technology, it is about what is said. I don’t necessarily mean just talking, I mean what is communicated, rather than what is used.
What are the benefits of using these virtual worlds in opposition to traditional learning?
I would say that these two methods are rather complementary. Games are not the only thing we do. In many respects, it's old-style teaching. It’s about moving students forward in essential skills: the ability to communicate, writing. Talking leads to writing but writing is the way we communicate when people are not there, so it has to be very gripping and engaging. This is not in contrast to traditional learning. I do find the worlds and tools that we use motivate and inspire the most reluctant writers.
Are all the kids involved in the same way?
It goes right the way through, from the less able to the more able. All of them, at different paces, take off and fly. Who would you say goes the fastest? Very often, it’s the less able. The gifted and talented children are not necessarily the most able. Sometimes they know how to tick the boxes but they don’t necessarily know how to take off and fly. When we come to these things where there’s no right or wrong idea, and we tell the children not to worry about their spelling, then the less able suddenly find themselves in a position where they can. Not worrying about spelling doesn't mean it isn't important. It most definitely is but there is a time and a place for written (and verbal) jazz: making it up, experimenting, exploring and surprising ourselves. What we encourage pupils to do is not to worry about their spellings, to get their thoughts down on paper in inventive, creative ways.
Why do you use purely recreational games such as Myst instead of serious games?
I don’t purely use recreational games, we do a huge amount of other things. It’s a challenge for me to find something new everyday, occasionally there are educational games and serious games, or web-based opportunities.
Are these games a one-time experience or are you working towards incorporating this into the curriculum?
Yes, it can be part of a broader strategy. If I were to use only games, it would be a shallow diet for my pupils but as a starter they’re remarkably engaging, they really do grab attention and focus. But they’re not the reason why you come to school, although the children forget that. Some schools have written us to say ‘thank you’ because their attendance rates have gone up, as well as their standards in writing and use of ICT. The most important is what’s generated because of enthusiasm.
Game-based learning is expensive for schools. Is the additional benefit sufficient in relation with its cost?
I understand your concern about the cost but it isn’t that expensive because you don’t need a vast amount of technical equipment, you just need a projector and a pretty basic computer. However, you have to choose wisely for a start. For example, if I was to use even the most peaceful part of Grand Theft Auto in a mainstream school, I wouldn’t have a leg to stand on if somebody came and complained. I think the benefits could be worth going through the difficulties of finding the right tools. The most important is how the teacher uses the tool.
What kind of skills can be developed by the use of games?
The number 1 would be confidence for children. It changes the perception of children who don’t think they are writers. It changes the perception of themselves into being someone who can and wants to learn. Also social skills: the ability to share. The outcomes are huge and endless. We work with schools that have perhaps challenges getting children to write or are asking themselves how to use technology in a creative, inventive way that can have an impact in classrooms. We’re also invited in schools that are already doing remarkable things.
What are the challenges that face educational games?
Money to come up with the quality that normal recreational games have. Most of the time, they’re using primary colours, it’s games where you have to tick the right answer. There is also the problem of the image, some people say: “How can the learning come from a game?” But in 12 years of using games, I’ve never had a negative comment from children, teachers, governors or parents. An incredible, valuable, shared learning journey.
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