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Tinhai Vong

e-competencies - 1 views

  • • Interestingly, teachers in countries like Sweden, Finland, Denmark, the Netherlands etc. do not belong to the (very) intensive ICT users in class. Only around 10% or less of the teachers in these countries use computers in more than 50% of their lessons. One can only speculate about the reasons for this. It seems that in these countries the use of computers and the internet has become the norm for most of the teachers and pupils in all aspects of life and that there no longer is the need to put a special emphasis on this in the teaching processes at school. However, most European countries still seem to be in the phase of increasing the frequency and intensity of ICT usage for education in class”.
  • • “Students who use computers least frequently at home also performed below average in PISA 2003. However, students using computers most frequently at school do not in all countries perform better than others.
  • the highest performances in PISA 2003 were seen among those students with a medium level of computer use rather than among those using computers the most”. [p.52] “
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  • The more clear-cut effect appears with home use: in every country, students reporting rare or no use of computers at home (on average 18% of students) score much lower than their counterparts”.
  • One of ICT’s main strengths is its capacity to support informal learning. Self-learning and informal peer-learning are by far the two most important mechanisms for obtaining skills and competences;
  • If high amounts of computer usage at school are not associated with the better performing students, teachers may need to look more closely at the manner of this usage. Stronger supervision and structured lessons, involving the setting of concrete tasks to be achieved using computers, may improve their impact on performance”.[p.64]
  • • “The PISA evidence confirms previous studies showing the particularly strong association of performance with home access and usage“.
  • This possibility would be consistent with the observation that the amount of usage most commonly associated with the best performance is “moderate” – between once a week and once a month.
  • STATEMENT TWO: Frequency of ICT use in students does not determine their academic performance.
  • STATEMENT THREE: No correlation between the level of ICT access and the percentage of the ICT use.
  • STATEMENT FOUR: The impact on education and training has not yet been as great as expected.
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    Digital competences go beyond e-skills and consist of the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of contexts. It involves the confident and critical use of ICT for employment, learning, self-development and participation in society. Digital competences are one of the eight key competences identified and defined by the EU
mbarek Akaddar

Haylau ICT Training - 20 views

  • Free ICT E-learning courses
Timeless Learntech

Equipped for Online Learning? - 0 views

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    Online Learning Shapes the Academic World Developments in Information and Communication Technologies (ICTs) have impacted all sectors of society- mainly the corporate organisations as well as the education sector. In higher education, application of ICTs in form of e-learning is already changing teaching and learning processes.
Caroline Roche

learning * ingenuity * research * policy * design * technology * delight * (+ sailing!) - 1 views

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    Greg Black, CEO of Education.au mentioned this blog in his report from the Learning and Technology World Forum GENIE meeting.
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    Stephen Heppell is a wonderfully inspiring educator. If you ar e interested in making Web 2.0 work in your classrooms, and in 'thinking outside the box', then look at thesese ideas, especially the 'Be Very Afraid' videos on Heppell TV
Danny Nicholson

E-Learning Showcase/Examples - 0 views

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    Here are some good examples of both formal and informal e-learning and which have been developed using a variety of technologies and for different contexts - that don't fit onto the lists already created:
Kathleen Cercone

Twitter - A Teaching and Learning Tool | ICT in my Classroom - 0 views

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    I think I have found the perfect place to reflect on the way a network, and specifically how Twitter, can impact on what goes on in the classroom. No mains gas,
Jorge Gonçalves

Microsoft Teacher Guides: Developing Critical Thinking Through Web Research Skills | Le... - 59 views

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    Free e-book about critical thinking and a very good collection of critical thinking related sites.
Tero Toivanen

e-competencies - 0 views

  • the knowledge and experience needed to perform a specific task or job
  • Skill
  • ability to apply knowledge, know-how and skills in a habitual or changing situation
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  • Competence
  • Transferability
  • able to use those abilities “in a new occupational or educational environment
  • Digital Literacy, defined as “the ability to use information and communication technology (ICT) proficiently”.
  • non formal learning
  • the process of assessing and recognising a wide range of knowledge, know-how, skills and competences, which people develop throughout their lives within different environments”
  • OECD “Literacy” definition: “Literacy is concerned with the capacity of students to apply knowledge and skills in key subject areas and to analyse, reason and communicate effectively as they pose, solve and interpret problems in a variety of situations”
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    Key definitons (by Cedefop) The source of these definitions could be find online in this platform. "A multilingual glossary for an enlarged Europe: Terminology of vocational training policy (Cedefop, European Centre for the Development of Vocational Training)".
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