Teacher new role and impact on student ways of learning in 1:1 approaches

The conference delegates were joined today by teachers involved in the Italian School 2.0 initiative.

Emanuele Fidora, General Director –DGSSSI at the Italian Ministry for Education, universities and research, welcomed the participants and gave a round-up of this initiative to boost the use of technologies in the classrooms.

Started in 2011, Class 2.0 is in an experimentation phase and has involved 50 classes across Italy so far. In a next phase, this will be expanded via the involvement of the support organisation INDIRE and by setting a community to monitor activities of the stakeholders involved. The aim is ultimately to cover all of Italy and involve whole schools rather than just a class.

In 2013, Italy is planning a shift from paper to digital textbooks but it should go beyond and Emanuele Fidora advocated the stimulation of private initiatives to invest in innovative solutions that will provide schools with a variety of multimedia products including virtual reality tools and serious games.

It is also the intention to create a platform for schools with a digital products showcase and a display of multimedia content in order to support their effort to use more technology in learning processes.

Acer-European Schoolnet Educational Netbook Pilot, 1:1 Action research project – Presentation of the global results

by Riina Vuorikari, European Schoolnet

Today was the official launch of the latest European Schoolnet/ACER report as described in a previous entry today.

Beyond the main results, Riina Vuorikari provided the audience with more in-depth examples of the use of netbooks in their learning efforts as well as a demonstration of the Fourrier’s ‘computerized lab’. Recommendations were also provided to take on board the most important outcomes of the project.

See the presentation below.

Evolution of the role of teacher after 10 years work on experimenting ICT, in-service online training and national plans on New Technologies and the remodelling of didactical settings (An Italian example)
by
Leonardo Tosi, ANSAS

Leonardo Tosi provided for an extensive picture of the training needs of teachers in the field of technology, their competences and their regular use of various technological tools in the classroom.

Expectation put on teachers and the tools they have to master in their practices are changing rapidly and ANSAS support this process.

Closing address
Contribution of ICT to the transformation of teaching and learning processes – towards new learning spaces in and out schools.
by Bruce Dixon, Anytime Anywhere Learning Foundation

Bruce provided an inspirational talk on new learning spaces and new frontier for teaching. He especially addressed the critical question of what teachers expectations are about technology-richness makes possible for learners, for schools and for teachers. Eventually this is to the teachers to embrace the technology and clarify what it can do in their practice.

In response to Riina’s findings, he highlighted the importance of letting young people with netbooks or lap top all the time and not just at schools like it happens sometimes. Those devices have encouraged collaboration and learning process ownership by young people at unprecedented pace in and out of schools.

Looking at policy framework, guidelines and practical examples, Bruce highlighted key points for teachers to look at when taking on board new technologies and provided tips from existing initiatives. Describing a “unique time for teachers”, Bruce underlined we were going through a time of change which induces a challenging but very exciting time for educators. He concluded that technology increases our pedagogical capacity and opens new opportunities for teachers to explore.

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