Designing The Future classroom. iTEC

Hoy traemos a este espacio el
Designing the future classroom - Mainstreaming the results of the iTEC project
iTEC, a flagship four-year EC-funded project involving 14 Ministries of Education, has doubled its original target by now involving over 2000 classes across Europe in its future classroom pilots. The project evaluation is also showing an extremely positive impact on students’ knowledge, skills and understanding, and a beneficial effect on teachers, especially on their technology-supported pedagogy, digital competence, and motivation.

Learning Activities for innovative classrooms

The iTEC pilots, now in their fifth and final cycle, have developed Future Classroom Scenarios and Learning Stories and Activities to inspire teachers to change their pedagogical practices with the support of ICT. Learning Activities and Learning Stories have been developed through a participatory design process with teachers. Moreover, European Schoolnet has also delivered an international programme of online and face-to-face training, including courses at the Future Classroom Lab in Brussels on teaching and learning activities for the future classroom.

Supporting students’ knowledge, skills and understanding

The newly published meta-analysis of the evaluation data over the first three cycles shows that the project has had a positive impact on students’ knowledge, skills and understanding – in particular on their 21st century skills, motivation, engagement, attitudes, and learning practices. iTEC has also had a beneficial effect on teachers, having a positive impact on their technology-supported pedagogy, digital competence, and their motivation and attitudes. Almost 90% of teachers agreed that the iTEC process enabled students to become more deeply engaged in their work, and allowed them to undertake more collaborative activities. Teachers observed also a higher student attainment, an increase in student autonomy and independent learning, as well as more opportunities to learn beyond the boundaries of the classroom.

Mainstreaming the iTEC results

"Every Classroom a Future Classroom" conference, taking place on 10-11 October 2013 in Brussels for 150 invited delegates, will look at the challenges involved in up-scaling and mainstreaming innovative teaching and learning practice in order to make every classroom a future classroom. The conference will discuss on scalable processes for the adoption of advanced competencies by teachers, 21st century skills for learners and change management for schools.
iTEC has also published a magazine "Designing the future classroom" that summarises the project developments and outputs up to date. Read the magazine online here.

Read more
Tambien os dejamos una de las entrevistas, como ejemplo,  de la serie : en este caso Kristen Weatherby, Senior Analyst on the OECD's TALIS project (Teaching and Learning International Survey), speaks on emerging trends in teaching and learning, such as Bring Your Own Device and the use of social media in education. Her keynote presentation is available here: Challenging visions of the future classroom.

(leer más...) Fuente: [FCL]

Hacia un SISTEMA CYBORG-CANNIBAL (I) : Measuring the Information Society. Informe ICT … España en el puesto 28 .



Hoy traemos a este espacio el informe de ICT titulado  "Measuring the Information Society." de la International Telecommunication Union correspondiente a 2012. España ocupa  el puesto 28 ...  y  muchas otras cosillas habría que reseñar  ... pero dejaremos, de momento,  el otro lado de la balanza, la geografía del desenchufe ...  la geografía del
HAMBRE DESCONECTADA ... más que brecha digital ...más que del tercer entorno, o sociedad de la información , nosotros hablaríamos de un SISTEMA CYBORG-CANIBAL (Sociedad de la Información o sociedad del BIT 1984? )  ... un sistema tecnológico (que no es más que un sistema epistemológico de una oligarquía de control mundial) que CONSTRUYE HAMBRE, POBREZA E INFELICIDAD  (una vez producida la FISIÓN NUCLEAR FRIA del capitalismo comunista .. o el comunismo capitalista CHINA=USA=RUSIA) ... y todo ello, mientras Obama y USA , andan entreteníos intentando evitar la SUSPENSIÓN DE PAGOS USA ...


También nos gustaría reseñar lo que supone individualmente el costo de la conexión a internet de banda ancha mensual  en el planeta .. en la que España está en el puesto 33 :

1. Macao China -- .2% of GNI per capita
2. Kuwait -- .4%
3. United States -- .4%
4. Switzerland -- .6%
5. Luxembourg -- .6%
6. Andorra -- .6%
7. United Kingdom -- .7%
8. Japan -- .7%
9. Norway -- .7%
10. Hong Kong -- .7%

(...) y de nuevo en el otro lado de la lista ...


1. Cuba -- 386.9% of GNI per capita
2. Solomon Islands -- 280.2%
3. Afghanistan -- 221.3%
4. Niger -- 210.2%
5. Madagascar -- 177.8%
6. Malawi -- 169.7%
7. Papua New Guinea -- 150.5%
8. Mozambique -- 149.3%
9. Sao Tome & Principe -- 103.0%
10. Togo -- 101.2%


(leer más...) Fuente: [nternational Telecommunication Union ]

Survey of schools: ICT in #Education : Spain …España



Hoy traemos a este espacio un estudio de la European Commission  ...  realizado en 31 países (27 de la UE, Islandia, Noruega, Croacia y Turquía), encuestando a unas 190.000 personas, entre alumnos, directores y docentes de educación primaria, secundaria, bachillerato y primer ciclo de formación profesional de centros elegidos al azar,  una muestra de un total de 1.200 centros educativos por país.  ... y  concretamente os  dejamos arriba la encuesta correspondiente a España , ..

Survey of schools: ICT in Education

This study collected and benchmarked information from 31 European countries (EU27, HR, ICE, NO and TR) on the access, use, competence and attitudes of students and teachers regarding ICT in schools.

ICT provision and use in European schools is improving but several obstacles remain. First, teachers still believe that insufficient ICT equipment is the biggest obstacle to ICT use in many countries. Second, whilst teachers are using ICT for preparing classes, ICT use in the classroom for learning is infrequent. Teacher training in ICT is rarely compulsory and most teachers devote spare time to private study. Third, students and teachers have the highest use of ICT and ICT learning-based activities when schools combine policies on ICT integration in teaching and learning. However, most schools don't have such an overarching policy. Therefore it is not surprising that teachers generally believe that there is a need for radical change to take place for ICT to be fully exploited in teaching and learning.

Whole study

Previous study

Data

Country chapters


(leer más...) Fuente: [European commission]

Consultation on "Opening up Education – a proposal for a European Initiative to enhance education and skills development through new technologies. OER

Hoy traemos a este espacio la
Consultation on "Opening up Education – a proposal for a European Initiative to enhance education and skills development through new technologies"de la Directorate-General for Education and Culture de la European commission


Title

Public Consultation on "Opening up Education – a proposal for a European Initiative to enhance education and skills development through new technologies"

Policy fields

Education

Target groups

All stakeholders affected by education and training policies and systems, including school education, vocational education and training, higher education and adult education. Contributions are expected from public authorities, organisations and citizens.

Period of consultation

From 13 August 2012 to 13 November 2012

Objective of the consultation

The objective of the consultation is to explore the perceived need - mainly but not exclusively among education and training stakeholders – for EU action to promote the use of Open Educational Resources (OER) and of ICT in education.
New technologies, in particular the internet, together with globalisation and the emergence of new education providers, are radically changing the way people learn and teach. Open access to education resources offers an unprecedented opportunity to enhance both excellence and equity in education. The EU aims to help both individual learners and education and training institutions in Member States to benefit from these opportunities and to increase their contribution to society.
In the last quarter of 2012, the Commission will present a Communication on Rethinking Skills aiming to increase the quantity, quality and relevance of skills supply for higher economic and social outcomes. This will, among other actions, announce a new EU Initiative on "Opening up Education": a proposal to exploit the potential contribution of ICTs and Open Educational Resources (OER) to education and skills development. This new EU initiative on "Opening up Education" will be the topic of a subsequent Communication in mid-2013.

How to submit your contribution

We welcome contributions from citizens, organisations and public authorities:
If you are a Registered organisation, please indicate the name and address of your organisation and your Register ID number on the first page of your contribution. Your contribution will then be considered as representing the views of your organisation.
If your organisation is not registered, you have the opportunity to If your organisation is not registered, you have the opportunity to Register now.
Responses from organisations not registered will be published separately.
Received contributions will be published on the Internet. It is important to read the specific privacy statement pdf - 59 KB [59 KB] attached to this consultation for information on how your personal data and contribution will be dealt with.

View the consultation document pdf - 45 KB [45 KB]


View the questionnaire
 

Contact details

Responsible service: Directorate General for Education and Culture, Unit A2
E-mail: EAC-A2-PUBLIC-CONSULTATION@ec.europa.eu
Postal address: European Commission
Directorate-General Education and Culture
Unit A2 – Skills and Qualification
MADO 9/60
B- 1049 Brussels

View the contributions

In the interests of transparency, organisations have been invited to provide the public with relevant information about themselves by registering in the Interest Representative Register and subscribing to its Code of Conduct. If the organisation is not registered, the submission is published separately from the registered organisations.

Protection of personal data


Specific privacy statement

Specific privacy statement pdf - 59 KB [59 KB]


(leer más...)
Fuente: [Directorate-General for Education and Culture de la European commission

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