International Conference on Education and New Developments 2013
1 to 3 of June 2013 – Lisbon, Portugal
CALL FOR ABSTRACTS - http://www.end-educationconference.org/call.html
LIKA aims at introducing digital literacy and competence in courses to strengthen actuality, relevance and quality in teacher education on a long-term basis. ICT should be an integrated and natural part in the profession of teaching.
IEA ICILS will measure international differences in CIL and computer use in Grade 8 (or its national equivalent) students. It will also collect information about contexts (at the student, school and system level) in which CIL is developed.
Computer and information literacy refers to an individual’s ability to use computers to investigate, create and communicate in order to participate effectively at home, at school, in the workplace and in the community. CIL brings together technical competence and intellectual capacity to achieve a communicative purpose.
Broad Research Questions
- What variations exist between countries, and within countries, in student CIL?
- What aspects of students’ use of computers and other ICT’s are related to student achievement in CIL?
- What characteristics of students’ technological backgrounds are related to student achievement in CIL?
- What individual/personal student characteristics are related to student achievement in CIL?
- Computer-based test of CIL delivering a range of authentic assessment modules in a seamless environment.
- Student questionnaire
- Teacher Questionnaire (including links to IEA SITES 2006)
- School Questionnaire (including links to IEA SITES 2006)
- National Context Survey
ICILS will examine the outcomes of student computer and information literacy (CIL) education across countries.
This project follows a train-the-trainer and qualify-the-users approach. It sets out to develop and implement training programmes for staff in non-formal learning settings such as Public Libraries, community centres and care centres. Once they are trained, these staff members will enable new users of the Internet to develop skills and knowledge needed to make full and safe use of the World Wide Web as both users of content and creators of online content.
With DLit2.0 we aim to...
- enable adult education staff in Europe for the provision of ICT-Training courses.
- enable learning distant adults to make use of Web 2.0 for acquiring knowledge and participating in social life in an autonomous, confident and critical manner.
- promote the key competence Digital Literacy for continuing education among poorly educated adults.
- encourage and stimulate collaboration between educational and social organisations and promote professional exchange and cooperation on European level in lifelong learning for marginalised and disadvantaged citizens in general.
- enhance the use of ICT for lifelong learning.
- stimulate the dialogue on the training of the trainers in non-formal and informal education in Europe.
We will work towards these aims by implementing a two-step strategy based on a structured curriculum and learning materials which can be used in non-formal learning settings.
Ce programme d’Éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres dans leur travail continu pour accomplir les objectifs de la Déclaration de Grünwald (1982), la Déclaration d’Alexandrie (2005) et le programme de Paris de l’UNESCO (2007), tous en rapport avec l’EMI. Il innove pour deux raisons. Premièrement, il est tourné vers l’avenir, en s’appuyant sur les tendances actuelles vers la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques dans une seule plate-forme. De cette façon, et pour la première fois, l’EMI est présentée de façon holistique.
Formar para um uso crítico e esclarecido dos meios de comunicação, quer dos tradicionais quer dos que resultam das novas tecnologias, é um imperativo de cidadania que constitui profunda preocupação do Grupo Informal sobre Literacia Mediática - GILM, constituído pelo Centro de Estudos de Comunicação e Sociedade da Universidade do Minho, Comissão Nacional da UNESCO, Conselho Nacional de Educação, Entidade Reguladora para a Comunicação Social e Gabinete para os Meios de Comunicação Socia
Trazer para a agenda pública esta dimensão da formação dos cidadãos, promovendo a consequente definição e aplicação de políticas coerentes de literacia e educação para os media é o objetivo partilhado das citadas instituições que, para o efeito, têm vindo desde 2009 a desenvolver um conjunto de atividades destinadas a contribuir de forma substantiva para o aprofundamento de conhecimentos e para o debate sobre as múltiplas questões que integram o grande universo do “pensar e agir digital”.
Este 2.º Congresso Literacia, Media e Cidadania constitui, enquanto evento internacional, um importante desafio.
Serão, seguramente, dois dias substantivos em termos de análise de trabalhos de investigação, de discussão conceptual, de sugestões para a criação e implementação de políticas, para programas de formação e para práticas de intervenção.
The event aims to explore mobile learning as a unique and significant contribution to achieving the Education for All (EFA) goals of increasing education access, quality and equality. MLW 2013 will focus on three particular EFA goals as they relate to mobile learning:
- Improving levels of adult and youth literacy: how mobile technologies can support literacy development and increase reading opportunities
- Improving the quality of education: how mobile technologies can support teachers and their professional development
- Achieving gender parity and equality in education: how mobile technologies can support equal access to and achievement in basic education of good quality for all, in particular for women and girls
MLW 2013 will consist of the following events:
- Symposium on Mobile Learning (open)
18-19 February, Paris
This two-day conference constitutes the backbone of the MLW and will feature keynote speakers, demonstrations of mobile content and technology, and thematic breakout sessions.
- Senior Policy Makers' Forum (invitation only)
20 February, Paris
UNESCO, in partnership with the GSMA, will host an invitation-only meeting of high-level government officials to discuss issues relating to mobile learning and policy.
- MLW Webinar (open)
21-22 February, virtual
The Webinar will allow people outside Paris to discuss topics related to mobile learning. It will be moderated by leading thinkers in the field of ICT in education. Selected mobile experts will present their projects and will field real time questions from online participants.
Officials from Ministries of Education, international experts and practitioners in mobile learning, as well as representatives from major partners in the field will share innovative ways of learning with, and through, mobile technologies, and how they can be used to achieve the Education for All goals and improve the quality of education.
The theme of the 18th European Conference on Reading is New Challenges - New Literacies
- Literacy and the social media/Digital literacy
- Learning to teach literacy/teacher education
- Second language literacy/ Reading and writing in a foreign language
- Reading comprehension
- Content area reading
- Early literacy and literacy development
- Engagement in reading
- Family literacy
- Adult literacy
“When I make a film, it’s out of my head”: Expressing emotion and healing through digital filmmaking in the classroom
This article by Brian Bailey was published on Digital Culture & Education, volume 3, issue 2.
This article examines how adolescents are using digital video production in school to express emotions, deal with personal and community problems and even draw on their multimedia compositions as a form of healing. In this sense, youth are using literacy to help them to make sense of their lives while attempting to make changes within themselves and their communities.
The data for this paper comes from a two-year ethnographic study in two high schools. Field observations, interviews, video data, pre-production texts (storyboards, scripts, screen plays etc.) and student films were analyzed to understand what language and literacy look like when students use digital video production and distribution in school to tell stories.
Drawing on a New Literacy Studies theoretical framework, the author argues that the literacy practices in this study allow students to make sense of issues and emotions in their lives and cope with their life circumstances by showing their stories to real audiences both within and beyond their schools.