L4D Learning for Democracy

Group members

Key issues in education and ICT

Description:

The six key issues selected at the Münchenwiler Workshop.

 The key issues developed prior to the Münchenwiler Workshop

Aims and programme

To provide decision-makers and actors in education in Switzerland with a clearer picture of the challenges to employing information and communication technologies (ICT) in education, we plan to single out and describe four key issues. This will be done in four stages during 2011:

1. Draw up a list of potetnial issues. (Feb - Mar 2011 during the online seminar)
2. Discuss the list of issues and select four as currently most important. (April 1-2, 2011 in a face-to-face meeting in Münchenwiler)
3. Clarify the four issues and prepare recommendations (May - Oct. 2011 online in the L4D social network)
4. Present and make known the results (Nov - Dec 2011)

Where are the key issues?

See the key issues here and add your own.

What is a key issue?

By the words key issues we mean those challenges currently facing ICT and education. Key issues should not be confused with areas of activity, nor should they be seen as subjects for debate. A key issue calls for action in the form of a strategical, policy solution.  Let's take an example. Evaluation would be an area of activity and a debate would be for or against marks in schools, but a key issue might be the difficulty of using ICT in assessment. The driving forces behind the move to use ICT in assessment might be a wish to rationalise assessment or the need to capitalise on ICT investment. Possible obstacles might be the unknown impact of such testing on results or the additional workload involved. (See fuller example below)

How to add your own ideas of key issues

You don't need to be a member of the group to post your key issue suggestions to the blog. You can write in English, French or German. Use one blog post per issue, indicating:

1. The name of the issue
2. A short description of the context (don't forget to indicate the country concerned)
3. The driving forces behind the issue 
4. Possible obstacles to handling the issue.

Set access to "Logged in users" and click "Publish" in the menu to the left.

An (imaginary) example

Here is an example (adapted from above):

Name: The difficulty of using ICT in assessment

Description: Many countries are trying out the use of ICT for selected assessment. Preliminary research into the viability of the use of ICT for assessment proves positive but questions subsist. The harmonisation of educational objectives country-wide calls for periodic testing in key subjects. Teachers are concerned about the additional workload implied. Using ICT is put forward as a possible solution. Positions for and against are particularly polarised.

Driving forces: Increased need for assessment given the introduction of periodic testing of pupils abilities country-wide; a need to reduce teacher workload; a wish to rationalise assessment; a need to capitalise on ICT investment.

Obstacles: The unknown impact of such testing on results; the possible resistance of teachers and parents to such testing; political inertia and conservatism; uncertainties about the additional workload involved; possible high cost involved.

Brief description: Listing and clarifying possible key issues in ICT and education

Tags: ict, education, switzerland, key issues, elearning, testing

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