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Briefing Paper 36 Contact address: Kathy Kikis-Papadakis P.O. Box 1527 Heraclion, Crete Greece Tel: +30-2810-391.800 Fax: +30-2810-391.801 katerina@iacm.forth.gr This cluster has been funded by DG- Research under the Key Action “Improving the Socio-Economic Knowledge Base” of FP5 Supporting ICT-related Learning Innovations in Schools Context of the study Information and communication technology (ICT) has the potential to enhance the education and training sector, but recent research activity in this area has shown that the teaching community involved in these research projects have found it difficult to embrace the results in their daily practices. This project examined the results of four previous ICT-related studies and aimed to provide a guide for teachers and schools to select educational designs and technology applications/solutions that are suited to their needs and therefore increase teachers’ confidence in utilising research results in their everyday practice. The innovative use of ICT in teaching/learning is a major research area actively supported by the European Commission under initiatives like Educational Multimedia Task Force, IST Programme, SOCRATES/ MINERVA and e-Learning Initiative. Taking the results of four projects undertaken within these initiatives, this project has aimed to make the link between practice, research and decision-making. The recommendations are considered to be relevant to future policy-making by the European Commission as well as individual European Union Member States. Key Conclusions The following key conclusions were reached: 1. Innovative use of ICT in teaching/learning can stimulate dynamic learning environments. 2. The effectiveness of ICT based innovations, scientific knowledge and/or new educational/pedagogic models relies on their successful integration into existing educational activities. 3. A working definition of ICT-related teaching/learning should focus on the activities of innovators who are integrating into existing activities or new activities, resulting in profound changes, reforms or improvements in teaching learning processes and outcomes. This includes existing or new: • ICT-based teaching/learning products • ICT-related educational/pedagogic theories and scientific research outcomes. • ICT-related institutional/organisational strategies and plans. 4. Teachers are the central figures for the cognitive, emotional and social development of their pupils in ICT-related teaching/learning. However, new models and the use of ICT have changed teachers roles. 5. The implementation of ICT in school teaching/learning has affected the distribution of roles/responsibilities and classroom interaction. 6. Regardless of their differing learning patrimonies and characteristics, schools still produce ICT teaching/learning innovations. 185
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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University of Barcelona 3. Further
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Educational research supported by D
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Page 145 and 146: Key Recommendations Political and l
Page 147 and 148: Further information The final repor
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