Arion study visit Feb' 2529

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ICT curriculum reform in Flanders Eminent
2009 Jan De Craemer
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(No Transcript)
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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

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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

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NML 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

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NML 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

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NML conference - Brussels - Conscience building -
September, 22th 2009
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Curriculum content

• Pupils have a positive attitude towards ICT, and
  are willing to use ICT to support their own
  learning process.
• Pupils use ICT in a safe, responsible and
  effective way.
• Pupils can work independently in a ICT enriched
  learning environment.
• Pupils can learn independently in a ICT enriched
  learning environment.
• Pupils can use ICT to elaborate their ideas in a
  creative way.
• Pupils can use ICT to search for, process and
  store digital information.
• Pupils can use ICT to present information to
  others.
• Pupils can use ICT to communicate in a safe,
  responsible and effective way.
• Pupils can chose adequately between a number of
  different ICT applications, depending on the
  specific goal to be achieved.
• Pupils are willing to redefine their actions
  after reflection on their own and others use of
  ICT.

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NML conference - Brussels - Conscience building -
September, 22th 2009
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The ICT-diamond
Attitudes (social and ethical abilities)
Abilities focusing on the learning proces
modelling creativelywith the support of ICT
independent learning with the support of ICT
Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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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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The ICT-diamant
Social and ethical abilities
Abilities focusing on the learning proces
independent learning with the support of ICT
Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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Social and ethical abilities
Abilities focusing on the learning proces
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

Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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Social and ethical abilities
Abilities focusing on the learning proces
4 The pupils are able to learn independently
in an ICT supported learning environment.
independent learning with the support of ICT

• acquire and process new learning content
• learning centres
• suitable programmes
• all kinds of distance learning

Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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Social and ethical abilities
Abilities focusing on the learning proces
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
A positive attitude Supporting own
learningsafe responsible - appropriate
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Social and ethical abilities
Abilities focusing on the learning proces
6 The pupils can retrieve, process and save
digital information by means of ICT.

• 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

Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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Social and ethical abilities
Abilities focusing on the learning proces
7 The pupils are able to use ICT in presenting
information to others.

• wrong knowledge of one program
• to limit creativity
• right focus on content
• aimed at a certain audience
• context
• outline
• Learn to make strategic choices

Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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Social and ethical abilities
Abilities focusing on the learning proces
8 The pupils are able to use ICT to communicate
in a safe, responsable and appropriate way.

• 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

Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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The ICT-diamant
Social and ethical abilities
Abilities focusing on the learning proces
modelling creativelywith the support of ICT
independent learning with the support of ICT
Supportive technical, instrumental and procedural
skills
A positive attitude Supporting own
learningsafe responsible - appropriate
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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
• gt 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 Pillars

• Strengthening capacity-building of the
  educational institutions
• Promoting the professional development of
  educational staff
• Provinding high quality infrastructure
• Digital content policy
• 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

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NML conference - Brussels - Conscience building -
September, 22th 2009
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Educational beliefs
Current activities
School context
competencies
priorities
new activities
action plan
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NML conference - Brussels - Conscience building -
September, 22th 2009
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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)

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Teacher centred Knowledge transfer beliefs
Constructivist beliefs - pupil centred
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Differences between schools phase 1 teaching
styles
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Educational beliefs
Current activities
School context
competencies
priorities
new activities
action plan
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NML conference - Brussels - Conscience building -
September, 22th 2009
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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)

Number of activities
Final objectives
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Phase 2 current activities
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Educational beliefs
Current activities
School context
competencies
priorities
new activities
action plan
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NML conference - Brussels - Conscience building -
September, 22th 2009
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Thank you

• www.ond.vlaanderen.be/ict
• jan.decraemer_at_ond.vlaanderen.be