briefing papers for policy makers

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7. There are two main approaches for the conduct of ICT teaching /learning innovations. The first uses real life experiences and practitioners innovative ideas. This can be fully integrated into the whole school’s development plans. The second enables the teachers involved in the research and development to support and initiate educational innovations, which can enhance research through: • Contributions to the design and methodology of research projects. • Tailoring situations for learning and research that are better suited to schools. • Expanding the anticipated uses of ICTs in education. • Insights into the strengths, limitations and suitability of research outputs in schools. • Localising the research outputs. • Disseminating results of the research to colleagues and throughout schools. 8. Many of the projects were less successful as they had no/too few teachers involved in their implementation stage and there was not whole school involvement in the design and evaluation stages. Also, teacher’s language barriers’ and heavy workloads affected the sharing of informal knowledge. 9. The sustainability of research and development driven innovations is threatened by: • The nature of research knowledge and practices. • Schools’ attitudes towards research and development. • The links between researchers and schools. • The time spans of the projects. • The nature of research and development products. 10. The methods of reporting research (the publication of research papers, conferences etc…) limits the dissemination of new knowledge amongst school practitioners, as these methods are not considered important sources for teachers’ professional development. 11. The acceptance of ICT-related teaching/learning innovations relies on regular access for teachers and pupils to up-to-date networked ICT. Key Recommendations The following key recommendations were made: 1. Attention needs to be given to developing a supportive framework for ICT-related teaching/learning innovations. 2. The placement of ICT in school labs should also include efforts to bring ICT into regular classrooms and informal learning spaces. This will require the school to offer space that will support these flexible arrangements. 3. The number of teachers capable of using ICT applications needs to be increased. 4. There should be an acceleration in the implementation of policies that support teachers in developing relevant skills for ICT teaching/learning. Emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning. 5. Teacher training and professional development oriented policies should support ICT-related teaching models that encourage both pupils and teachers to play an active role in teaching/learning activities. 6. Policy reforms for teacher training should prioritise the adoption of new teaching/professional development models and the development of practical ICT-related skills that related to: • Collaboration • Curriculum and resources management. • Knowledge building. • Representation and sharing in semi-structured or open-ended ICT-based learning environments. • Pre-service teacher training with an emphasis on teachers going into secondary education. 186
7. Policy should encourage long-term networks between schools and research institutions/universities as these will help support schools in becoming learning organisations. However, reform is needed of existing curricula and assessment structures. 8. Teachers need to adopt, develop and support a pedagogic culture that develops supportive practises for pupils’ and encourages own theories in teaching/learning activities. It should be linked to the development of life-long learning and professional practices that enable teachers to keep in touch with ICT developments, new knowledge and research on teaching/learning. Further scientific research is needed into this area. The full title of the cluster is: Synergy between Practitioners’ needs and opportunities, research orientations and decision making on the usage of ICT in primary and secondary education (SYPREDEM). The Final Report of this cluster is available at: http://www.cordis.lu/improving/socio-economic/res_clusters_edu.htm (Cluster 4) 187
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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 143 and 144: Briefing Paper 46 Research Institut
Page 145 and 146: Key Recommendations Political and l
Page 147 and 148: Further information The final repor
Page 149 and 150: 8. Learning in a “learning compan
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Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
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Page 171 and 172: Key Recommendations 1. The focus of
Page 173 and 174: • Shaping European learning relat
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Page 187 and 188: Summaries of research project clust
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Page 197 and 198: 8. Compensation programmes/schemes
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