The 1:1 Learning in Europe case report

Transcription

1 The 1:1 Learning in Europe case report Stefania Bocconi National Research Council of Italy, Institute for Educational Technology (ITD) Panagiotis Kampylis and Yves Punie European Commission, JRC-IPTS Scaling-up ICT-enabled innovation for learning: Asia Europe expert seminar Robert Black College, University of Hong Kong 22 nd -23 rd January 2013

2 Background to Innovation From general provision of ICT to 1:1 computing in Europe Two waves of expansion: 1) First Laptop initiatives at schools/classrooms level. Focus on spreading out computers and equipment for schools. 1) Rising of 1:1 computing initiatives. Focus on modernization of equipment and (students and teachers) personal ownership of ICT netbook_on_the_rise european_.htm

3 Background to Innovation Policy goals and framework Overall aims to increase technological equipment in schools or classrooms Pedagogical aims to foster peer learning to work with computers anywhere, anytime to promote the general use of ICT and the individual access to Internet & educational resources to reduce the digital divide and to promote e-inclusion to allow students acquiring ICTbased skills and competencies to link formal and informal learning to integrate ICT across the curriculum to support individual learning styles and personalized learning Policy Framework Part of ICT infrastructure programmes Part of educational plans

4 Background to Innovation Key findings from prior attempts of 1:1 computing Access to learning devices in schools is an important but not sufficient condition. To use ICT devices in the classroom teachers should know when and how to use ICT and also be motivated to use it. Available evaluations point out a positive impact of 1:1 computing on ICT skills and writing, but more modest evidence has been found about a positive impact on other academic domains such as mathematics. Large-scale 1:s could strongly limit the first digital divide (access to ICT at home and in school), but a second digital divide (background skills needed to benefit from ICT access) emerges in school when all the learners have access to ICT devices. Monitoring and Evaluations tend to be descriptive of the implementation process and program design. There is a lack of consistent evidence from monitoring and evaluations of 1:s. Further research is needed to provide a deeper understanding of learning practices in classrooms with 1:1 computing

5 The case of 1:1 Learning in Europe Based on the 1:1 Learning study launched by JRC -IPTS and carried out by European Schoolnet (from Jan to Dec 2012) 31 recent initiatives in 19 EU countries Target: Primary and secondary schools Focus: notion of 1:1 learning rather than 1:1 device Inclusion criteria: launched within an educational framework started not earlier than 2008 (*ongoing) significant scale and/or impact Key features of the innovation

6 COUNTRY Initiative(s) Number of schools involved (estimated number of students) NORWAY N/A (180,000) SWEDEN N/A (500) ESTONIA 5 (N/A) LITHUANIA DENMARK 17 (6,000) 3 (90) GERMANY 5 initiatives 146+ (45,391+) 28 (4,000) IRELAND 1 (300) FRANCE 4 initiatives 39+ (92,695) 1:1 Learning in Europe schools students CZECH REP. GEORGIA 6 (275) SLOVAKIA 6 (N/A) PORTUGAL N/A (600,000) TURKEY 2,086 (60,000) SPAIN s N/A (634,549) ACER-EUN 124 (7087) ITALY 2 initiatives 501 (10,000+) AUSTRIA 3 initiatives 67 (1,255) GREECE 1,894 (113,226) CYPRUS 2 initiatives 7+ (23,070+) 42,000 (15,700,000)

7 History of 1:1 Learning innovation FR SE FR SK PT IT CY EU AT concluded EE AT FR LT FR CY AT DK TR DE IE ES EL GE IT ongoing NO CZ Key features of the Innovation

8 Scale of 1:1 initiatives NORWAY N/A (180,000) SWEDEN N/A (500) ESTONIA 5 (N/A) LITHUANIA DENMARK 17 (6,000) 3 (90) GERMANY 5 initiatives 146+ (45,391+) 28 (4,000) CZECH REP. IRELAND 1 (300) 6 (275) SLOVAKIA FRANCE 4 initiatives 39+(92,695) 6 (N/A) GEORGIA PORTUGAL s N/A (600,000) TURKEY 2,086 (60,000) SPAIN s N/A (634,549) ACER-EUN 124 (7087) ITALY 2 initiatives 501 (10,000+) AUSTRIA 3 initiatives 67 (1,255) GREECE 1,894 (113,226) CYPRUS 2 initiatives N/A (23,070+) 42,000 (15,700,000)

9 Scale of 1:1 initiatives NORWAY N/A (180,000) SWEDEN N/A (500) ESTONIA 5 (N/A) LITHUANIA DENMARK 17 (6,000) 3 (90) GERMANY 5 initiatives 146+ (45,391+) 28 (4,000) CZECH REP. IRELAND 1 (300) 6 (275) Slovakia FRANCE 4 initiatives 39+ (92,695) 6 (N/A) GEORGIA PORTUGAL s N/A (600,000) TURKEY 2,086 (60,000) SPAIN s N/A (634,549) ACER-EUN 124 (7087) ITALY 2 initiatives 501 (10,000+) AUSTRIA 3 initiatives 67 (1,255) GREECE 1,894 (113,226) CYPRUS 2 initiatives N/A (23,070+) 42,000 (15,700,000)

10 Key features of the Innovation Scale of recent 1:1 Learning innovation = initiatives piloted on a smaller scale before being up-scaled /mainstreamed Local/Regional pilot System-wide pilot System-wide implementation AT CY CZ EE CY AT AT PT EL GE IE SE IT SK FR DE FR IT NO EU TR ES LT FR FR DK **Regional Scale**

11 Key features of the Innovation Pedagogical theory underpinning innovation Weak pedagogical orientation Strong pedagogical orientation EE TK CY IT GE CY NO LT FR FR FR SK AT AT AT EL SE IE ES EU PT CZ FR DE DK IT

12 1:1 Learning initiatives vision of the ICT use Objectives N. of 1:1 init. Initiatives by country Innovate classroom and learning practices 7, AT, IT, FR, DK Implement 1:1 pedagogy 11 EU, ES, PT, SK, SE, IT, CZ, DE, DK, Improve students learning outcomes 4, SE, IE Improve students ICT skills and motivation 7 AT, FR, GE, ES, DE, CZ Improve access to quality educational resources 3 DK, NO, Foster anytime-anywhere learning opportunities (school &home use of the device) 14 AT, ES, CY, EE, FR,, EU Increase ICT provision in schools 8 EL, FR, LT, TK Provide access to (advanced) ICT equipment 4 CY, DK, LT, Improve communication between students, teachers and parents 5 AT, CZ, FR, ES Support leadership development 2 DK, Reduce the digital divide 5 CY, IE, LT, FR, PT, TK Collect hands-on experiences /evidences 3 AT, LT, EU * Each initiative focuses on more objectives Key features of the innovation

13 What outcomes 1:1 Learning initiatives have achieved? From a teaching and learning perspectives Improved participation levels in class and better school attendance rates school attendance rates. High level of students motivation (affected by regular use of the device, opportunity to work independently, nature of tasks) Extended learning opportunities outside the school (when students own the device), fostering independent and individualized learning as well as improving students digital competences Development of 1:1 pedagogies, alternating different teaching paradigms (frontal, individual, collaborative), allocating different tasks to individuals, giving one-to-one attention to students, monitoring students progress and providing informed guidance No significant results considering grades Impact on school organizational practices (e.g. AT, ES) and social impact (e.g. IE, FR) Key features of the innovation

14 Difficulties reported in 1:1 Learning From practitioners Lack of clear implementation strategies; Lack of relevant educational resource Lack of training of teachers (in-service as well as initial) specifically on 1:1 pedagogy Higher initial teachers expectations, which diminished towards the end of the project. Technological support Key features of the innovation

15 Difficulties reported in 1:1 Learning From experts Lack of clear implementation strategies; Need for redesigning curriculum contents and activities, as well as for changing traditional assessment methods to allow students using mobile devices to carry out assessment tasks Need for models for contemporary learning which is selfdirected, inquiry-driven and socially constructive Need for in-depth, longitudinal and evidence-based evaluations of 1to1 learning initiatives, investigating also long-term impacts of large-scale programmes Key features of the innovation

16 Implementation strategies Top-down or bottom-up innovation? AT PT AT FR FR CY FR FR Decentralized Top-Down Centralized Top-Down CY EE GE TK EL EU IE ES LT AT SE SK CZ DK DE Decentralized Bottom-up Centralized Bottom-up IT IT NO

17 Implementation strategies Top-down or bottom-up innovation? Cooperating and networking with widerange of stakeholders Offering guidelines to parents/guardians Issue financial grants School choices Pedagogical/ technical advise to teachers Decentralized Top-Down Centralized Top-Down Supporting Local/regional boards Monitoring implementation Organizing national meetings Offering guidelines Clustering with schools districts Partnership of different stakeholders groups (parents, teachers, school authority) Decentralized Bottom-up Centralized Bottom-up Collecting hands-on activities & evidences Monitoring implementation Organising national meetings Offering guidelines

18 Implementation strategies Target Professional development/ training opportunities teachers, students (TK, ), headmasters (LT), content developers (AT) Mechanisms In-house training sessions established by the schools involved o o o Workshops, peer-to-peer learning approach during classes to involve students as well self-driven training sessions (using 1:1 pedagogical scenarios to share best practices) External training provided by local /national educational authorities o o online tutorials conferences/workshops (in schools or Ministry s premises) Training offered by specialised centres (only in the Greek initiative) or universities; Training provided by the technology companies that equipped the schools (e.g. tutorials on the practical usage of the equipment)

19 Implementation strategies Monitoring/evaluation mechanisms, & impact on sustainability and scalability 26 out of 31 1:1 learning initiatives were evaluated, mainly to analyze impact on teaching and learning Focus on: potential of 1:1 teaching for personalised learning, pedagogical, organisational and technical impact of the initiative, including changes in students` motivation, competence learning processes and in test scores analysis of the contextual conditions social and school level impacts More insights into: project implementation as such attainment of specific project goals effective management and implementation for the sustainability mainstreaming or upscaling of the project

20 Reflections 20

21 What are the most important impacts? Reducing digital divide and contributing to equity of access Challenging classroom practices towards more studentcentred learning approaches and development of 21 st skills (collaboration, Information problem solving) Extended learning activities outside schools, when students own the device; increase in students engagement and motivation Increased shift of 1:1 recent initiatives beyond the technology itself, including professional development, training, involvement of parents and school community Evaluation mechanisms and strategies in place to monitor progress and results from the initiatives 21

22 Dixon and Tierney (2012)

23 Pedagogical affordances of 1:1 devices 9. 2 Curriculum for Excellence and personal devices ipad Scotland Final Evaluation Report, Oct Figure 24: Key elements of Curriculum for Excellence and mobile devices

24 Prospects for sustainability, likely developments/changes Co-financing models in the provision of devices could offer a long-term prospective and possibility to make 1:1 an ongoing programme Patterns of ownership and deployment; Adoption of an integrated (school/home) and systemic approach to change, including changes in the curriculum, assessment and organisational practices. Long-term planning, to ensure stability and efficacy Scaling-up based on evidence to embed contextual and social practices, regardless of technology; it also requires consideration of pedagogical cultures, the building of teachers networks ( scaling aside ) and creating incentives for teachers 24

25 Six major funding models for 1:1 computing in schools, including: parents making a contribution to the cost of the device Using educational funding to purchase devices the school owning a pool of devices that are loaned to students bring-your-own-device strategy

26 The new national Danish strategy for ICT in Education By Per Thorbøll, Deputy Director,UNI C Denmark - EMINENT 2012 annual event, November 2012, Genova, Italy

27 Key existing factors for sustainability Deployment models adopted in schools (e.g. BYOD) Formal partnerships bringing together a wide range of stakeholders, based on long-term collaboration among numerous public and private actors Networking of innovative services, to include also other schools/districts not directly involved Teachers networks and communities for supporting professional development and sharing 1:1 pedagogy best practice 27

28 Link between 1:1 learning & previous/other innovation projects Recent 1:s progressively move the focus away from the devices and infrastructure to the learners and pedagogies 1:1 Learning initiatives still have a limited impact on developing more effective ways for people to teach and learn 28

29 Link between 1:1 Learning & literature on innovation, change and sustainability Common focus on the new culture of learning enabled by technologies (e.g. Thomas & Brown, 2011), where learners are at the centre of the learning process, participating in ways that were not possible before. In addition, flexibility, personalisation and different learning styles are combined; and learning is authentic, motivational and conceived as a social process (Punie, Cabrera, Bogdanowicz, Zinnbauer, & Navajas, 2006). School share reporting upwards of 30% improvement in standardized test scores, where computing devices are being used as essential to the curriculum, i.e., the students use the devices from 40 70% of the school day and for periods after school as well (Norris, Hossain, & Soloway, 2011b), As for successful implementation of 1:s, literature on ICT-enabled innovation for learning entails a holistic transformational shift towards connecting learning organisations and processes. 29

30 Other references Balanskat, A., & Garoia, V. (2010). Netbooks on the rise and netbook initiatives in schools. European Schoolnet (EUN Partnership AISBL) Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (2012). ipad Scotland Evaluation Report. Faculty of Education, The University of Hull Ihanainen, P., & Moravec, J. W. (2012). Pedagogy in a 1:1 Environment. The International Review of Research in Open and Distance Learning, 12(7), Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning and Technology, 20, Heinrich, P. (2012). The ipad as a Tool for Education: A Study of the Introduction of ipads at Longfield Academy, Kent. Nottingham: NAACE: The ICT Association. Norris, C., Hossain, A., & Soloway, E. (2012). Under What Conditions Does Computer Use Positively Impact Student Achievement? Supplemental vs. Essential Use. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp ). Chesapeake, VA: AACE. Retrieved from Spektor-levy, O., & Granot-gilat, Y. (2012). The Impact of Learning with Laptops in 1 : 1 Classes on the Development of Learning Skills and Information Literacy among Middle School Students. Interdisciplinary Journal of E-Learning and Learning Objects, 8. 30

31 The nature & reach of 1:1 Learning innovation Punie, Y. (Ed) (2012). European Journal of Education. Special issue on ICT in education (2013, first quarter).

32 Thank you!