l arge s cale s chool - based t echnology s upported e ducation i nnovation sofoklis a. sotiriou...
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LARGE SCALE SCHOOL-BASED TECHNOLOGY SUPPORTED EDUCATION INNOVATION
Sofoklis A. SotiriouEllinogermaniki Agogi
Bureaucratic School Systems
CULTURAL / RELIGIOUS
GROUPS
ENTERPRISES
MEDIA / IT
EMPLOYERS ORGANISATIONS
,UNIONS
PARENTS
TERTIARY EDUCATION
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
SCHOOL
TEACHER TEACHER
TEACHER
FORCE
GOVERNMENTFUNDINGBODY
QAASSESSMENT
Schools as Focused Learning Organisations
CULTURAL /RELIGIOUS
GROUPS
ENTERPRISES
MEDIA / IT
TEACHERPROFESSION
,TRAINING
EMPLOYERS ORGANISATIONS,
UNIONS
SCHOOL
TERTIARYEDUCATIO
N
SCHOOL
GOVERNMENT
FUNDINGBODY
LEARNINGMATERIALS
QAASSESSMENT
INTERNATIONAL
AGENCIES
SCHOOL
PARENTS
LEARNER
TEACHER
LEARNINGCONSULTANT
LEARNINGCOMPANIE
S
“I am not a teacher of “things”, I am an“orchestrator” of ideas. My educational
institution is not a physical plant withclassrooms and trees, but a “hub” of
resources no longer constrained by time and place. My students are no longer “my” students, but we are all students together”.
Dillon and Granger (1998)
Schools remain unchangedThe lack innovation in schools becomes even more troubling, due to the fact
thatfailing to “re-engineer” our educational systems, effects significantly all otherareas of social and economical development, jurpotising Europe’s position in
theglobal knowledge-based society.
Especially, schools appear to remain almost unchanged for the most part despitenumerous efforts and investments in technology, teachers’ training andinfrastructure. Yet, the way we organise schooling and provide educationremains basically the same.
To put it in another way: “we still educate our students based on anagricultural timetable, in an industrial setting, yet telling students and teachersthey live in a digital age”.
During the past years, several reasons have been identifiedseparately as possible distractions in aligning schoolsoperations and results to the ones anticipated by the 21st
Century Societies.
The most highlighted ones being: Not enough computers in the classroom, littleinterest from students and parents, out of date teachingpractices, poorly trained teachers, and even afundamentally flawed way to measure performance atschools.
Many national and European initiatives have beenundertaken to tackle these issues separately. Yet, theimprovement has been marginal, if any at all.
Different Cultures, Different settings, Different Needs
But we are educating our children by developing the same curricula
…the same books
…while we are following the same timetables
Educational Systems have to focus on the real educational needs.
Current approaches, although are promising “education for all”, seem to ignore the real situation in the local settings.
Characteristics of the (Western) Educational Systems
TOP DOWN APPROACH
CENTRALLY GUIDED
BINDING FOR THE TEACHER
RESTRICTIVE
Main challenge for an effective educational system
School Effectiveness
Very few topics command as much attention in the development field as school effectiveness. Schooling is a basic service that most citizens expect from their governments, but the quality available is quite variable, and the results too often disappointing. What will it take for schools to deliver good quality education?
Effective Educational Systems
The success of the effective educational systems (e.g. Finland) can be attributed to shift from controlling the resources and content of education towards a focus on better outcomes, while establishing universal high standards.
These systems have also abandoned uniformity in favour of embracing diversity and individualised learning and moved from a bureaucratic approach towards delegating responsibilities; from talking about equity to delivering equity.
• For a system’s improvement journey• to be sustained over the long term, the• improvements have to be integrated into• the very fabric of the system pedagogy.• We have identified three ways that• improving systems do this: by establishing• collaborative practices, by developing• a mediating layer between the schools• and the center, and by architecting• tomorrow’s leadership. Each of these• aspects of sustaining improvement is an• interconnected and integral part of the• system pedagogy.
• How the world’s most improved school systems keep getting better • November 2010 Mc Kinsey
The Reform Journey
August, 2011
downsize the central structures currently devoted toinput-, pre audit-oriented controls.
Complement the centrally-led approach toProfessional development with a more local, decentralised approach based on school needs. Theseneeds should be evaluated and examined at school level.
Accelerate the initiative on school selfevaluation with a view to designing andimplementing a comprehensive system ofassessment and evaluation based on resultsand outcomes
OECD POLICY ADVICE FOR GREECE
What is really needed:Flexibility and Diversity
School-based curriculum development, steering by information and support
The State only defines the framework.
More freedom of choice to the teacherFlexibility to the teacher to form his/her lesson
and apply innovative methods and tools
Trust through professionalismA culture of trust on teachers’ and headmasters’ professionalism in judging what is
best for students and in reporting of progress
Access and Participation (TALIS 2013)
PD programmes
Teaching Practices
PATHWAY: Large Scale Teachers Professional Development Initiative
5050 teachers took part to the study296 PD Sessions were organized
Impact
Comparison between Training approaches
PD Sessions in Research Centers
PD Sessions in Science Centers and Museums
PD Sessions in teachers training centers
Open Discovery Space: Large Scale School Innovation Initiative
1806 schools currently involved5000 teachers registered
A large scale experiment to introduce innovation to European schools
2013-2016
• 8,000 schools
• 20,000 teachers
• 1,000,000 high quality educational resources
Collaborative Learning and Community Development
Supporting the role of change agents (innovative
teachers)
What is the mission of a change agent?
• A pioneering teacher who leads the team of the participating teachers from each school, and:• Takes initiative in order to implement innovative practices that aim to have long-
term effect on the development of the school as a whole. • Develops a strategy for involving and disseminating the results of innovative
practices to the whole school community • Develops a strategy for dealing with resistance to change• Reflects on the progress of organizational changes • Explains why innovation is important to ensure long-term success
How to become and ODS school- Step 1
Language URL English http://e-mature.ea.gr/Greek http://greece.e-mature.ea.gr/Dutch http://dutch.e-mature.ea.gr/Finnish http://finland.e-mature.ea.gr/French http://france.e-mature.ea.gr/German http://german.e-mature.ea.gr/Italian http://italy.e-mature.ea.gr/Portuguese http://portugal.e-mature.ea.gr/Estonian http://estonia.e-mature.ea.gr/Lithuanian http://lithuania.e-mature.ea.gr/Gaelic http://ireland.e-mature.ea.gr/Spanish http://spain.e-mature.ea.gr/Croatian http://croatia.e-mature.ea.gr/Bulgarian http://bulgaria.e-mature.ea.gr/
Greenlandic http://greenlandic.e-mature.ea.gr/
Romanian http://romania.e-mature.ea.gr/Serbian http://serbia.e-mature.ea.gr/
Based on the tool introduced by Digital
Schools, Ireland
Available in 17 languages
Open Discover Space Schools (e-maturity level)
Comparison Between Countries (Greece vs Finland)
ICT Culture vs Professional Development
School Innovation Model
3939
ODS Academies and Communities to support the introduction of innovation in schools
ODS public cloud infrastructure
(ODS users data, ed. Resources, social data)
-computing power- high availability
MyDiscoverySpace Portals(e.g. school, national, thematic communities)
External Educational Repositories & Aggregators(e.g. TES Connect)
User-generated educational content
School pages, Blogs & portals
School Action Plans and e-maturity Data
Teachers Competence Profiles
ODS Academies
External Educational Repositories & Aggregators(e.g. Organic.Edune)
A meaningful and comprehensive set of tools to the actual school users
Content
Competence Profiles
School metrics
Training opportunities
School action plan
A meaningful and comprehensive set of tools to the actual school users
Content Competence Profiles
Aggregate targeted content from a variety of ODS-connected sources
Facilitate the creation of high-quality teacher-generated content
Allow each community / portal to customize the sources, the metadata schema, the look-n-feel and even the platform components that they will use to create, search for and curate content
Store a dynamic competence profile for each teacher with all the information required to monitor his development over time
Provide focused assistance to the teacher to identify competence gaps and draft a personal development plan
Customize and personalize content and recommendations based on competence profile and development targets
A meaningful and comprehensive set of tools to the actual school users
School metrics Training opportunities
Collect in a centralized place all the school metrics and questionnaires (e.g. e-maturity questionnaire)
Provide actionable analytics based on the historical data coming both from school data as well as from the analysis of individual teachers’ profiles
Monitor Key Performance Indicators (KPIs) for the school unit
Based on the competence profile and the development plan of each teacher, provide targeted recommendations for training opportunities
Integrate the completed teacher trainings with the competence profile in order to allow for the semi-automatic monitoring of the development plan at teacher and at school level
A meaningful and comprehensive set of tools to the actual school users
School action plan
Consolidate a holistic school action plan Provide a robust base for automating
and facilitating the task of the periodic school self-assessment based on objective criteria such as the teachers’ professional development plans and the school portfolios (interaction with the actual teacher-generated content)
Assessing the impact of the intervention at school level
March-April 2013March-April 2014
Impact on ICT Culture
Impact on Professional Development
Design Lessons/Scenarios by using existing resources and tools (such as online labs, AR/VR tools) and store them on the cloud
Deliver Lessons/Scenarios to students. Collect Educational Data for student assessment based on
PISA Framework
Authoring – Access – Deliver - Assess
PISA 2012: Problem-solving
<DATE>
• Relationship between questions and student performance:
(OECD 2014, p. 49)
