Studienbesuch 1997

ARION - Programm der Europäischen Union

 Besuch vom 3. bis 7. März 1997 in Rendsburg

 Die Teilnehmer

Andrea Tapsfield, GB, Judith Gain, GB, Laudomia Benedetti, I Grazyna Gregorczyk, PL, John Bushnell, GB, Michael Montgomery, UK, Riny Spoelders, B, Jos Saenen, NL, Hubert Prigl, A, Egon Bößner, A

Arion1997

Verantwortlich für den Besuch waren Anneke Schröder-Dijkstra vom Bildungsministerium in Kiel und Wolfgang Biel von den Beruflichen Schulen Rendsburg, Gewerbe, Technik, Landwirtschaft

Summary

The ARION programme in Rendsburg from 3 to 7 March, to look at the impact of new technologies on teaching and learning processes, has been a promising success.
The benefits to the contributors may vary in the way they are delivered, but the overall thrust is clear:

  • we have much to learn from each other,
  • the exchange of best practice will benefit all; and
  • the use of IT depends on the policies of each country in the fulfilment of its aims, although processes are likely to be enhanced through international cooperation
  • for the development of: teaching practices;curriculum content; and methods of delivering learning.

Emerging Issues

The experiences in Schleswig Holstein (SH) have been instructive and valuable in forming judgements and comparisons across the participating countries. Here we are not reflecting on the overall position of what we saw in SH within the Federal structure of Germany. We wish to reflect on our experiences and set out a series of issues which may be of value to member states in the:

  • consideration of the current deployment of IT; and
  • further evaluation and strategic development of the use of IT for enhancing the future delivery of education and training.

These issues are ranked under the following headings:

  1. Effective use of IT
  2. Training of Teachers
  3. Impact of IT on the Process of Teaching and Learning

1. Effective use of IT

Why should IT be used? To enable students to:

  1. manage their own learning in a creative and critical way in the emerging information age.
  2. enhance and support their own learning abilities in different subjects
  3. have access to up to date sources of knowledge and information
  4. maintain lifelong learning activities which will be important for work and recreation.
  5. learn through doing and therefore permit them to participate in simulations of situations that could not be too carried out in classroom.
  6. learn how to manage their own learning eg in maths, Languages, Science, Engeneering etc.

How should IT be used?

  • There should be no restriction in the range of activities in which IT can be useful. These could include application software, CD Rom, E-Mail, the Internet, Video
  • Conferencing, programming and learning how to work out logical steps when solving problems.
  • IT should be used as a tool to support different subjects and learning processes eg. "Lernbüro", in the classroom, Learning Centre etc.

Where should IT be used?

  • IT should be used wherever the learning process is taking place eg at school, in the home etc. at any age from Kindergarten to Adult Education.

Resource Implications

  • If IT is going to be used effectively appropriate access to equipment is required along with training and technical support. This will require the provision of a curriculum
  • policy, probably supported or organised by government
  • Finance will be required to ensure that sufficient equipment will be available and that renewal is possible when there is exponential growth and development.
  • If governments wish to educate new generations with new technologies there are implications for investments.

2. Training of teachers

"In just a few years' time there will be two types of teacher: one who uses IT and the other who is retired" (A group member)

The key questions are whether there should be:

  • a basic level of IT competence for all new teachers when they enter the profession;
  • in-service training for all teachers in the use of the new technologies;
  • constant updating of teachers' skills and knowledge;
  • training for all teachers in the use of information and communication technologies in their subject; for example how to select suitable software; how to recognise
  • opportunities to improve the teaching of their subject;
  • training to make all teachers aware of ways in which new technologies can change teaching and learning;
  • continuous training to ensure that new techniques and new methods are used to promote even better learning and training;
  • action to changing attitudes of senior managers and policy makers to the use of new technologies in teaching and learning;
  • training delivered at the same time as new technology resources are made available to teachers;
  • examples of good practice available to guide teachers in their use of new technologies;



3. Impact of new technologies on teaching and learning.



Key considerations are:

 

  • preparing pupils for a future where they must take responsibility for their own learning;
  • pupils will need the skills that are required to find and use information rather than retain a lot of knowledge;
  • the effect of increased access and easy, fast communication across the whole world; (knowledge without frontiers?)
  • need for educators to rethink practices in the management of teaching and learning, in classrooms and in the workplace;
  • resourcing new technology
  • flexible and individualised courses of study to meet the learners' needs.
  • the possible de-socialising of children, isolated through using IT on their own;
  • giving genuine equal opportunities eg hospital, special needs, distance learning.