curriculum development and teacher education lampros k. stergioulas brunel university, uk the...
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Curriculum Development and Curriculum Development and Teacher EducationTeacher Education
Lampros K. StergioulasBrunel University, UK
The pursuit of Digital Literacy The pursuit of Digital Literacy and e-Inclusion in Schoolsand e-Inclusion in Schools
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e-STARTe-START NetworkNetwork
Project Co-ordinator: Dr Lampros Stergioulas, BRUNEL University, UK
Partners:
HUT FinlandMII Lithuania MENON BelgiumAUTH GreeceNCSR GreeceITN FranceCSI AustriaITD ItalyTikkurila Finland
e-START Project is funded by the European Commission, as a part of the e-LEARNING programme.
Project fundamentals:Project fundamentals:The e-START PremiseThe e-START Premise
Common basis with respect to:
(1) The concept of digital literacy in schools
(2) The development of a democratic and participatory curriculum framework for digital literacy in schools
Cross-country NetworksCross-country Networks
Vertical areas of interest: Educational Frameworks –Curricula for compulsory
education Teacher Education
Horizontal thematic areas of study: Conceptualizations of digital literacy: Theoretical
Frameworks - National Curricula The pursuit of digital literacy: Quantitative
indicators and qualitative factors affecting it Acquiring digital literacy: Action roadmaps and
didactical scenarios Digital Literacy and Social inclusion: Processes of
participatory and re-constructionist framework development
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YEAR 1
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Stage 4Mainstreaming
Stage 2Deployment
Stage 1Network Creation
Observatory
Portal 1st version
WGs identification
Project Management
Stage 3Validation
Portal 2nd version
thematic WGs’ work
Specs
eSTARTObservatoryCommunity andServices
eSTART services
Context Analysis
Specs
Monitoring, Quality Assurance and Evaluation
Dissemination and Exploitation
WP1: Community of Experts
WP7: Project Management
WP2: Portal
WP3: Observatory
WP4: Services
WP6: Evaluation
WP5: Dissemination
UK Greece Finland Belgium UK
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Kick offmeeting
Workshop
Conference
e-STARTproject outline
Greece
A Common Framework?A Common Framework?
What does “digital literacy” mean? What is the relationship between digital
literacy and other forms of information and communication literacies?
What is the relationship between digital literacy and the digital divide?
Through what kind of actions and strategies could we foster the development of a common European rationale for the pursuit of digital literacy in compulsory education?
Digital Literacy: The historyDigital Literacy: The history
1990s: The ability to comprehend “hypertext” structure and understand “multimedia” texts.
1997: “Digital Literacy” by Paul Gilster “Digital Literacy is the ability to
understand and use information in multiple formats from a wide variety of sources when it is presented via computers “
Digital Literacy: The historyDigital Literacy: The history
Late 1990s: The multi-literacies period
OECD/CERI, 2001: Digital Literacy is used interchangeably with ICT Literacy.
OECD/CERI, 2003: Programme for International Student Assessment – Feasibility Study for the PISA ICT Literacy Assessment “ICT literacy is the interest, attitude, and ability
of individuals to appropriately use digital technology and communication tools to access, manage, integrate, and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society”
Digital Literacy: The historyDigital Literacy: The history
EU, 2004: “Promoting Digital Literacy” – Final Report, EAC/76/03 Digital literacy is treated as synonymous to
media literacy
Project DigEuLit, 2005: “The development of a European Framework for Digital Literacy” “Digital Literacy is the awareness, attitude and ability
of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.
Digital Literacy: The historyDigital Literacy: The history
Digital Literacy: Basic Digital Literacy: Basic characteristicscharacteristics
Refers not only to the skills of operatingskills of operating and usingusing a wide range of information and communication technological environmentstechnological environments (hardware devices and software platforms), but also to the processesprocesses of “reading”“reading” and “understanding” the contents contents of these technological environments, as well as the processes of “creating” and “writing”“writing” such contents (information, services, resources, etc)
Even though is often described in comparison to the umbrella term “ICT literacy”,“ICT literacy”, which is broader than both computer and network literacy, it appears to contain itit appears to contain it.
Digital Literacy: Basic Digital Literacy: Basic characteristicscharacteristics
DL is indisputably related to media literacyrelated to media literacy, because it addresses social, cultural, human and ethical issues related to digital citizenship, emphasizes the influential role of digital mass media of expression and considers their attributes, merits and limitations.
The contemporary endorsement of digital literacy is perceived as an act in response to the emergence and broadening of the to the emergence and broadening of the “digital divide”,“digital divide”, a complex phenomenon involving a web of inter-related cultural and socio-economic factors.
Digital Divide: a concept in Digital Divide: a concept in permanent fluxpermanent flux
Disparities in technology access between developed and developing nations
Disparities in technology access within individual countries
Perceived as a dichotomous gap between the “haves” and the “have nots”, that could be counteracted through the provision of universal access to technology for all.
Digital Divide: a concept in Digital Divide: a concept in permanent fluxpermanent flux
Contemporary notions suggest that: Emphasis on the access factor alone is rather
deterministic Both the “digital divide” and “access to
technology” are hierarchical and not dichotomous concepts
The digital divide is simultaneously a projection and an extension of the “social exclusion phenomenon”
Quality of use of digital technology is dependent on the “economic”, “cultural” and “social capital” that individuals possess and project in their engagement with technology
Digital literacy – Digital Digital literacy – Digital dividedivide
Digital literacy is a hierarchical concept, existing in a continuum
Digital literacy is relative (may take different meanings in different cultural and socio-economic contexts)
Digital literacy development targets contemporary socio-economic problems and prevailing educational conditions involving notions of power, dominant ideology and hegemonic culture.
Factors and Indicators of Factors and Indicators of Digital Literacy in SchoolsDigital Literacy in Schools
ACCESS (and USE) - access to computers at school - Ownership of digital equipment
and resources at home - ….
“Digital Divide” in EU is often perceived in terms of Access and Use (see i2010 report of EC)
Factors and Indicators of Factors and Indicators of Digital Literacy in SchoolsDigital Literacy in Schools
RELEVANCE - “digital incentives” for life after
schooling - children’s “lifestyle choices” - motivation, interest and attitude
towards digital culture - perceptions of usefulness and
value of digital technology in everyday life
Factors and Indicators of Factors and Indicators of Digital Literacy in SchoolsDigital Literacy in Schools
SOCIAL RESOURCE NETWORKS - pupils’ and teachers’ membership
in different social communities - differentiated forms of culture
Factors and Indicators: Some Factors and Indicators: Some pertinent questionspertinent questions
Could the school as a significant socialization and enculturation agent address effectively factors related to issues of relevancerelevance and social social networksnetworks and empower pupils and teachers to participate in digital practice, not only as consumers of digital dominant culture but also as producersproducers and communicatorscommunicators of their own culture?
What may be the institutional, organizational and educational changes that would enable schools to play such a socially responsible and significant role and help us all in keeping warm the hope of an inclusive societyinclusive society?
A Pan-European Digital Literacy A Pan-European Digital Literacy Framework?Framework?
Should address aspects of relevance and relativity, by: Being flexible enough and adaptive to the differentiated
conditions of the community in which it is to be implemented. Being unified and unifying, but only in terms of a central core
of methodologies and values Investing on project-based, child-centered, inclusive,
experiential, thematic and integrated approaches to teaching and learning
Should address established socio-economic and cultural problems and foster the empowerment of social –resource networks by: Participatory/bottom–up approaches to curriculum
development Being re-constructionist, in the sense that it should educate by
fostering exploration, understanding, reflection and analysis of social problems, events and issues, and by stressing social responsibility and action-praxis towards changing the conditions that create antidemocratic and inhuman practices in school and in society.
A Framework development A Framework development processprocess
The creation and development of a EU-wide “network of networks” of academics, researchers and educational representatives. Collect, review and analyze the contents of
established and implemented educational frameworks and/or curricula related to digital literacy
Collect, review and analyze the contextual and content characteristics of national teacher training and teacher education actions related to the development of digital literacy
Identify critical factors, indicators and conditions that may promote or hinder the pursuit of digital literacy in compulsory education
On the basis of the previous knowledge, start building consensus around a central core of methodologies and values
National NetworksNational Networks
Main aim: The analysis of the status of digital literacy in individual EU member countries and the development of educational policy recommendations
Synthesis/composition: (a) Academic community members, (b) Teaching community members, (c) Parent and pupil community members, and (d) educational authority representatives
Activities: (a) Collection and analysis of national primary data and information, (b) Review and analysis of the national theoretical and research educational literature, and (c) Development and then negotiation, modification and validation of a national report on digital literacy
Cross-country NetworksCross-country Networks
Main Aim: The identification of generalizable definitional aspects and generalizable goals and contents for digital literacy development in compulsory education, as well as the development and establishment of cross-country educational policy recommendations at EU level
Synthesis/Composition: (a) Participants of national networks, and (b) Representatives of other cross-country networks, European and/or international organizations activated in the area of digital literacy
Activities: (a) Comparative analysis of individual country national reports, (β) Review and analysis of research and educational literature of an international status, and (c) Development and then negotiation, modification and validation of cross-country
Organization of activities: Two vertical axes, four horizontal thematic agendas
Cross-country NetworksCross-country Networks
Vertical areas of interest: Educational Frameworks –Curricula for compulsory
education Teacher Training initiatives and Teacher Education
programmes of study Horizontal thematic areas of study:
Conceptualizations of digital literacy: Theoretical Frameworks - National Curricula
The pursuit of digital literacy: Quantitative indicators and qualitative factors affecting it
Acquiring digital literacy: Action roadmaps and didactical scenarios
Digital Literacy and Social inclusion: Processes of participatory and re-constructionist framework development
Barriers to overcomeBarriers to overcome
Differences in the way “digital literacy” is being defined, interpreted and understood
The multiple cultural, social and economical gaps and divides existing between countries and within countries
The difficulty in cooperating and communicating in the context of cross-national and cross-cultural networks (heterogeneous landscape of regulation, legacy/tradition and language/semantics)
The difficult issue of achieving access to primary-source data and, in particular comparable data
The unavoidable obstacles of establishing and implementing framework building processes of a participatory nature and a bottom-up direction
……and most importantlyand most importantly The promotion of a “new ethos” towards
the process of designing and implementing educational policy and the endorsement of the idea of syn-praxis and unity within divergence, which: Requires transformative changes in the
processes of designing and developing the aims, the contents and the organization of education
Disputes the structures, the regulatory settings, and the contents of a centralized education
Achievements in the first Achievements in the first yearyear
Launched the e-START portal www.estart-net.org Observatory Service offered through
the portal (repositories of papers, books, projects, etc.)
EU-wide network of 119 members from 21 different countries (and rapidly growing)
Collected 19 National ICT curricula from EU countries, 9 translated in English
Achievements in the first Achievements in the first yearyear
Organised four International Workshops and Symposia on Digital Literacy
Approved for continuation of funding from the EC
Planned activities in 2008Planned activities in 2008
e-START membership to exceed 300 A number of services offered via the
e-START portal Active online participation of the
community (e-START services, forum, local communities etc.)
Support service for lesson plan development for school teachers
Closer collaboration with IFIP TC3
Events in 2008Events in 2008
e-START Workshop on Digital Literacy Curricula, in iSSEP 2008, Torun, Poland, 1-4 July 2008.
Panel on Digital Literacy, in WCC2008, Milan, September 2008.
e-START Conference (London, 17-18 Nov 2008)
How to get involvedHow to get involved
Digital Literacy NetworkDigital Literacy Networkwww.estart-net.orgwww.estart-net.org
Member registration (free):
How to get involvedHow to get involved
Participate in the new Special Interest Group:
SIG 3.9 (IFIP TC3) – Digital Literacy
- Chaired by Bernard Cornu
See SIG 3.9 at
www.ifip-tc3.net/
Digital Literacy Network forDigital Literacy Network forPrimary & Lower Secondary (K-9) EducationPrimary & Lower Secondary (K-9) Education
BRUNBRUN
MENONMENON
AUTHAUTH
NCSRNCSRITDITD
MIIMII
TKK DipoliTKK Dipoli
TiluTilu
INTINTCSICSI
e-START Conference
Digital Literacy NetworkDigital Literacy Network
(2 days, London, 17-18 Nov 2008)
Free registration and proceedings
Register atRegister at www.estart-net.org www.estart-net.org