1. E-Maturity and School Development[When the Tail Wants to Wag the Dog] 23.07.2009 1 Peter Micheuz Peter MicheuzGymnasium Völkermarkt and University Klagenfurtpeter.micheuz@uni-klu.ac.at

2. Peter Micheuz, Plymouth, April 2009 2 ~ 8 Millionsinhabitants ~ 1.200.000 pupils, aged 7 – 19~ 120.000 Teachers~ 6000 Schools atprimary/secondarylevelFocus: Secondarylevel I (10 – 14 years) AUSTRIA,THE HEART OF EUROPE

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4. Peter Micheuz, Plymouth, April 2009 4 Gymnasium Völkermarkt, Carinthia, Austria

5. Peter Micheuz, Plymouth, April 2009 5

6. 17. April 2009 6

7. Outline Introduction StructuringandBenchmarkingICT Integration at Schools The Austrian Project eLSA eLSAand School Development Recognizing e-MatureeLSA-Schools FindingsandConcludingRemarks 23.07.2009 Peter Micheuz 7

8. Introduction 23.07.2009 Peter Micheuz 8 ICT Integration at Schools is still drivenbyenthusiasticteachers Lack of sustainable guiding strategiesfor the roll out of the technology Twoapproaches: Digital technologiescanbeseenas … catalystforreform/development/evolution leverforreform/development/evolution

9. Introduction No miracles derive from the mere presence of ICT in a school The lever pattern implies that ICT is not used as an agent but as a tool These different models are critical for a national policy in case of large-scale national investments in IT infrastructure 23.07.2009 Peter Micheuz 9

10. Structuring and Benchmarking ICT integration in Schools 23.07.2009 Peter Micheuz 10 Despite many - technologically - fairly well-equipped schools in Austria, there is evidence that many schools are in a state betweene-ready and e-mature. BECTA (British Educational Communications and Technology Agency): Institutional e-maturity is the capacity and capability of a college or learning institution to make strategic and effective use of technology to improve educational outcomes.

12. Necessary transition from an “I-culture” to a “We-culture.”

13. Roger’s Theory of Diffusion of Innovation

14. “Schools change slower than churches” [American school researcher Richard Gross]

16. Structuring and Benchmarking ICT integration in Schools II European Framework for the Evaluation of ICT in Education Conditions C1. Leadership C2. Infrastructure and access C3. Curriculum planning C4. Quality assurance and improvement Use U1. Pupil use U2. Teaching process U3. Administrative use Outcomes O1. Impact on learning and standards 23.07.2009 Peter Micheuz 13 INPUT PROCESS OUTPUT

17. Structuring and Benchmarking ICT integration in Schools IÌI Belgian model drawing on the EFQM excellence model The vision for ICT use in school (a strategy to achieve the ICT vision) Secondary processes (school organization and management, ICT co-ordinators) Resources (ICT infrastructure, government regulations, funding programmes) Primary processes (curriculum development, Integration of ICT) Desired results (results for the learner, teacher, parents, society and government) 23.07.2009 Peter Micheuz 14

18. 23.07.2009 Peter Micheuz 15 An Austrian Top Down Approach “eLSA” for Secondary Level I (10-14 years)

20. Communicationamongteachers

21. EvaluationandCooperation

22. Strategy (School program)

23. Leadership

24. Controlling (steeringgroup)

26. OneExemplary Goal 23.07.2009 Peter Micheuz 18 2. Each teacher has to experience e-learning sequences in his/her own subjects (in at least one subject) and has to share this experience with all members of the teaching teams involved in these subjects and the participating classes.

27. Indicatorsand positive evidence 23.07.2009 Peter Micheuz 19

28. Peter Micheuz Proving E-Maturity of eLSA-SchoolsThe Certification Process Theschoolsdeterminswhenthegoalsseem to bereached Theschoolsubmits an applicationforcertificationat the regional coordinator School visithospitations, conference, talks withtheheadmaster, schoolcoordinator,steeringgroup Report fromthe regional coordinator eLSACertificate Improvementsat theschool 20

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30. Findings I eLSA-certified schools have already fairly good preconditions in terms of good IT infrastructure and engaged ICT teachers before the eLSA project. eLSA-certified schools are led by extraordinary supportive headmasters with (clear) visions and a sense of accountability. The IT-infrastructure in eLSA schools is maintained by very engaged system administrators who complain about the lack of a sufficient IT infrastructure and low budgets. Cooperation among teachers is still underdeveloped. 23.07.2009 Peter Micheuz 22

31. Findings II Many teachers use computers in their lessons, but often only to show and distribute digital material. The dominating learning platform, with a fairly well usage is Moodle. However, most courses lack interactive and collaborative activities. Many special ICT related activities in various subjects could be observed. Almost all pupils explicitly expressed their joy with e-Learning. They liked working with computer because “one learns differently”, “it is a nice variety in view of everyday school”, “it is practical because we have less paper”, “you get quick feedback”, “you can choose exercises individually”. 23.07.2009 Peter Micheuz 23

32. ConcludingRemarks PreconditionsforE-Maturity SuccessfulICT-Integrationshould/must bepartof (strategic) School Development Strong Leadership ExcellentIT-Infrastructure CooperationamongTeachers ClimateofInnovationandOpen-Mindedness 23.07.2009 Peter Micheuz 24

33. Last slide … Eachprogressis due tounsatisfiedpeople. Satisfiedpeople do not likechange … [Salvatore Quasimodo (1901-1968)] ThankYouforYour Attention. 23.07.2009 Peter Micheuz 25