ict in primary and secondary education michel lanners director of script/menfp luxembourg, september...

ICT in Primary and Secondary Education

Michel LannersDirector of SCRIPT/MENFP

Luxembourg, September 2006

Pear Learning Activity (PLA), Luxembourg, September 27-29, 2006

Objectives of the governmental initiative e-Luxembourg 1999-2004 Initiate young people to the digital paradigm

omnipresent in private, public and professional life.

Train young people to use ICT in a pertinent way in order to select, exploit, valorize and share information.

Reduce the digital divide by preventing the gap between those who can and those who can not master (and are therefore able to effectively use) ICT


Objectives of the governmental initiative e-Luxembourg 2004-2009

“A holistic vision (gouvernance électronique) will be adopted concerning the strategy pursued in the field of information and knowledge society. “

L’ensemble des domaines et acteurs concernés seront impliqués dans les actions à mener : administration publique nationale, communes, monde économique, citoyens, éducation, santé, social, politique, démocratie …etc. »


Luxembourg initiatives in the field of e-education

1. Connect all the teachers and learners and enable them to work in networked communities

2. Adapt, develop and promote pedagogical content

3. Improve initiatives in the field of in-service teacher training

4. Simplify and increase the efficiency of administrative procedures

5. Upgrade and maintain infrastructures


Pedagogical benefits for pupils

The use of ICT in their learning activities should stimulate individual and collective initiatives like

autonomous work by developing efficient

working attitudes (but no copy - paste) responsibility by developing critical thinking as

expected nowadays by European citizen


Professional benefits for teachers

The use of ICT in teaching should stimulate

motivation by developing and facilitating the working environment

communication by increasing networking activities and by building up teamwork


Consequences at the level of equipment

Pursue equipment policies by opting for the best solutions (from electronic school bags and PC trolleys to local solutions in schools)

Create and manage a pool of technicians to assure technical maintenance in schools


Consequences in a pedagogical perspective

Develop new didactical concepts to promote ICT in order to develop cross-

curricular competencies to consider ICT as a tool and no more as an

objective in the learning process

Evaluate the impact of these initiatives on a regular basis


Consequences for the professional development of teachers

2 levels of initial and in-service teacher training

skills related to pedagogical practice evolved skills (competences meta)

Basic skills in personal control of ICT-related tools are no more developed (word, office, excel, …)


Perspectives (I)

Keep the right balance of ICT related activities (no excess and no lack)

Develop connectivity between classrooms and schools and between school and society

Stimulate and assist the obvious changes in the role and function of teachers (shift from knowledge expert to learning expert)

Develop a lifelong learning culture in the perspective of personal professional development


Perspectives (II)

Assist the major reform process currently pursued by the authorities:

In giving a new sense to learning and teaching by fixing competence oriented standards

In helping schools better to assume these new missions in a more autonomous and more responsible environment (new data needs)


Where are we going?

General overview completed by the presentation of some challenging projects

Growing importance of media education The PC turns 25

ict in primary and secondary education michel lanners director of script/menfp luxembourg, september...

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