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ICT and learning: perceptions and difficulties from an European point of view

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ICT and learning: perceptions and difficulties from an European point of view

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  1. ICT and learning:observations and challenges from a European perspective Ferry de Rijcke Coordinating Inspector of Education The Netherlands

  2. Two Perspectives Government, administrators, the public debate Schools: learners and teachers

  3. Evidence base • 130 Ict-school portraits Dutch inspectorate • 20 ICT-school portraits in six European countries (ERNIST) • ICT-reports inspectorates in England, Scotland, France • INSIGHT European Schoolnet: research, analyses, ICT-country profiles. CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  4. Focus on: • Schools • Subjects • School leaders • Teachers • Students CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  5. ICT school portraits Objectives : • Inspiring examples. • Information for policy makers on possibilities and on necessary conditions. • Re-definition of common objectives and quality standards. • Over 130 portraits • Netherlands, Sweden, Ireland, France, Canada, Scotland CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  6. ICT school portraits • Context • Vision • Changes for students, teachers • School organisation • Roles of others • Reflecting, ambitions • Assessment CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  7. Vision Leadership Learning resources Students’ expertise Learning and teaching Teachers expertise School Organisation Technical Infrastructure External relations CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  8. School leaders • Successful schools: assessment module • Leadership styles: self-assessment • In-depth interviews • Hybrid publication: print and web CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  9. Successful Leaders • Education as primary focus • External orientation • Reflective, analytical, visionary, charismatic, responsive • Communicators and implementers • Results, people, conditions • Adaptive leadership style • Extended repertoire CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  10. Public concerns • Impact of ICT in society, economy, public life • Lisbon ambitions • Digital divide • Results of investments • Assessment of progress in terms of innovation in learning and teaching • New priorities, new topics in the public debate CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  11. Schools and ICT Schools and learning change on three levels: • Tools • Methods, didactics • Objectives CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  12. School level • Organisational revolution • New sources of learning • No new paradigm • The real digital divide • The triangle of change resilience CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  13. The triangle of change resilience • National objectives of learning • Learning materials • Teachers’ professional traditions CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  14. Challenges • Redefine goals of common learning • Keep up the investment levels • Open up schooling and learning • Schools to lead CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate

  15. f.derijcke@owinsp.nl www.owinsp.nl www.ictschoolportretten.nl www.eun.org schoolportraits.eun.org eschoolnet.eun.org info@eun.org www.sici.org.uk CoSN 2005 Ferry de Rjjcke Netherlands Education Inspectorate