The Survey of schools: ICT in Education, (Digital Agenda for Europe) outline how the ICT provision and use in European schools is improving but several obstacles remain. Firstly, teachers still believe that insufficient ICT equipment is the biggest obstacle to ICT use in many countries. Secondly, whilst teachers are using ICT for preparing classes, ICT use in the classroom for learning is infrequent. Teacher training in ICT is rarely compulsory and most teachers devote spare time to private study. Thirdly, students and teachers have the highest use of ICT and ICT learning-based activities when schools combine policies on ICT integration in teaching and learning. However, most schools do not have such an overarching policy. Therefore it is not surprising that teachers generally believe that there is a need for radical change to take place for ICT to be fully exploited in teaching and learning.
Despite the fact that having access and positive attitudes towards implementing ICT into their teaching and learning, teachers often find this difficult and require on-going support – not only technical but also pedagogical. For example, providing ICT coordinators in school with a role of pedagogical as well as technical guidance, or increasing the training provided by school staff and others to teachers of all disciplines. It should therefore be encouraged, including subject-specific training on learning applications.There is a need; therefore to further promote – starting with pre-service training – such online platforms and the opportunities they can afford to the European teaching community. The Survey of Schools: ICT in Education Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools recommended five policy actions:
- Strengthen public action at institutional, local, regional, national and European levels to boost ICT use at school so as to reduce the gap between ICT use out and within school.
- Increasing professional development opportunities for teachers is an efficient way of boosting ICT use in teaching and learning since it helps build highly confident and positive teachers.
- Despite having access and positive attitudes towards implementing ICT into their teaching and learning, teachers often find this difficult and require on-going support – not only technical but also pedagogical.
- Harness high levels of use of personally-owned mobile phones. Use the dataset and lessons learnt from this survey for future investigations.
The data also reveal how there are relevant differences in ICT integration in Education approach among European countries, for this reason european education community need room for debate good practices in the the field of ICT in teaching and management of education activity. For this reason and to harmonize schools and policy approach the project is carry out internationally.
- 1 Overall objectives
- 2 Specific objectives
- 3 Project outputs
Throughout the planned activities the project want to enhance the key competences and skills on ICT and learning performance of young people attending schools, through promoting quality improvements, innovation excellence at the level of education, in particular through enhanced transnational cooperation between education and training providers and other stakeholders in the field of ICT integration in Schools (teaching and management).
Moreover the project intend to boost the emergence and raise awareness of a European lifelong learning area designed to complement policy reforms at national level and to support the modernisation of education systems, in particular through enhanced dissemination of good practices and cooperation.
This project aims to support the development of innovative practice, enhance the quality of pupil and staff work, build capacity in schools and foster strategic cooperation between school organisations.
The project aimed to develop a programme of initiatives on ICT integration in education to promote innovation, exchange of experience, good practices and know-how between different types of organisations involved in education. Developing basic and transversal skills in education, using innovative and learner-centred pedagogical approaches.
Enhancing digital integration in learning, teaching, at various levels: supporting ICT-based teaching, as well as ICT-based assessment practices. In particular, supporting teachers, educational staff in acquiring or improving the use of ICT for learning and related digital competences.
To accomplish these objectives, the project will realise 5 work package (WP) activities:
WP1: Project Management
Management of the PM structure
In this task the PM structure will be set up and managed. The following activities will be carried out:
- The Project Management Board (PMB) will be set up;
- Preparation of the PMB meetings, management and circulation and agreements of the minutes.
- The nominated Project Manager will keep informal relationships with the members of the PMB.
Operational Project Management
In this task the actual monitoring and control of the project progress is performed by the Project Manager. This entails:
- Preparing a Project Management Handbook illustrating the management and reporting procedures to be followed by all partners;
- On the basis of this Handbook, monitoring the progress of the project against the Workplan and taking corrective actions where necessary.
- Ensuring the proper management reporting;
- Activating the project tasks at the foreseen times, in order to make sure that all partners are following the Workplan;
- Being the interface between the National Agency and the Consortium;
- Ensuring that the Project deliverables are delivered at the proper timing and with the appropriate quality level;
- Last but not least activating conflict resolution procedures as set out in the Project Management Handbook where necessary.
WP2 Study of best practices and case studies
During the first 6 months of the project, a comparative survey will be carried out in each participating organisations’ countries with a focus on the strategy of ICT integration in schools. All the Project will leave from the existing best/ bad practices of each Consortium Partner. The partners will analyse both best and bad case-studies in order to investigate the reasons of success/ failure and learn lessons for potential good applications of the mechanisms which stand at the basis of them. Analysis of study cases in each country.
Collect of quantitative and qualitative data. Comparing the information with European programs, mechanisms and tools. Best practices and reccomandations for harmonisation with European regulations.
Will be investigated 5 main aspects:
- Leadership and Vision: Digital Schools of Distinction ICT strategy, and positive attitude towards ICT;
- ICT integration in the curriculum: Schools integration of ICT across the curriculum. Clear understanding of the staff on how ICT can be used to improve learning;
- School ICT culture: Schools awareness that ICT affects the quality of learning and teaching, pupil attitudes and behaviour, and the school community;
- Continuing Professional Development: Schools commitment to ongoing professional development in ICT;
- Resources and infrastructure: Schools appropriate ICT resources, including hardware, software and infrastructure to support particular learning environments, and reflect plans for ICT development as outlined in the school’s policy.
WP3 Training on methodology on ICT in education
Will be delivered a Training on methodology in ICT integration in education in 5 best practices selected inside WP2 activities. During a training workshop (HUELVA October 2016) participants will boost their knowledge of best practices in ICT integration in school, they will also be trained on case studies providing some scenarios on how different types of schools set about integration of ICT, with practical ideas as to how they might approach the development of ICT in their own schools.
Participants of the course will be Teachers and School staff seected by the participants organizations (also among their staff; 10 for each country of project’s partner)
WP4 Digital School Distinction
- Distinction: creation of an online contest for schools (website and facebook) to present their activities for ICT integration in education. Participants organizations will select the best projects of implementation of good practices for each one of the 5 key practices outline by the programme. It will be an european distinction focus on projects realized by schools and education center. Distinction will be advertise through: local events, Social Media, Web site, Linkedin, National Agencies, European tools (e.g eTwinning)
- Plan to create a permanent European digital school network with an annual distinction. Winners will participates with a group of students at the final event presenting their projects.
WP5 Dissemination multiplier events
In order to capitalize the best practices and lessons learned as well as to disseminate and replicate the materials and knowledge to the community of each partner organizations through free access to OER available on the web and focus groups and seminars organized on-site;1 website. 6 online newletters; Local events, final events. Local events will be fundamental to advert the Contest through participants in training activities that will share their experience.