The Italian digital plan
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The document outlines Italy's National Digital Plan for Schools (2007-2012), emphasizing the integration of ICT into classroom activities, development of innovative teaching models, and the shift towards digital resources. It highlights the need for improved teacher training, the expansion of ICT infrastructure, and the transition from paper-based to digital educational materials. Additionally, it underscores the importance of pilot projects and experimentation in enhancing pedagogical practices and fostering a culture of innovation within schools.
![National reviews
CREMIT, Cattolica University of Milan DiSfor, University of Genoa
“The objective to bring the Trojan Horse [the Interactive Whiteboard] into the
classrooms has been achieved. Now it's a matter of letting the warriors get out.”
Innovation is often left to the initiative of the single teacher.](https://image.slidesharecdn.com/theitaliandigitalplanforschools-141119103233-conversion-gate01/85/The-Italian-digital-plan-12-320.jpg)
The Italian digital plan
- 1. THE ITALIAN DIGITAL PLAN FOR SCHOOLS Leonardo Tosi, [email protected] INDIRE, www.indire.it CERI Conference on Innovation, Governance and Reform in Education 3 – 5 November, 2014 Paris, France
- 2. Our institute The National Documentation Institute for Innovation and Research in Education based in Florence •INDIRE is a public research institute dealing with educational innovation. •INDIRE collaborates on a regional and local level with public school authorities, schools, associations, foundations, universities and on an international level with the other EU Ministries of education through European Schoolnet and with industry partners.
- 3. National digital plan for schools: objectives (2007 ‐ 2012) • Introduce ICT as part of the daily tools of classroom activities • Experiment new models of teaching and school organization • Support the development of new learning resources and environments
- 4. The starting point: use of IWBs Have you ever used an Interactive Whiteboard? Mai Qualche volta Spesso Never Sometimes Often RDeagiloyl a r m e n t e Review of the IWB Expansion Project, Di.S.A. Università di Genova
- 5. The starting point: broadband connection More than 85% of schools had broadband but but… I laboratori di informatica 22,43 % Computer 20,99 % 19,69 % labs La segreteria Administrative offices La presidenza Office of the School Head 12,22 % 10,96 % La sala docenti Staff room Only some classrooms Solo alcune classi 7,35 % All Tcultates slero colamsssi Punti di consultazione specifici 6,35 % Dedicated rooms/areas 0 5 10 15 20 25 IWB expansion plan monitoring report, Università cattolica di Milano
- 6. The starting point: behaviours of teachers • High rates of teachers have PC and Internet connection compared to the average population level • ICT are used to prepare lessons, search for information, write texts and assessment tests. But those materials are often used in paper version in the classroom • ICT are mostly used for personal purposes, for professional development and to prepare and document lessons (before / after the classroom activity).
- 7. Plan for digital schools: a multi‐level initiative Italian Ministry of Education ACTIONS STAKEHOLDERS • Interactive Whiteboards Expansion project • Ministry of Education • Local authorities • Classrooms 2.0 (classroom experimenting innovative settings) S h l 2 0 • Regions • Schools 2.0 • INDIRE (schools changing organizational setting) • Teacher teachers’ basic and • Publishers training: development of teachers • IT Providers advanced ICT skills • Schools • Teachers
- 8. Plan for digital schools: a multi‐level initiative Italian Ministry of Education OTHER RELATED INITIATIVES • Development of national and school information systems Anagrafe Nazionale degli Studenti is information a national longitudinal system. All schools must phase out the use of paper records and equip themselves with school management systems and electronic registries that are able to exchange information with Anagrafe directly • Phasing out of paper‐only textbooks Schools can no longer adopt paper‐only textbooks. At the request of families, schools ensure that ICT devices to access digital contents are available. Families contribute to costs, up to a cap amount fixed by law.
- 9. National blended learning training system • Theoretical units Training materials and tools • Video • Lesson plan format • Subject matter resources Support to teaching practice Coaching (phase II) Search for di i l Design • Community • Resources • Tutorial • Helpdesk digital assets / reuse resources Design lesson Create IWB file Technical training Methodological training (phase I) Reflect plan for IWB Experiment in classroom Reuse, share, create Sharing Documentation • Questionnaire • Training needs analysis format • Training contract Repository Tutor’s toolkit • Intro pathway • lesson plan screenplay • Experimentation format
- 10. Provide guidelines European Schoolnet, Interactive Classroom Working Group
- 11. National digital plan for schools: strenghts • Means are aligned with the goal of increasing the use of ICT in schools (IWB as main focus) • An efficient procurement procedure (Consip) • The strategy builds capacity (phased approach, experiments) • The “contagion” strategy creates teacher demand rather than resistance (voluntary process) Review of the Italian Strategy for Digital School, OECD Education Working Papers No.90, 2013
- 12. National reviews CREMIT, Cattolica University of Milan DiSfor, University of Genoa “The objective to bring the Trojan Horse [the Interactive Whiteboard] into the classrooms has been achieved. Now it's a matter of letting the warriors get out.” Innovation is often left to the initiative of the single teacher.
- 13. ICT and innovation: progress through stages INNOVATION Exploing innovative potential (l t ) EVOLUTION long-term) REPOSITIONING APPROPRIATION ADAPTATION USAGE Integration in daily classroom practice g y p (mid-term) FAMILIARISATION Overcoming barriers (short-term) INTRODUCTION
- 14. Classroom “incapsulation” tools: Blackboard, textbook, globe, pencils, copybook subject: object: Student Content C t t rules: community: division of labour: Lesson structure, social interaction Classroom Teachers teach, students learn Adapted from: Engeström, 1995
- 15. An Innovation Lab Network is needed •• Equipment by itself does not change pedagogic practices or school practices • Need to pilot and experiment different uses of technology for pedagogic purpose • Need to experiment new organisational practices for the better use of ICT • Need to identify what works and what does not Review of the Italian Strategy for Digital School, OECD Education Working Papers No.90, 2013
- 17. iTEC: from trends to practice Trends Scenario Learning Activities Lesson planning
- 18. iTEC: scenarios
- 19. iTEC: impact
- 20. Italy: National Context Italian Digital Innovative methodologies Agenda for Education Italian schools Tools and applications iTEC project Schools 2.0 Broadband connection iTEC schools Digital Educational Centres Cloud services Digital One-to-one devices Textbooks Italian Digital Plan Classrooms 2.0 for Schools New learning spaces Interactive Whiteboards
- 21. Bed schools as front‐runners “In this context, innovation projects experimenting new ways of teaching, learning and schooling play an important role in supplementing the large scale equipment initiative of the plan. Test bed schools can serve as front‐runners to pilot and invent new learning environments so that the entire Italian system can learn from the positive and negative lessons learnt…” Review of the Italian Strategy for Digital School, OECD Education Working Papers No.90, 2013
- 22. Supporting innovation ITS Luca Pacioli di Crema ITI Liceo Majorana di Brindisi ITST Liceo Fermi di Manova ISIS Malignani di Udine
- 24. From “top‐down” to “bottom up” School system Networks of schools AE 2015 2.0 2014 Schools Classrooms 2 0 2012 2.0 2009 IWB expansion project 2007
- 25. Lessons learned •• Formal training do not necessarily enhance innovation • Results of national innovation supporting initiatives are not always predictable • The effectiveness of a specific type of innovation supporting strategy depends on the context and the level of e‐maturity • The “contagion” strategy creates teacher demand rather than resistance (voluntary process)
- 26. Thank you! Leonardo Tosi [email protected]