ICT curriculum reform in Flanders

Eminent 2009

Jan De Craemer

Jan De Craemer 2

Jan De Craemer 3

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

Jan De Craemer 4

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

4NML conference - Brussels - Conscience building - September, 22th 2009

Jan De Craemer 5

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

5NML conference - Brussels - Conscience building - September, 22th 2009

Jan De Craemer 6

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

6NML conference - Brussels - Conscience building - September, 22th 2009

Jan De Craemer 77

1. Pupils have a positive attitude towards ICT, and are willing to use ICT to support their own learning process.

2. Pupils use ICT in a safe, responsible and effective way.3. Pupils can work independently in a ICT enriched learning

environment.4. Pupils can learn independently in a ICT enriched learning

environment.5. Pupils can use ICT to elaborate their ideas in a creative way. 6. Pupils can use ICT to search for, process and store digital information.7. Pupils can use ICT to present information to others.8. Pupils can use ICT to communicate in a safe, responsible and effective

way. 9. Pupils can chose adequately between a number of different ICT

applications, depending on the specific goal to be achieved. 10.Pupils are willing to redefine their actions after reflection on their

own and others’ use of ICT. NML conference - Brussels - Conscience building - September, 22th 2009

Curriculum content

Jan De Craemer 8

Attitudes (social and ethical abilities)

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

Supportive technical, instrumental and procedural skills

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

practisingwith the support of

ICT

modelling

creativelywith the support of ICT

The ICT-diamond

(Sec.ed. Only)

choosing adequately,reflecting

and adjusting

independent learning

with the support of ICT

Jan De Craemer 9

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

Jan De Craemer 10

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

Jan De Craemer 11

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

Supportive technical, instrumental and procedural skills

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

practisingwith the support of

ICT

modelling

creativelywith the support of ICT

The ICT-diamant

independent learning

with the support of ICT

Jan De Craemer 12

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

Supportive technical, instrumental and procedural skills

practisingwith the support of

ICT

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

Jan De Craemer 13

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

Supportive technical, instrumental and procedural skills

4 The pupils are able to learn independently in an ICT supported learning environment.

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

independent learning

with the support of ICT

Jan De Craemer 14

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

practisingwith the support of

ICT

Modelling

creativelywith the support of ICT

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

Abilities focusing on the learning proces

independent learning

with the support of ICT

Jan De Craemer 15

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

independent learning

practisingwith the support of

ICT

Modelling

creativelywith the support of ICT

6 The pupils can retrieve, process and save digital information by means of ICT.

Supportive technical, instrumental and procedural skills

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

Abilities focusing on the learning proces

Jan De Craemer 16

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

independent learning

practisingwith the support of

ICT

Modelling

creativelywith the support of ICT

7 The pupils are able to use ICT in presenting information to others.

Supportive technical, instrumental and procedural skills

wrong: knowledge of one programto limit creativity

right: focus on content aimed at a certain

audience context outline

Learn to make strategic choices

Jan De Craemer 17

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

Independent learning

practisingwith the support of

ICT

Modelling

creativelywith the support of ICT

8 The pupils are able to use ICT to communicate in a safe, responsable and appropriate way.

Supportive technical, instrumental and procedural skills

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

Jan De Craemer 18

Social and ethical abilities

A positive attitude – Supporting own learningsafe – responsible - appropriate

Abilities focusing on the learning proces

Supportive technical, instrumental and procedural skills

communicatinginformation

presentinginformation to others

collecting, processingand saving

information

practisingwith the support of

ICT

modelling

creativelywith the support of ICT

The ICT-diamant

(Sec.ed. Only)

choosing adequately,reflecting

and adjusting

independent learning

with the support of ICT

Jan De Craemer 19

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

=> experiment, compare, reflect

Jan De Craemer 20

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

Jan De Craemer 21

Implementation policy: 5 Pillars1 Strengthening capacity-

building of the educational institutions

2 Promoting the professional development of educational staff

3 Provinding high quality infrastructure

4 Digital content policy

5 Evaluation & Research

Jan De Craemer 22

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

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

Jan De Craemer 2323NML conference - Brussels - Conscience building - September, 22th 2009

Educational beliefs

Current activities

priorities

newactivities

actionplan

School context competencies

Jan De Craemer 24

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)

Jan De Craemer 25Constructivist beliefs - pupil centred

Tea

cher

cen

tred

Kno

wle

dge

tran

sfer

bel

iefs

Jan De Craemer 26

Differences between schools phase 1: teaching styles

Jan De Craemer 2727NML conference - Brussels - Conscience building - September, 22th 2009

Educational beliefs

Current activities

priorities

newactivities

actionplan

School context competencies

Jan De Craemer 28

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)

Final objectives

Nu

mbe

r of

act

ivit

ies

Jan De Craemer 29

Phase 2: current activities

Jan De Craemer 3030NML conference - Brussels - Conscience building - September, 22th 2009

Educational beliefs

Current activities

priorities

newactivities

actionplan

School context competencies

Jan De Craemer 31

www.ond.vlaanderen.be/ict

jan.decraemer@ond.vlaanderen.be

Thank you