STRATEGIE DIGITÁLNÍHO VZDĚLÁVÁNÍ DO ROKU 2020

Transcription

1 STRATEGIE DIGITÁLNÍHO VZDĚLÁVÁNÍ DO ROKU Ministerstvo školství, mládeže a tělovýchovy Karmelitská 7, Praha 1 tel.: [email protected]

2 leden 2014 STRATEGIE & TRENDY DIGITÁLNÍHO VZDĚLÁVÁNÍ VE SVĚTĚ VÝCHODISKA PRO STRATEGIE DIGITÁLNÍHO VZDĚLÁVÁNÍ DO ROKU 2020 (Ministerstvo školství, mládeže a tělovýchovy České republiky) JAKUB RŮŽIČKA [email protected] cz.linkedin.com/in/littlerose

3 Jakub Růžička

4 Co se pokusím nastínit Outline prezentace

5 Outline kontext digital policies/strategies ve světě vize vzdělávání diskuze & analýza současného stavu

6 Outline kontext digital policies/strategies ve světě vize vzdělávání diskuze & analýza současného stavu

7 (I.) KONTEXT REFOREM DIGITAL EDUCATION STRATEGIÍ

8 Digitální vzdělávání Strategie pro zvýšení digitální gramotnosti a rozvoj elektronických dovedností občanů Digitální vzdělávání / Touch your future vize: rozšířit do výuky v celé ČR nejmodernější digitální technologie vyřešit problémy související s digitálními technologiemi, které brání školám a univerzitám v EU v poskytování vysoce kvalitního vzdělání a v rozvoji digitálních dovedností podpora využití informačních a komunikačních technologií ve školách všech stupňů, stejně jako v mimoškolním a v celoživotním vzdělávání v jakých oblastech by se digitální technologie ve školách mohly uplatnit, kde jejich zapojení přinese zlepšení a zvýšení kvality ICT (hardware i software) vybavení, digitalizace vzdělávacích materiálů, vzdělávání a příprava pedagogických sborů, zapojení soukromé sféry První informace o přípravě strategie. MŠMT.

9 Specifický cíl 3 (Prioritní osa 3: OP Výzkum, vývoj a vzdělávání) PŘIPOMÍNKY DISKUSNÍ SKUPINY Cílem je zlepšení úrovně rozvoje klíčových kompetencí na ZŠ i SŠ využitím aktivizujících forem učení, formou DVPP, podporou pedagogů ve výuce přímo ve třídách a prostřednictvím mimoškolního vzdělávání a výchovy. Aktivitami dojde ke zvýšení relevance výuky a vzdělávání pro trh práce i pro praktický život a podpoře kreativity a talentu. SC3 je zaměřen na posílení všeobecné složky vzdělání a na zvýšení motivace žáků k učení. spolupráce se zaměstnavateli zavedení & ověření nástrojů individuální podpory pro pedagogy ZŠ & SŠ kultivace prostředků & zdrojů neformální výuky

10 Představa MŠMT vize & strategie cílem je zvýšit celkovou digitální gramotnost & tudíž i konkurencischopnost zaměstnanců nalezení leaderů propagace & podpora úspěšných institucí & jednotlivců definování procesů modernizace & tvorba šablon způsob evaluace

11 Postup tvorby strategie analýza současného stavu SWOT analýza a vize strategické cíle návrh opatření pro naplnění strategických cílu finální setkání

12 Postup tvorby strategie analýza současného stavu SWOT analýza a vize strategické cíle návrh opatření pro naplnění strategických cílu finální setkání

13 Co je třeba zodpovědět WHY vision & benefits of achieving the results HOW foundations & SWOT mechanics, process & strategies evaluation metrics WHAT content & the results to achieve

14 Europe 2020 European Commission

15 Evropa 2020 Evropa 2020 je desetiletá strategie EU, jejímž cílem je dosáhnout nového růstu. Nejedná se však pouze o překonání současné krize, která postihuje řadu evropských ekonomik. Jde rovněž o vyřešení nedostatků současného modelu hospodářského růstu a vytvoření podmínek pro jiný typ růstu, který je inteligentnější, udržitelnější a více podporuje sociální začlenění. zaměstnanost výzkum & vývoj změna klimatu & udržitelné zdroje energie vzdělávání boj proti chudobě & sociálnímu vyloučení snížit míru nedokončení studia pod 10 % dosáhnout ve věkové kategorii od 30 do 34 let alespoň 40% podílu vysokoškolsky vzdělaného obyvatelstva Strategie Evropa EVROPA

16 Opening up Education initiative European Commission

17 Open Education Europa portal The main goal of this initiative is to stimulate ways of learning and teaching through ICT and digital content, mainly through the development and availability of OER. Amongst its actions, the most important one is to change the role of digital technologies at school. All the actions within the initiative are put in place with the hope that they help attain the ultimate objective, namely to boost competitiveness and growth at the European level. The main goal of the Open Education Europa portal is to grant access to all existing high-quality European OER repositories in different languages in order to make them easily accessible for learners, teachers and researchers. The ultimate aim is to be able to foster the wide use and creation of OER in several languages, for all educational sectors and disciplines, and to help overcome the current fragmentation of European OER use. Opening up Education initiative. European Commission. Opening up Education. European Commission.

18 Open Education Europa portal students to build knowledge from open and free sources other than their teachers and institutions, and with different methods; everyone to engage in learning/study groups, thus creating learning communities beyond their classrooms; make personalisation and customisation of education a much easier task teachers to create communities of practice to exchange teaching materials and best practices provide access to a wider range of educational resources across borders and languages What are the main problems which this initiative will address? grant access to all existing high-quality European OER legislative framework (simplifying sharing) teacher training & certification Opening up Education initiative. European Commission. Opening up Education. European Commission.

19 Open Education Europa portal national initiatives and projects are often fragmented, isolated and not always financially sustainable they are rarely successful in creating meaningful changes and often lack a holistic and coordinated approach possible issue = evaluation metrics the outcomes should reflect itself in: Eurostat ICT use statistics PISA (pupils) PIAAC (adults) ICILS (by IEA) quantity of OpenCourseWare Opening up Education initiative. European Commission. Opening up Education. European Commission.

20 Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe European Commission

21 Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe Vzdělávání v EU jako oblast zaostávající za technologickým rozvojem Without adequate action in the EU, the current problems of uneven availability of infrastructures, difficult discoverability of quality digital resources, difficult validation of skills acquired online, etc. will continue to be reproduced. This has negative implications related to digital skills, digital divide and access to knowledge, inefficient use of resources and Europe's leadership. Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe. European Commision.

22 What are the underlying problem drivers of this implementation gap? teaching and learning environments lack of teachers' skills for a real digital pedagogy organisational barriers for developing innovative and personalised pedagogies and assessment practices lack of validation and recognition mechanisms for online-acquired skills digital contents insufficient supply of quality digital contents across languages subjects and needs uncertain legal framework conditions for producing, using, re-using and sharing educational contents difficult access to relevant, quality digital resources, in particular OER ICT infrastructure and equipment uneven availability of ICT infrastructures and tools including connectivity, across Member States, and absence of open interoperability standards Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe. European Commision.

23 Possible solutions the focus has to be on the learner and improvement of learning, instead of focusing on technology only 360 degree approach Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe. European Commision.

24 UNESCO ICT Competency Framework for Teachers. UNECO. Framework for ICT Policies to Transform Education UNESCO

25 UNESCO ICT competencies for teachers UNESCO ICT Competency Framework for Teachers. UNESCO.

26 UNESCO framework The UNESCO framework identifies three complementary, somewhat overlapping approaches that connect education policy with economic and social development technology literacy Increase the technological skills of students, citizens, and the workforce by incorporating such skills in the curriculum or the technology literacy approach. knowledge deepening Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, realworld problems or the knowledge deepening approach. knowledge creation Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge, and benefit from this new knowledge. Building towards a Learning Society: A National Digital Strategy for Schools.

27 Equity and Quality in Education: Supporting Disadvantaged Students and Schools OECD

28 Rovnost a kvalita ve vzdělávání logika věci snížení neúspěchu = = snížení nerovností Equity and Quality in Education. OECD. Rovnost a kvalita ve vzdělávání. ČSI ČR.

29 Rovnost a kvalita ve vzdělávání opatření odstranit opakování ročníku vyhnout se předčasnému rozdělování žáků do různých vzdělávacích směrů a posunout výběr školy až na úroveň vyššího středního vzdělání řídit výběr školy tak, aby se předešlo segregaci a zvyšování nerovností ve vzdělávání zajistit, aby strategie financování reagovaly na potřeby žáků a škol koncipovat rovnocenné vzdělávací směry vyššího středního vzdělání tak, aby žáci střední vzdělání dokončili Equity and Quality in Education. OECD. Rovnost a kvalita ve vzdělávání. ČSI ČR.

30 Rovnost a kvalita ve vzdělávání podpora opatření posílit a podpořit vedení škol stimulovat ve školách atmosféru vzájemné podpory a vytvářet prostředí povzbuzující vzdělávání přilákat, podporovat a udržet si vysoce kvalitní učitele zabezpečit efektivní strategie vzdělávání ve třídách stanovit priority propojení školy s rodiči a celou místní komunitou Equity and Quality in Education. OECD. Rovnost a kvalita ve vzdělávání. ČSI ČR.

31 Survey of Schools: ICT in Education European Commission

32 Background BACKGROUND Based on over 190,000 responses from students, teachers and head teachers collected and analysed during the school year , the Survey of Schools: ICT in Education provides detailed, up-to-date and reliable benchmarking of Information and Communication Technologies in school level education across Europe, painting a picture of educational technology in schools: from infrastructure provision to use, confidence and attitudes. The Survey is one of a series within the European Union s cross-sector benchmarking activities comparing national progress towards the Digital Agenda for Europe (DAE) and EU2020 goals. Survey of Schools: ICT in Education. European Commision.

33 General results somewhat incompatible with Czech research (regarding CZE) one in two grade 8 students in Europe is in a school where there is strong support for teachers using ICT almost one in four in schools where teachers are confident in the use of ICT, have high levels of access to ICT and low obstacles to its use in class one in three has high levels of access and use of ICT both at home and school Around two out of three grade 8 students in Norway, Slovenia, Denmark, Malta and the Czech Republic are in digitally supportive schools Survey of Schools: ICT in Education. European Commision.

34 Students Digital resources such as exercise software, online tests and quizzes, data-logging tools, computer simulations, etc. are still very rarely used by students during lessons. Students ICT-based activities related to learning at home are more frequent compared to ICT activities at school. large extent of informal or non-formal learning actually taking place out of school students interest in spontaneous self-directed learning students ICT use during lessons still lags far behind their use of ICT out of school, affecting their confidence in their digital competences Survey of Schools: ICT in Education. European Commision.

35 Teachers Teacher participation in ICT training for teaching and learning (T&L) is rarely compulsory. nicméně učitelé se vzdělávají ve svém vlastním čase & neformálně large extent of informal or non-formal learning actually taking place out of school students interest in spontaneous self-directed learning students ICT use during lessons still lags far behind their use of ICT out of school, affecting their confidence in their digital competences Survey of Schools: ICT in Education. European Commision.

36 Teachers A very large majority of school heads and teachers agrees about the relevance of ICT use in different learning activities, as well as concerning the positive impact of ICT use on students motivation and achievement (...) and about that ICT use is essential to prepare students to live and work in the 21st century. Teachers confidence in using ICT can be as crucial as their technical competence support = not only technical but also pedagogical Survey of Schools: ICT in Education. European Commision.

37 Policies Infrastructure provision at school level varies considerably between countries; lack of it is still an obstacle to greater use of ICT in schools. Use of ICT, as measured in the surveys, may not have risen as much as might have been expected. policy focus should be on effective learning management as much as on ICT provision There is high, but not universal, use of ICT at home. There is no overall relationship between high levels of ICT provision and student and teacher confidence, use and attitudes. The presence of virtual learning environments in schools is increasing rapidly. Survey of Schools: ICT in Education. European Commision.

38 Policies Only 20% of students are in schools where overarching formal policies covering ICT use in general, in T&L AND in subjects have been adopted. The Survey finds that students, as well as teachers, have the highest frequency of ICT use and ICT learning based activities during lessons when they are in schools which have policies about ICT integration concrete support measures show more frequent use of ICT during lessons compared to schools with policies but no concrete support measures incentives used to reward teachers for using ICT in T&L are additional ICT equipment for the class and additional training hours Teachers confidence and opinions about ICT use for T&L affect the frequency of students ICT use for learning: boosting teacher professional development makes a difference, and appears to be a condition for an effective and efficient use of the available infrastructure. Survey of Schools: ICT in Education. European Commision.

39 Recommendations SUPPORT strengthening 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 professional development opportunities for teachers support - not only technical but also pedagogical Harness high levels of use of personally-owned mobile phones (because they are used for learning purposes) Survey of Schools: ICT in Education. European Commision.

40 Česká Republika one of the lowest ratios of students to online desktop computers significant negative correlation between low income levels and desktop computer provision in vocational schools more than 75% of the computers are located in computer rooms one of the the lowest ratios of interactive whiteboards to students fewer than 5% of grade 4 students are in schools where maintenance is provided by the local municipality outsourcing maintenance to a commercial company (...) is highest in the Czech Republic and Ireland schools appear to rely on internal staff and have relatively less external maintenance support Survey of Schools: ICT in Education. European Commision.

41 Česká Republika experienced teachers & low level of concern about ICT high level of confidence in the ability to use the internet safely only 10% or less of students at grades 4 and 8 in the Czech Republic are taught by teachers who actively participate in online learning communities low mean score of students taught by teachers who express a certain degree of confidence in their use of social media high number of financial incentives for teachers (additional equipment and/or additional training hours) Czech Republic among the digitally supportive schools Survey of Schools: ICT in Education. European Commision.

42 PISA 2009 OECD

43 PISA 2009 BACKGROUND PISA is an international study that was launched by the OECD in It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. To date over 70 countries and economies have participated in PISA. The results of the PISA test, given every three years, are feedback to governments and schools so they can work on improving their ranking. The most recent covered almost 70 nations. The PISA test measures not student s retention of facts, but their readiness for 'knowledge worker' jobs - their ability to think critically and solve real-world problems. SLEICHER, Andreas. Use data to build better schools. TED: Ideas worth [video] OECD. PISA 2009 Technical Report. PISA, OECD Publishing, 2012 [Retrieved ]. OECD. PISA 2009 key findings [online]. PISA, OECD Publishing, 2010 [Retrieved ].

44 Results Socio- Economic Factors Countries of similar prosperity can produce very different educational results. The best performing school systems manage to provide high-quality education to all students. Disadvantaged students may have access to more teachers, but not necessarily to the best teachers. The socioeconomic background of students and schools does appear to have a powerful influence on performance. Regardless of their own socio-economic background, students attending schools with a socio-economically advantaged intake tend to perform better than those attending schools with more disadvantaged peers. After accounting for the socio-economic and demographic profiles of students and schools, students in OECD countries who attend private schools show performance that is similar to that of students enrolled in public schools. Successful school systems those that perform above average and show below-average socio-economic inequalities provide all students, regardless of their socio-economic backgrounds, with similar opportunities to learn. Learning to Learn Successful School Systems High-performing countries are also those whose students generally know how to summarise information. In all countries, students who enjoy reading the most perform significantly better than students who enjoy reading the least. Most successful school systems grant greater autonomy to individual schools to design curricula and establish assessment policies, but these school systems do not necessarily allow schools to compete for enrolment. School systems considered successful tend to prioritise teachers pay over smaller classes. Schools with better disciplinary climates, more positive behaviour among teachers and better teacher-student relations tend to achieve higher scores in reading SLEICHER, Andreas. Use data to build better schools. TED: Ideas worth [video] OECD. PISA 2009 Technical Report. PISA, OECD Publishing, 2012 [Retrieved ]. OECD. PISA 2009 key findings [online]. PISA, OECD Publishing, 2010 [Retrieved ].

45 Conclusions education should be available & accessible there is a correlation between quality of education and the learning environment / community / climate student's attitude to a certain subject / curriculum / activity affects his or her success rate some extent of autonomy in designing curricula improves the education outcomes a smaller number of 'better suited' (and available & accessible) teachers is superior to a higher number of 'less suited' teachers a proper allocation of financial resources is more important than the amount of financial resources SLEICHER, Andreas. Use data to build better schools. TED: Ideas worth [video] OECD. PISA 2009 Technical Report. PISA, OECD Publishing, 2012 [Retrieved ]. OECD. PISA 2009 key findings [online]. PISA, OECD Publishing, 2010 [Retrieved ].

46 PISA 2012

47 Results (Equity) Proficiency in mathematics is a strong predictor of positive outcomes for young adults, influencing their ability to participate in post-secondary education and their expected future earnings. Nurturing top performance and tackling low performance need not be mutually exclusive. (Australia, Canada, Estonia, Finland, Hong Kong-China, Japan, Korea, Liechtenstein and Macao-China) Countries with large numbers of students who struggle to master basic reading skills at age 15 are likely to be held back in the future. The gender gap in student performance can be narrowed considerably as both boys and girls in all countries and economies show that they can succeed in all three subjects. The allocation of resources across schools is associated with equity in education opportunities. PISA 2012 Results. OECD.

48 Results (Equity) PISA 2012 Results. OECD.

49 Results (Engagement) Students whose parents have high expectations for them who expect them to earn a university degree and work in a professional or managerial capacity later on tend to have more perseverance, greater intrinsic motivation to learn mathematics, and more confidence in their own ability to solve mathematics problems than students of similar socio-economic status and academic performance, but whose parents hold less ambitious expectations for them. Lack of punctuality and truancy are negatively associated with student performance. Students who are open to solving mathematics problems who feel that they can handle a lot of information, are quick to understand things, seek explanations for things, can easily link facts together, and like to solve complex problems Better teacher-student relations are strongly associated with greater student engagement with and at school. PISA reveals that in most countries and economies, far too many students do not make the most of the learning opportunities available to them because they are not engaged with school and learning. PISA 2012 Results. OECD.

50 Results (Successful Schools) Stratification in school systems, which is the result of policies like grade repetition and selecting students at a young age for different tracks or types of schools, is negatively related to equity; and students in highly stratified systems tend to be less motivated than those in less-stratified systems. PISA results show that beyond a certain level of expenditure per student, excellence in education requires more than money: how resources are allocated is just as important as the amount of resources available. If offered a choice of schools for their child, parents are more likely to consider such criteria as a safe school environment and a school s good reputation more important than high academic achievement of students in the school. Schools with more autonomy over curricula and assessments tend to perform better than schools with less autonomy when they are part of school systems with more accountability arrangements and/or greater teacher-principal collaboration in school management. Given that a positive learning climate can be considered a pre-condition for better student performance, it is important to attract the most talented teachers into the most challenging classrooms, and to ensure that children from all socio-economic backgrounds benefit from such a disciplinary climate. PISA 2012 Results. OECD.

51 Results (Successful Schools) PISA 2012 Results. OECD.

52 Results (Successful Schools) PISA 2012 Results. OECD.

53 ISSP International Social Survey Programme

54 Zdroje sociálně-ekonomických nerovností Sociologická reflexe současné české společnost. Matějů, VŠFS. Archive and data. ISSP.

55 ČR vs svět Sociologická reflexe současné české společnost. Matějů, VŠFS. Archive and data. ISSP.

56 Outline kontext digital policies/strategies ve světě vize vzdělávání diskuze & analýza současného stavu

57 (II.) REFORMY DIGITAL POLICIES VE SVĚTĚ

58 Italy Strategy for Digital Schools (review by OECD)

59 Strategy for Digital Schools (Italy) The small budget of the Plan has limited the effectiveness of its diverse initiatives. In its current design, a significant rise of the budget of the plan through public or private sources is a necessary condition for its success. Given current budgetary constraints, a significant budget increase may be difficult, and the report proposes to revise some features of the Plan in order to achieve two objectives: 1) speed up the uptake of ICT in Italian schools and classrooms 2) create an Innovation Laboratory Network of test bed schools piloting and inventing new pedagogic and organisational practices to improve Italian education, by refocusing the innovation projects on the school 2.0 (scuol@ 2.0) initiative. Review of the Italian Strategy for Digital Schools. OECD.

60 Strategy for Digital Schools (Italy) tries to create a demand that can engage other stakeholders to contribute to the plan focuses on pedagogic uses of technology rather than merely on equipment addresses the importance of professional development and of expanding the availability of digital pedagogic resources Review of the Italian Strategy for Digital Schools. OECD.

61 Objectives 1) introduce ICT as part of the daily tools of classroom activities, in order to bring schools closer to society and to enhance the Italian population s ICT skills and digital literacy 2) a catalyser for innovation in education and specifically for the renewal of teaching practices culture shift; moving from teachercentred to learner-centred instruction Review of the Italian Strategy for Digital Schools. OECD.

62 Plan introduce ICT as part of the daily tools of classroom activities experiment new models of school organisation and of teaching support the development of new products Review of the Italian Strategy for Digital Schools. OECD.

63 Implementation school information systems (including enrollment etc.) & school cloud mandatory adoption of e-books creation of digital school centres in isolated villages support for business R&D (tenders) student devices Learning Management Systems Content Management Systems Review of the Italian Strategy for Digital Schools. OECD.

64 Implementation mainstreaming ICT use in schools and improving digital skills findings from a European survey of ICT in schools dobrý vztah žáků (motivace) i učitelů (kvalita výuky) k využívání ICT ve výuce praktikuje se však málo technika a/nebo nevzdělávající se učitelé společná platforma pro sdílení & výměnu materiálů mezi učiteli Review of the Italian Strategy for Digital Schools. OECD.

65 Evaluace Set operational targets, milestones for programme completion, and metrics for success. possible targets could be (monitoring and evaluation problem) to equip 80% of classrooms with ICT by to make a certain number of new open digital resources available on the new virtual exchange platform to have a number of visitors of the platform etc. Review of the Italian Strategy for Digital Schools. OECD.

66 Recommendations to speed up the use of ICT in schools (přes nedostatek peněz) 1) Support the expansion and distribution of digital resources through resource banks for teachers translate existing resources develop and promote a central resource bank for teachers encourage teachers to develop and share giving awards and using other reputation mechanisms (inspirace UK) Review of the Italian Strategy for Digital Schools. OECD.

67 Recommendations to speed up the use of ICT in schools (přes nedostatek peněz) 2) Invest in professional development of teachers (and school principals) support informal peer learning and/or blended learning model consider to give the agency a certification role for other providers of training When more teachers within a school have to use ICT equipment, the likelihood of school-wide changes increases, and, subsequently, the likelihood of systemic change. Review of the Italian Strategy for Digital Schools. OECD.

68 Recommendations to speed up the use of ICT in schools (přes nedostatek peněz) include professional development provisions in the programme (as a school-wide entitlement) pay more attention to the organisational practices that enhance informal learning and continuous improvement strengthen the competitive design of the grant programme and mainstream matched funding and partnerships, including with private actors and research teams Review of the Italian Strategy for Digital Schools. OECD.

69 Cost-effective ways of supporting teacher (peer) sharing Design awards and innovation fairs for teachers and schools to stimulate grassroots innovation, be they ICT-related or not. (inspired by France) Support innovative school projects proposed by schools and networks of schools, Develop challenge prizes to address well-specified issues in Italian education. Incentivise businesses and other stakeholders to develop innovative solutions for Italian education. Review of the Italian Strategy for Digital Schools. OECD.

70 Other concerns During our consultations, parent associations expressed some concern about the safety of children using the internet and digital devices in school: these concerns need to be addressed with high priority to secure the critical support from families to the national plan. ICT-related safety risks that need to be addressed at school (or, more generally, for children) typically concern exposure to inappropriate materials, inappropriate or illegal behaviour while using technology, physical danger and sexual abuse related to the use of the internet or ICT, copyright infringement, obsessive use of ICT, inappropriate and illegal behaviour by school staff. Review of the Italian Strategy for Digital Schools. OECD.

71 The transformative impact of ICT policies in education Lessons and challenges from around the world (France, Norway, and the Republic of Korea above all) Strategy for Digital Schools (review by OECD) Appendix B

72 Generally One reason for disappointing results, studies have found, is that despite the significant investments over the years to equip schools with computers and networks, it is only recently that ICT is being used regularly in the classroom. The use of ICT in schools is typically not of a transformational sort: the most frequent uses of computers are to support traditional classroom activities. The introduction of ICT alone did not result in productivity gains in the private sector. It was only when ICT investments became connected to a set of complementary changes in organisational structure and business practices that productivity gains were realised Review of the Italian Strategy for Digital Schools. OECD.

73 Lessons learned from France, Norway, and the Republic of Korea Align strategic goals of ICT policies with implementation initiatives. There should be a direct, causal connection between the high-sounding rhetoric used to frame ICT policies and the programmes and initiatives developed to implement policy. ICT policies can create teacher demand rather than resistance. Structuring teachers work in such a way that ICT helps them is likely to be more effective than requiring them to take ICT training. Curriculum reform can be used as a lever to align teachers practices with ICT policies. Embedding ICT throughout the curriculum is likely to change the work of teachers such that they will use ICT regularly and demand training in the skills that will help them do that. Strive for phased, systemic change. ICT equipment, as such, has little transformative impact; its impact on student learning is likely mediated by classroom pedagogy, student assessment, teacher professional development and the availability of digital resources. Review of the Italian Strategy for Digital Schools. OECD.

74 Lessons learned from France, Norway, and the Republic of Korea In terms of context, all three countries have a history of a centralised approach toward education policy and all three are moving toward a more-decentralised approach selection of equipment, the training of teachers and the modification of curricula to meet local needs Each of the three countries has established a center or office that is primarily responsible for educational ICT: supporting the creation and distribution of digital content & local ICT functions (e.g. purchase of equipment or the training of teachers). Review of the Italian Strategy for Digital Schools. OECD.

75 UK Department for Education Departmental Digital Strategy

76 Departmental Digital Strategy (UK) going digital as a way of: saving money How? open data revolution what users need plan & design services around that (rather than the other way around) independent digital team Departmental Digital Strategy. Department for Education.

77 Programmes customer experience and digital services information and data transparency better customer experience, security & customer service (anonymized & standardized) data about school/pupil s performance digital engagement and policy development digital capability useful, simple lead & join conversations new roles & training IT consolidation & standardization Departmental Digital Strategy. Department for Education.

78 Central topic & challenges GENERAL ISSUES The way the Department establishes and then interacts with academies and Free Schools. digital by default not just provide the content, but also make it simple to use Open-source usage Evaluation # of visitors & page views milestones (a service introduction) skills review Departmental Digital Strategy. Department for Education.

79 Central topic & challenges SOCIAL MEDIA ISSUES how to measure efficiency digital by default not just provide the content, but also make it simple to use how to engage teachers a) user knowledge b) discussion Departmental Digital Strategy. Department for Education.

80 Who are the customers? the schools and colleges workforce, including governors, bursars and support staff the children s workforce parents students - from primary school pupils to FE students education providers researchers and statisticians journalists and the media local authorities partner organisations the voluntary sector Departmental Digital Strategy. Department for Education.

81 Ireland (in progress) Building towards a Learning Society: A National Digital Strategy for Schools

82 UNESCO framework The UNESCO framework identifies three complementary, somewhat overlapping approaches that connect education policy with economic and social development technology literacy Increase the technological skills of students, citizens, and the workforce by incorporating such skills in the curriculum or the technology literacy approach. knowledge deepening Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, realworld problems or the knowledge deepening approach. knowledge creation Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge, and benefit from this new knowledge. Building towards a Learning Society: A National Digital Strategy for Schools.

83 Issues under consideration What policies and action are needed at infrastructure level? How can the DES support schools to make the right decisions in terms of purchasing and installing ICT equipment? Whose responsibility is it to decide on and or supply hardware? How should technical support be provided? How can teachers be supported to explore the full potential of available digital tools and resources as tools for learning? How can they develop and share ways of using new technologies? How can digital technologies be used to assess 21st century skills? What digital tools do we need to do this? Which skills can we reasonably assess using the digital tools that are available to us? Building towards a Learning Society: A National Digital Strategy for Schools.

84 Issues under consideration How can digital technologies be used to provide effective feedback (both formative and summative) to students on their performance? What needs to be put in place to enable schools to develop a culture in which teachers can move beyond technology literacy to knowledge deepening and ultimately to knowledge creation? How can professional learning be designed so that teaching, learning, assessment and the use of ICT are inextricably linked? Is there a need to re-evaluate what students learn, when they learn, where they learn, how they learn? Should students be responsible for being actively involved in their learning? Should students collaborate and have a voice in how, where, when and the rate at which they learn, and be responsible for their choices? How can students be empowered to participate in self-reflection and evaluation throughout their education? Building towards a Learning Society: A National Digital Strategy for Schools.

85 Australia Government of Victoria

86 Government of Victoria (Australia) Ultranet goal: anywhere, anytime & safety advancing teaching practice quality resources, tools & data FUSE: difital library for Ultranet Digital Learning Statement. The Victorian Government.

87 Ultranet

88 Outline kontext digital policies/strategies ve světě vize vzdělávání diskuze & analýza současného stavu

89 (III.) VIZE 21 st CENTURY EDUCATION

90 21 st Century Skills

91 21 st Century Skills Framework A framework for dealing with the individual needs of students (learning styles, qualification, achievement levels etc.) and for dealing with current technological development, which is changing the society and therefore also the required job skills The 21st Century Knowledge-and-Skills Rainbow illustrates the desired student outcomes needed in current society, while the rings below represent the educational support systems, which are supposed to work together in order to achieve the desired student outcomes TRILLING, Bernie and Charles FADEL. 21st Century Skills: Learning for Life in Our Times. San Francisco: John Wiley & Sons, 2009, 300 p. ISBN ;

92 Open Education 2030 European Commision

93 Open Educational Resources Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe. European Commision.

94 Open Educational Resources opening up content to students not on campus / formally enrolled openly licensed highly discoverable, freely available open (learning & teaching) practices sharing & collaborating on content with other practitioners re-using content in teaching contexts using or encouraging other to use open content making knowledge publicly accessible teaching/learning in open networks as a sign or catalyst of OER as a sub-set of open platform, technically repurposable high value production (e.g. multimedia) accessible design educational purpose / designed for learning quality assured/reviewed trusted provenance / brand qualities of open (learning) content Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe. European Commision.

95 Where the money come from? add (paid) services (e.g. teacher support) certification Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe. European Commision.

96 Open Education 2030: Visionary Papers lifelong learning higher education school education The views collected are purely those of the authors and may not in any circumstances be regarded as stating an official or in-official position of the European Commission. None of the contributions has been revised, reviewed, modified, shortened, expanded or otherwise altered or quality controlled in any way by staff of the European Commission. The content of the articles is owned by the authors who grant copyright as they deem fit. Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe. European Commision.

97 Lifelong learning freemium model cultural change (individual autonomy) (endless) education as a natural part of life getting rid of barriers for open educational resources global learning (incl. integration) blended & peer learning social learning project-based learning community level re-thinking qualification diplomas different literacies gamification augmented reality employment of automated algorithms in education swapping roles of students & teachers pervasive (vše prostupující) education Open Education European Commision. Part I: Lifelong Learning.

98 School education school in the cloud altering the role of teachers active (self-regulated) students individually negotiated curriculum (based on proper institutional design) learning communities multiperspective and interdisciplinary learning areas (e.g. ICT and English complete each other in modern school education) holistic education flexibility and mobile learning (& its efficiency) on-time education Open Education European Commision. Part II: School Education.

99 Higher education individualized (self-directed & informal) study pathways hybrid learning & its support Open Education European Commision. Part III: Higher Education.

100 Columbia University New York, USA

101 it is easier to create online communities than local communities content databases should include both, open-source & proprietary content and categorize it Columbia University in the City of New York.

102 Education Evolving Minnesota, USA

103 Education Evolving The Dilemma for Those Advocating 'Digital Technology' How to avoid projection of routine teaching methods when using ICT? School/Individual autonomy vs. standardization Strategy for Realizing the Potential of 'Digital'. Education Evolving.

104 Education Evolving Two Theories about How 'Digital' Will Develop Scenario 2: Digital enters through a redesign of system and school Scenario 1: Digital technology bypasses school The 'outside' scenario is certainly not inconceivable. It certainly would not be complicated, since the bypass has just three elements: 1) Ways for students to learn. 2) Someone to assess/validate what they have learned; are able to do. 3) Acceptance of these validations by employers, colleges, military, trades; the institutions the young people want to enter next. Strategy for Realizing the Potential of 'Digital'. Education Evolving.

105 Další témata

106 Další témata New Economy Wikinomics & Collaboration Prosumers Pareto s Principle Signalling Theory Long Tail the Role of a Teacher & Teacherpreneurs Mastery-based Education External & Intrinsic Motivation...

107 Outline kontext digital policies/strategies ve světě vize vzdělávání diskuze & analýza současného stavu

108 Diskuze & analýza současného stavu (1) společenská odpovědnost Strengths Weaknesses Opportunities Threats (4) procesy & struktury vize vize poslání poslání (2) řízení zdrojů (3) lidské zdroje

109 Děkuji za pozornost!

110 leden 2014 DISKUZE STRATEGIE & TRENDY DIGITÁLNÍHO VZDĚLÁVÁNÍ VE SVĚTĚ VÝCHODISKA PRO STRATEGIE DIGITÁLNÍHO VZDĚLÁVÁNÍ DO ROKU 2020 (Ministerstvo školství, mládeže a tělovýchovy České republiky) JAKUB RŮŽIČKA [email protected] cz.linkedin.com/in/littlerose

111 STRATEGIE DIGITÁLNÍHO VZDĚLÁVÁNÍ DO ROKU Ministerstvo školství, mládeže a tělovýchovy Karmelitská 7, Praha 1 tel.: [email protected]