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8

The ELFE project

Hans LaugesenELFE project coordinator

Educational Policy officer andInternational Secretary in GL,

Denmark

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8Purpose of ELFE 1

A European project created to achieve a better understanding of the strengths and weaknesses of using ICT in (primary and) secondary education

The ELFE project aims at investigating good practice in the use of ICT, which supports the teaching and learning process encourages students to develop new skills

and competences promotes an inclusive education for all

students

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8Purpose of ELFE 2

Building on ELFE 1 findings ELFE 2 aims at Identify methodologies used to favor a

use of ICT that promotes an added learning value

Develop recommendations to policy-makers, to schools and teacher education institutions and to trade unions on ICT and teacher education ICT and school management ICT and strategic use of available financial

means

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8ELFE 1’s Pedagogical questions

Promoting relevance, meaningfulness and engagement in both teaching and learning

Use of ICT to train new competences Virtual lessons as a mean of variation in normal

class lessons: blended face to face ed. Use of ICT as a catalyst for a Whole School

Development Providing more educational options for students in

remote areas Are there pedagogical and social costs?

how do we avoid loosing the low performing students?

ELFE 2 must also identify methodologies used to favour added learning value and internal evaluation of methodologies chosen.

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8ELFE structure

M ain activitiesG o an d stu d y v is its : 10 scho o ls+ 5 te a ch e r e d uca tio n in s titu tes

2 re g io n a l sem in ars + 1 con fe re n ce

PartnersE T U C E

5 T e a ch e rs ' U n io n s (U K ,D K E )P e da g og ica l E xp e rts

Chief Rapporteura c rit ica l frie nd

ELFE-eu.net w eb-site

Political ApproachP e da g og ica l q ue stio ns a nd ob serva tio ns

P o lic y d e b a te in T e a che rs ' U n io nsP o lic y su g ge s tion s to th e C o m m iss ion

ELFEE xch a ng e o f e xpe rien ce

S tu dy tran s fe r to o th er scho o lsc re a te E u ro p ea n d e ba te o n p ed a go g ica l u se o f IC T

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8ELFE 2 partners

ETUCE and 5 ETUCE-organisations: NUT, UK GL, Denmark LIZDA, Latvia ZNP, Poland ESTUS, Slovenia

Researchers: Ulf Fedriksson, Mid Sweden University Elzbieta Gajek-Kawecka, Warzaw

University Gunilla Jedeskog, Linköping Univ., Sweden -

Evaluator

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8Target groups and approach

Target groups: teachers teachers’ unions researchers

Visits to schools and teacher education institutions: steering group visit to 2 schools + 1 teacher

education institutions in each 5 countries Two regional seminars

One for EU 15 after visits to DK and UK - and One for EU 12 after visits to LV, Pl and Slo.

A final conference: teachers’ unions debate ICT-policy proposals

Process supported on www.ELFE-eu.net website

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8ELFE web-site

Information on ELFE Progress of the ELFE-project Small reports from school visits and

meetings in Steering Committee Debate forum on

Pedagogical use of ICT in education Contact between schools involved in ELFE Policy debate among teachers unions on

ICT in ed.

Useful links

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8www.ELFE-eu.net

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8Debate-furum at ELFE web-site

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8Education-policy questions

Do we have recommendations in the end?: Is there an ideal balance between

virtual lessons and normal lessons? Teachers’ use of ICT: Balance between

frontrunners and a minimum level Which kind of pre-service education and

in-service training is necessary? Physical requirements at schools? Suggestions for relevant indicators

regarding the use of ICT in education? etc.

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8ELFE 1 observations 1

After the Steering Group’s visits to 12 schools: Make ICT-use part of school policy and create a

Whole School Development environment Evident effect of Pedagogical ICT driver licence Create conditions for teachers use of ICT and Have a vision, debate minimum performance,

and leave room for frontrunners Distance education in remote areas or in small

schools means more educ. options and can be combined with a social learning environment

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8ELFE 1 observations 2

So far we have not seen any hard-core proofs that the use of ICT is increasing the quality of education

There is a feeling among teachers that the use of ICT contributes to strengthen the students ability to work in an independent way

A risk that the need to train oral skills is forgotten – written dimension increases workload

A risk of less opportunity to have direct face to face discussions in the classrooms

You do not need to loose the low performing students – but be aware not to do so