Experiences and Good Practices of Teacher Training in ICT, in Greece

Size: px

Start display at page:

Download "Experiences and Good Practices of Teacher Training in ICT, in Greece"

Avice Newton
7 years ago
Views:

1 Experiences and Good Practices of Teacher Training in ICT, in Greece Demetra Egarchou CTI Diophantus, Training & Certification Directorate EMINENT Conference Helsinki, 4-5 December 2013

2 Our organization: Computer Technology Institute & Press Diophantus Research and Technology Organization, supervised by the Hellenic Ministry of Education Focusing on research and development on ICT Technological pillar of MoE Support organization and operation of the electronic infrastructure of MoE Emphasis on ICT in Education Developing and deploying conventional and digital media in education and lifelong learning Publishing printed and electronic educational material (textbooks, educational platforms and repositories for digital content, etc.) Teacher Training in ICT (Training & Certification Directorate) Administration and management of the Greek School Network

3 Experiences and Good Practices of Teacher Training in ICT, in Greece History, Facts & Figures The current large scale teacher training project: Level B ICT in service teacher training Certification process Resources and tools for large scale teacher training and certification actions / projects

4 Teacher Training in ICT - GREECE Teacher training in ICT basic skills (A Level ICT inservice teacher training, , 3 rd CSF) Teacher training in the utilization and application of ICT at school (B Level ICT in-service teacher training, today, NSRF ) ODYSSEIA project ( ): the utilization of computer & network technologies in secondary education as part of its core activities: infrastructure, educational s/w, teacher training and support (350 schools)

5 Geographical coverage for Teacher Training in ICT

6 A Level ICT In Service Teacher Training ( ) 48-hour course Acquisition of a broad range of basic ICT skills Addressing school teachers of all grades and specializations Training Support Centers (usually schools all over Greece) Designed not as a goal itself but as prerequisite for other, more pedagogically targeted training actions in the coming years Certification process > teachers participated

7 B Level ICT In Service Teacher Training (2008 today): The aim To provide teachers with the knowledge and skills needed and to help them create a certain stance towards: the pedagogical utilization of ICT in the classroom being able to adapt new technology developments into their educational practices (i.e. not getting bonded with specific tools and technologies, as much as possible)

8 B Level ICT Teacher Training: Educational Objectives The goal for the trainees is to: Understand the conditions and the potential for the pedagogical utilization of ICT in education in order to upgrade and transform the educational process, learning and achieving the objectives set out by the curriculum Efficiently use the potential offered by ICT with regard to the active participation of teachers and students in learning communities. In particular, to understand and to take part in the new dimensions of the Internet (e.g. web 2.0), such as social media and the new role of users as cocreators of digital content. Acquire an overall view of the existing educational software, the existing generic and specialised tools, as well as the Internet, specific tools and web 2.0 services (blogs, wikis, podcasts, RSS feeds, social networks, 3D Virtual Environments, e-portfolios, etc.) and Learning Management Systems, asynchronous distance learning platforms, all of which they can utilize in order to introduce ICTs in their teaching practice. Be in a position to use a suitable for their specialization educational software package or generic and specific tools, such as those abovementioned. Realize the necessity and the role of educational activities in the application of ICT in the classroom. Understand the principles of designing an educational activity so that they can incorporate it into the teaching practice. Acquire knowledge regarding the basic principles for organizing and managing the use of ICT in the classroom (not getting bonded with specific tools and technologies, as much as possible) Develop the skills for communication and collaboration with their students and their peers with the support of technologies.(e.g. web 2.0)

9 B Level ICT In Service Teacher Training (2008 today) 96-hour course + in-class practice/ application (5-6 month duration) In service teacher training in the principles of educational utilization of ICT, acquisition of skills according to their individual educational domain/ specialization Pedagogically sound content and approach Addresses schoolteachers of the main specializations: Primary School and Kindergarten teachers Secondary Education: Mathematics, Physical Sciences, Philology/Literature/Language teachers Certification Process teachers (2008 today), teachers (up to 2015) Face to Face and Blended Learning model

10 B Level ICT Teacher Training: In school application «In school application» - practice Integral part of the training Overcoming teachers reservations A minimum of 8 ICT interventions in the classroom with their students, i.e to apply in their class, in a structured way, what they have learned during the course (starting around the middle of the course) Special support meetings between teacher trainers and trainees Not only practice since, very soon and in parallel with the training: The training benefits reach the end-beneficiaries (pupils), immediately & massively Trainees (teachers) face their training results at school, in real conditions teachers * 20 pupils, more than pupils up to now! Repository of ICT based educational activities and scenarios «ΙΦΙΓΕΝΕΙΑ» (valuable tool for training and collection of good practices)

B Level ICT Teacher Training: Blended Learning model Reach all Greek regions: remote, insular, mountainous areas Live interaction between trainer and trainees considered of great importance Blended

11 B Level ICT Teacher Training: Blended Learning model Reach all Greek regions: remote, insular, mountainous areas Live interaction between trainer and trainees considered of great importance Blended teacher training model: Face to Face sessions (in a training center/ school, in general the trainer travels to the trainees place, 8 sessions in 4 weekends) Synchronous distant sessions (once a week), using special platform (Blackboard Collaborate), Asynchronous activities (in between synchronous sessions), using special educational material and platform (Moodle)

12 Certification process On line Computer based exams Automated test (e.g. multiple choice questions) Essay on the design and application of an ICT based educational activity or scenario (on a given theme), submitted in electronic format

13 Future Plans B Level ICT in service teacher training (to be continued) Introductory Teacher training for the utilization of ICT at school (new action to be introduced, focusing on new ICT infrastructure for Greek schools: interactive whiteboards and digital material repositories under development) A 36-hour course, acting as the first part of B Level ICT teacher training, will accelerate the process of teacher training in the utilization of ICT at school and cover all teacher specializations, teachers (2015)

A register / community of ~ 640 teacher trainers (qualified teachers, specially trained and certified) all over Greece 3.

14 Resources and tools for large scale teacher training and certification actions / projects 1. A network of 565 Training Centers (usually schools) all over Greece 2. A register / community of ~ 640 teacher trainers (qualified teachers, specially trained and certified) all over Greece 3. Educational material (based on a sound pedagogical and educational model) 4. A network of ~ 30 Certification Centers (usually university labs), covering all Greek area 5. Help Desk Service (supported by an e-ticketing system) 6. Coordination, monitoring and observation mechanism, covering the entire country of Greece 1 of 2

15 Resources and tools for large scale teacher training and certification actions / projects 2 of 2 7. Management information systems, supporting all training and certification procedures (course management, registrations, trainees presences, portfolio, etc.) 8. Repository of ICT based educational activities and scenarios 9. Synchronous and asynchronous e-learning platforms 10. Blended learning methodologies 11. Authoring tools for educational and certification materials 12. Certification platform supporting the on line exams 13. Portal (entry point for all systems, project info and dissemination material, call or other announcements, training material, forum, learning communities, etc.)

16 Thank you!

17 Training and Certification Directorate of CTI Diophantus Founded in 2001 Activities and expertise Teacher training projects Educational material development Information systems development Innovative ICT based training methods Supporting and monitoring mechanisms for large scale projects (e.g. help desk, coordination and evaluation processes) Expertise is reflected in the human resources of the directorate plus in networks of scientific contributors/ associates from school education and academia (e.g. schoolteachers, academic professors from all major Greek universities) National and European presence Projects in the National Strategic Reference Framework EU funded projects back

Annex 5. Training needs analysis of trainers and teachers from the vocational education sector

Annex 5. Training needs analysis of trainers and teachers from the vocational education sector Annex 5 Training needs analysis of trainers and teachers from the vocational education sector Introduction In order to apply the adapted model for training trainers and teachers working in the vocational