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Strategies


Changing Times

Under pressures of the changes brought about by the evolution of ICT in society, the landscape of the classroom has changed. We may even talk about a revolution: a «Net@morphosis» that makes it possible for every individual to be connected with the totality of the world. This prepares the reign of the autonomous-consumer-citizen.

It is essential that all actors concur to accompany change in the educational world. Following objectives are to be met:
-
understand that change is happening in a rapid succession, in all fields at once;
-
manage learning and skills' development: the day-to-day job of a teacher. But is it possible to go on learning/teaching without a global aim ? Isn't a shift from a retroactive/passive/observing attitude towards a prospective/active vision necessary ?
- in order to
minimise negative reactions, one has to foresee how people will sense and react to change. Their reaction will be conditioned by their situation and their emotional response. Therefore, it is essential that new communication channels be defined.

Even with the most careful consideration, it is impossible to avoid individual rejections in the face of change; one has to accept that a new strategy, new options will not be embraced from one day to the other. One has to analyse the audience and keep explaining constantly.

« The information society is first a learning society » says Mrs Cresson: this entails that the teacher has to be an
"integrator" rather than a "desintegrator". School has to open its doors, but beware of cold drafts !


Topics

- new competencies can be based on three pillars: knowing how to
develop one's skills; knowing how to be; knowing to how to have others develop their skills teaching;
- there already is an important
shortage of teacher trainers and an important gap is being felt in teacher cohorts, a situation soon to evolve into acute shortage. To take an example: there are 90'000 teachers in Switzerland. How many of them are trained in an intelligent and effective use if ICT - which doesn't merely mean to be able to use this or that particular piece of software package ?
- teacher training should
not differentiate between initial and continuing education;
-
all actors of the educational world have to be re-rained: policy makers, managers, school masters, researchers, teacher trainers, teachers;
-
all levels of education are involved from primary schools to University;
- teacher's image has to be
enhanced and re-evaluated as they have to be supported and encouraged to take the effort of a continuing professional development;
- schools are still closed to society at large; education is still an island;
- ICT bring with themselves new forms of exclusion: it is of utmost importance that this new potential barrier be addressed and that all learners have access to ICT;
- teachers are under pressure from their own pupils to evolve;
- the issues raised by technical questions put a heavy load on teachers' work: teachers need to have resource centres and technical manpower at their direct disposal to be able to go ahead integrating ICT in the classroom;
-
teachers' associations/syndicates have to take an active part in this modernisation effort;
- the same applies to
parents' associations;
- ICT tools are not an end in themselves, they have useful and meaningful applications in all the fields of education;


The Swiss Government (Federal Council) has issued four basic principles for ICT integration in education

o equal access to all;
o training and learning is available to all;
o each educational entity can organise itself in its own way (even if private economical actors are to play an essential role in the process, the State has however to make sure that information society develops according to principles of equity, citizenship and justice);
o acceptance of ICT: information society should evolve within the limits of strong social principles.


A Strategy

- a
"task force" has to be created as an emanation of various groups representing federal, canton and academic authorities as well as various actors of the private sector;
- an
agreement has to be met on basic ICT skills to be acquired in all fields and in all levels of education;
- it is
urgent that teacher trainers' courses be organised very soon;
-
enough resource centres have to be made available: they should offer supportive help on integration and applied research about ICT in teaching practice;
- take steps to
develop and sustain a growing network of pre-ENIS to ENIS schools;
- grass-root
experimentation as well as broad national level projects should both grow hand-in-hand;
- teachers should have effective
technical support available in their schools or nearby;
- accompany the
opening of schools towards society by taking into account the fact that it is not true that the entirety of education happens at school and devise experiments mixing in-the-classrooms and out-of-the-classroom work.

July 20 2000 - KCTR-CH Group 3


Download in pdf format

- a first work version in French, English or German (first Seminar);

- a revised version in French and English (second Seminar - a synthesis of the papers on strategies and future trends)

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| kctr in CH
reengeneering | ict curricula | strategies | future


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