jande craemer eminent09 workshop a1
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ICT curriculum reform in Flanders
Eminent 2009
Jan De Craemer
Jan De Craemer 2
Jan De Craemer 3
Size of the educational system
• Total population: over 6 mio
• Pupils & students : 1.260.599
• Teachers : 159.812
• Institutions :– primary: 2.559
– secondary: 1.035
– higher education: 31
Jan De Craemer 4
A new ICT-curriculum since 2007
Social rationale A means to provide equal opportunities Keeping pace with new developments in society Increasing participation in economic life
Educational rationale helping learners to become mature technology users ICT can innovate education
4NML conference - Brussels - Conscience building - September, 22th 2009
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Curriculum features (1)
- ICT competences to be reached in basic education
- Competence-based curriculum: including a strong attitudinal and (meta-)cognitive dimension
(Competence= skills + knowledge + attitudes)
- No ‘standards’, but cross-curricular final objectives
5NML conference - Brussels - Conscience building - September, 22th 2009
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Curriculum features (2)
- Broadly formulated targets to ensure large autonomy for schools for curricular decision making
- (learning)process oriented instead of product oriented
- No technical or instrumental skills defined
- No additional certification
6NML conference - Brussels - Conscience building - September, 22th 2009
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1. Pupils have a positive attitude towards ICT, and are willing to use ICT to support their own learning process.
2. Pupils use ICT in a safe, responsible and effective way.3. Pupils can work independently in a ICT enriched learning
environment.4. Pupils can learn independently in a ICT enriched learning
environment.5. Pupils can use ICT to elaborate their ideas in a creative way. 6. Pupils can use ICT to search for, process and store digital information.7. Pupils can use ICT to present information to others.8. Pupils can use ICT to communicate in a safe, responsible and effective
way. 9. Pupils can chose adequately between a number of different ICT
applications, depending on the specific goal to be achieved. 10.Pupils are willing to redefine their actions after reflection on their
own and others’ use of ICT. NML conference - Brussels - Conscience building - September, 22th 2009
Curriculum content
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Attitudes (social and ethical abilities)
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
Supportive technical, instrumental and procedural skills
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
practisingwith the support of
ICT
modelling
creativelywith the support of ICT
The ICT-diamond
(Sec.ed. Only)
choosing adequately,reflecting
and adjusting
independent learning
with the support of ICT
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1 The pupils have a positive attitude towards ICT and are willing to use ICT in support of their learning.
- a willingness to use ICT as a teaching aid
- to compensate for skills and attitudes that are not acquired spontaneously or much less at home
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2 The pupils use ICT in a safe, responsible and effective way.
working in a rigorous and careful way vigilance about harmful or discriminatory content
dealing cautiously with personal or confidential information taking care of equipment and software
ergonomics, ecology …
respecting intellectual property
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
Supportive technical, instrumental and procedural skills
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
practisingwith the support of
ICT
modelling
creativelywith the support of ICT
The ICT-diamant
independent learning
with the support of ICT
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
Supportive technical, instrumental and procedural skills
practisingwith the support of
ICT
3 The pupils are able to practise independently in an ICT supported learning environment.
variation (in the types of exercises, catering for various learning styles …)
differentiation (in terms of the pace and level) customised feedback
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
Supportive technical, instrumental and procedural skills
4 The pupils are able to learn independently in an ICT supported learning environment.
acquire and process new learning content learning centres suitable programmes all kinds of distance learning
independent learning
with the support of ICT
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
practisingwith the support of
ICT
Modelling
creativelywith the support of ICT
5 The pupils are able to use ICT to express their own ideas in a creative way.
ICT can facilitate creation beside other means Use of multimedia Strong link with media education
Creativity: - goal-oriented, problem-oriented
- making strategic choices
Supportive technical, instrumental and procedural skills
Abilities focusing on the learning proces
independent learning
with the support of ICT
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
independent learning
practisingwith the support of
ICT
Modelling
creativelywith the support of ICT
6 The pupils can retrieve, process and save digital information by means of ICT.
Supportive technical, instrumental and procedural skills
choose in an adequate way the most suitable sources of information to assemble specific information
decide what is interesting in the framework of their objective
use information to offer solutions arrange the information store the information in a simple structure
Abilities focusing on the learning proces
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
independent learning
practisingwith the support of
ICT
Modelling
creativelywith the support of ICT
7 The pupils are able to use ICT in presenting information to others.
Supportive technical, instrumental and procedural skills
wrong: knowledge of one programto limit creativity
right: focus on content aimed at a certain
audience context outline
Learn to make strategic choices
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
Independent learning
practisingwith the support of
ICT
Modelling
creativelywith the support of ICT
8 The pupils are able to use ICT to communicate in a safe, responsable and appropriate way.
Supportive technical, instrumental and procedural skills
to provide information or seek it from third parties
make a targeted choice between the different means of communication
respect the general code of conduct when communicating by electronic means (also called ‘netiquette’)
react in an alert and self-assured way to unusual messages
Learn to make strategic choices
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Social and ethical abilities
A positive attitude – Supporting own learningsafe – responsible - appropriate
Abilities focusing on the learning proces
Supportive technical, instrumental and procedural skills
communicatinginformation
presentinginformation to others
collecting, processingand saving
information
practisingwith the support of
ICT
modelling
creativelywith the support of ICT
The ICT-diamant
(Sec.ed. Only)
choosing adequately,reflecting
and adjusting
independent learning
with the support of ICT
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9 The pupils are able to make an adequate choice out of different ICT applications depending on the objective to be reached.
in contrast to a one-by-one approach
choices have to be appropriate and goal-oriented
=> experiment, compare, reflect
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10 The pupils are willing to adjust their actions based on reflection upon the use of ICT by themselves or others.
As a result of experimenting, comparing, reflection
detect (+ and -) qualities of …
means, programs, applications
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Implementation policy: 5 Pillars1 Strengthening capacity-
building of the educational institutions
2 Promoting the professional development of educational staff
3 Provinding high quality infrastructure
4 Digital content policy
5 Evaluation & Research
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Policy planning in schools
- A software tool developed to support schools
- Basic assumption: “the local process of policy planning is crucial condition for successful ICT integration”
- No form of “informed prescription”, but active engagement on local level
- pICTos: Planning for ICT in Schools
- Team-based in-service training: different steps towards a integrated policy plan
22NML conference - Brussels - Conscience building - September, 22th 2009
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Educational beliefs
Current activities
priorities
newactivities
actionplan
School context competencies
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Phase 1: educational beliefs
28 statements to agree/disagree with
7/28 “I think textbooks and other existing educational materials are the best sources to create my lessons.”
(classical skill transfer teaching style)
6/28 “I prefer to put chairs and schoolbanks together so the pupils can work together.”
(constructivist teaching style)
Jan De Craemer 25Constructivist beliefs - pupil centred
Tea
cher
cen
tred
Kno
wle
dge
tran
sfer
bel
iefs
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Differences between schools phase 1: teaching styles
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Educational beliefs
Current activities
priorities
newactivities
actionplan
School context competencies
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Phase 2 current activities
• Focus on objective
1 (positive attitude) and
3 (practicing with ICT) • Cf classical instruction
teaching style• Little focus on obj 8
(communication)
Final objectives
Nu
mbe
r of
act
ivit
ies
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Phase 2: current activities
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Educational beliefs
Current activities
priorities
newactivities
actionplan
School context competencies
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www.ond.vlaanderen.be/ict
Thank you