TEACHER POLICY IN THE TECHNOLOGY ENRICHED ENVIRONMENT
ITALIAN OVERVIEW
Claudia REBESANI [email protected] www.indire.it
Global Symposium on ICT in Education 2013Changing Role of Teachers: Policies and Practices
22 – 24 October, 2013Conrad Seoul, Republic of Korea
INTRODUCTION
• Claudia REBESANI - Board member of INDIRE Governing Council
• INDIRE is the Italian public research institute responsible for:– innovation in education
– training of teachers and school personnel
– improvement of the overall educational system
– documentation and dissemination of best practice in schools
• Together with INVALSI, the national research institute for evaluation, and theNational Educational Inspectors’ body, we constitute the Italian state systemfor evaluation and assessment
• INDIRE collaborates on a regional and local level with public schoolauthorities, schools, foundations and Universities and on an internationallevel with EU Ministries of Education, European Schoolnet and with industrypartners (Olivetti, Samsung, educational publishers etc.)
• INDIRE manages the European Lifelong Learning Programme (LLP) since 1995
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
OUTLINE• INDIRE at a glance• Current Italian practice for professional development of in-service
teachers • Recent Italian programs for digital schools and innovation• INDIRE teacher professional development training model• INDIRE teacher professional development training model: tools &
data• INDIRE teacher professional development training model: course
evaluation data• OECD review of the Italian strategy for digital schools (2013)• Follow-up on OECD recommendations• Lessons learnt• Future perspective• Research, studies & web references
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
INDIRE AT A GLANCEINDIRE
INVALSI
MINISTRY OF EDUCATION
LOCAL SCHOOL AUTHORITIES
SCHOOLS AND SCHOOL
NETWORKS
NATIONAL EVALUATION SYSTEM
EDUCATIONAL SYSTEM
ORGANIZATION
INTERNATIONAL PARTNERSHIPS
INSPECTORS
EUROPEAN SCHOOLNET
(EU MoE)
INDUSTRY PARTNERS
FOREIGN RESEARCH CENTRES
Foundations
Associations
Universities
Other authorities,
archives, libraries
INDIRE
NATIONALPARTNERSHIPS
NATIONAL TRAINING OF TEACHERS, DOCUMENTATION AND INNOVATION SUPPORT
CURRENT ITALIAN PRACTICE FOR PROFESSIONAL DEVELOPMENT OF IN-SERVICE TEACHERS
• The professional development of in-service teachers is not compulsory inItaly
• Teachers’ career progression is not based on qualitative achievements buton the years of service in schools
• Professional development to teachers not centralized and is provided by:
INDIRE and Ministry of Education
Universities
The schools themselves and the local school authorities
The private sector
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
RECENT ITALIAN PROGRAMSFOR DIGITAL SCHOOLS AND INNOVATION
National programmes in the last 5 years:
a. IWB Plan: teacher training programme on IWB (from 2010 onwards), primary + secondary educationb. Classe 2.0: experiment on the transformation of the classroom setting in an ICT rich environment (2009-2012), primary + secondary educationc. School 2.0: experiment on the transformation of the whole school setting in an ICT rich environment (from 2012 onwards), primary + secondary educationd. PON: teacher training project funded by the European Union focused on the development of teachers’ basic and advanced ICT skills and their use in teaching (from 2007 onwards), secondary education
Objectives
1. Introduce ICT as an integrated and effective tool in classroom activities
2. Experiment with new models for school organization and teaching
3. Support the development of new digital resources and learning environment
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
INDIRE TEACHER PROFESSIONAL DEVELOPMENT TRAINING MODEL
The main points that characterize the INDIRE professional training model are:
Strategy - blended e-learning with small e-classes moderated by an on line tutor coach and a content education expert
Educational methodology - the socio-constructive approach to learning where community of practices, sharing of ideas and analysis of real and contextualized cases play a crucial role
Tools and techniques - the use of all ICT technologies in combination with face-to-face workshops, school visits and documentation of practices.
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
INDIRE TEACHER PROFESSIONAL DEVELOPMENT TRAINING MODEL: TOOLS & DATA
TOOLS 2 YEARS DATA
Virtual classroom
Online communication learning environment: this tool enhances the
collaborative work and the building of a community of practices through
webinar, blog, forums.
2.105
Forums with content education experts:
This encourages deep discussion and investigation on particular topics
127.624 messages exchanged
Digital Content
Rich interactive disciplinary content developed by University and educational
experts. This content guides teachers in the transformation process from new
theory to daily teaching practice
Over 7,000
Teaching resources:
Teaching materials created by the teachers during the training process.
181.576 (over 6 million from 2001-
today)
Trainee Teachers 644.532
On line tutor coach
These tutors guide and assist teachers in the training process both on-line and
face-to-face.
Over 31.000
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
INDIRE TEACHER PROFESSIONAL DEVELOPMENT TRAINING MODEL: COURSE EVALUATION DATA
INDIRE teacher professional development initiatives are consistently monitored externally byUniversities, Foundations and experts and internally by INDIRE research activities. Combined withfeedback from trained teachers the model is consistently evaluated and improved.
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
94.8% interest to contents delivered - 88,6% appreciate the blended solutions97,2% use the model to innovate teaching methods in the classroom
EXAMPLES OF TEACHER FEEDBACK (2013)
OECD REVIEW OF THE ITALIAN STRATEGY FOR DIGITAL SCHOOLS (2013)
To support the uptake of ICT in the Italian school system additional measures areneeded to speed up the process:
1. Develop digital learning resources
2. Enrich the current nation-wide training (INDIRE could play a role as a counselormore than a provider of training)
3. Support research-based initiatives in schools focused on:
personalization (learning, curriculum development and assessment)
school organization (settings, contents, parent-school relations, school networking,shared leadership)
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
FOLLOW UP ON OECD RECOMMENDATIONS
Following OECD recommendations and evidence from previous research, INDIRE
is currently:
1. Creating a national database of resources for teachers and students
2. Fostering innovation in schools through a systemic approach (whole schoolenvironment, physical spaces, educational contents and digital textbooks,ICT infrastructure, school leadership, formative assessment)
3. Strengthening the teachers professional development
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
LESSONS LEARNT
• Need to identify specialist roles for teachers to support thetransformation process as opposed to the one-size-fits-all “digital” teacher(i.e. expert teacher in UK, school information expert in FR)
• More evidence-based research is needed to demonstrate what works wellin which circumstances
• Models for teachers professional development need to be flexible in orderto accommodate diversity in schools, teachers and end-user profiles
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
FUTURE PERSPECTIVE
On the teacher training side: development of a teacher training academy incollaboration with the European Schoolnet (consortium of EU Ministries ofEducation) exploring the potential of the MOOC model
On the scientific research activities side:
– measuring the impact of ICT on the actual improvement of teachingand learning by means of empirical enquiries
– experimenting with the development of new learning spaces whichpromote a stronger correlation between didactics and architecture
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
RESEARCH, STUDIES & WEB REFERENCES
• OECD, Review of the Italian Strategy for Digital Schools (2013), http://www.oecd-ilibrary.org/education/review-of-the-italian-strategy-for-digital-schools_5k487ntdbr44-en;jsessionid=7h6qn8onp5qic.x-oecd-live-02
• Italian plan for digital schools (in Italian), http://www.scuola-digitale.it/
• European Schoolnet website, http://www.eun.org/
• European Schoolnet, Survey of Schools: ICT in education (2013), http://essie.eun.org/
• INDIRE Space and Place Innovation research activities (in Italian)http://www.indire.it/quandolospazioinsegna
• INDIRE survey on methodological and didactical practices (in Italian)http://www.indire.it//content/index.php?action=read_topic&id=8242
Claudia REBESANI, INDIRE - Global Symposium on ICT in Education 2013, Seoul, Republic of Korea
