School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education

University of Piraeus Department of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)

D. Sampson 31 Oct 2014

Advanced Digital Systems and Services for Education and Learning (ASK)

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School Teachers’ and Leaders’ Digital Competences: Supporting Transformative

Innovations for 21st Century School Education

Demetrios G. Sampson Senior and Golden Core Member IEEE

Professor, Department of Digital Systems, University of Piraeus, GREECE Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-editor-in-Chief, Educational Technology and Society Journal Steering Committee Member, IEEE Transactions on Learning Technologies

Past Chair, IEEE Computer Society Technical Committee on Learning Technology ICT Advisory Board Member, Arab League Educational, Cultural and Scientific Organization (ALECSO)

This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this

license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.

http://creativecommons.org/licenses/by-nd/2.0/





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… about the speaker… Professor, Department of Digital Systems, University of Piraeus, GREECE

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-Editor-in-Chief, Educational Technology and Society Journal (Ranked #3 in Educational Technology – Scholar Google)

Steering Committee Member, IEEE Transactions on Learning Technologies (Ranked #9 in Educational Technology)

Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)

Senior and Golden Core Member, IEEE Computer Society

IEEE Computer Society Distinguished Service Award, July 2012

Co-author of 335 publications with at list 1500+ citations (h-index:21)

Received 8 times Best Paper Awards in International Conferences on Learning Technologies

Guest Editor of 26 Special Issues in International Journals

Member of Editorial Board, 23 International Journals in Learning Technologies

Keynote/Invited Speaker on 58 International and/or National Conferences in Learning Technologies

General and/or Program Committee Chair in 38 International Conferences in Learning Technologies

Program Committee Member in 370 International and/or National Conferences in Learning Technologies

Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)






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Overview Why Transformative Innovations in School Education need

Digital Technologies ? If Technology-enabled Transformative Innovations are really

needed and targeted, then why the development of Digital Competences for Teachers, School Leaders and Schools are essential ? What is the current State-of-the-Art in Digital Competences for

Teachers, School Leaders and Schools ? What needs to be done at policy level ? Suggestions for action

lines Conclusions and Suggestions for further research in this area.






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Why Transformative Innovations in

School Education need Digital

Technologies ?






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Digital Technologies:

technology as an enabler for transformations

use to provide learning experiences that would not

possible without the digital technologies






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Digital Technologies as an enabler for incremental or disruptive transformations

to the way that individuals, groups and organizations “learn” and the way to “assess” learning in 21st Century

Objectives: From acquiring new “knowledge” to develop new and

relevant “competences” Methods: From “classroom” based teaching to “context-aware”

personalized learning Assessment: From “life-long” degrees and certifications to “on-

demand” and “in-context” accreditation of qualifications






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«personalized learning»

teaching – scaffolding - feedback

(«learning experiences»)

adopted to

individual students






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If Technology-enabled Transformative Innovations are really needed and

targeted, then why the development of Digital Competences for Teachers,

School Leaders and Schools are essential ?






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• Solvable Challenges Integrating ICT in Teachers’ Education Students Low Digital Competences

• Difficult Challenges Creating Authentic Learning Opportunities Blending Formal and Informal Learning

• Wicked Challenges Supporting Complex Thinking and

Communication Students of Co-Designers of Learning

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf


http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf















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• Fast Trends 1-2 Years Growing Ubiquity of Social Media Rethinking the Role of Teachers

•Mid-range Trends 3-5 Years Increase focus on Open Educational

Resources Increase use of Hybrid Learning Design

•Long-term Trends 5 Years and more Evolution of Online Learning Rise of Data-Driven Learning and Assessment

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf








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Millions of Euros / USA $ have been spent all over the world for purchasing and installing technologies in

schools – huge investments in infrastructure However, limited investments have been planned and implemented in systematically developing and assessing

the essential digital competences for school teachers and leaders – limited investments in human resources This has led to limited educational added-value and

transformative impact at school education …






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Although in principle the systematic development and assessment of appropriate educationally meaningful

digital competences for both school teachers and leaders are recognized as a major element for the up-take of technology-supported and technology-enabled

school innovations at large scale, Still, both Initial and Continuing School Teachers and

Leaders Education is predominately traditional and uninspiring both in terms of scope, methods and

assessment






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And yet, it is assumed that all teachers are able to design and implement technology-supported and technology-enabled

school innovations using a wide range of digital technologies for teaching and assessing their students within the national curricula with limited additional professional development

Even more, it is also assumed that all schools share more or less the same level of educationally relevant digital

competences (commonly referred as “e-maturity”) at organizational level to adopt technology-supported

educational innovation, just because they have installed the same technological infrastructure






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What is the current State-of-the-

Art in Digital Competences for Teachers, School Leaders and

Schools ?






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Teachers’ ICT Competence Profiles

UNESCO ICT Competency Framework for Teachers (2011) [http://tinyurl.com/ocaxgqk]

International Society for Technology in Education (ISTE) Standards for Teachers (2008)

[http://tinyurl.com/myft7rn]

eTQF Teacher ICT Competency Framework (2010) [http://tinyurl.com/kdlshup]

Technological Pedagogical Content Knowledge (TPACK) (2006) [http://www.tpack.org/]


http://tinyurl.com/ocaxgqk

http://tinyurl.com/myft7rn

http://tinyurl.com/kdlshup

http://www.tpack.org/





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School Leaders’ ICT Competence Profiles

Interstate School Leaders Licensure Consortium (ISLLC) Standards on Educational Leadership (2008)

[http://tinyurl.com/q69cogt]

International Society for Technology in Education (ISTE) Standards for Administrators (2009)

[http://tinyurl.com/nmbcurv]


http://tinyurl.com/q69cogt

http://tinyurl.com/nmbcurv





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Schools’ ICT Competence Profiles (eMaturity)

NAACE ICT-MARK (2014) [http://www.naace.co.uk/ictmark/srf]

eLearning RoadMap – Ireland (2012) [http://tinyurl.com/naroatv]

Australasian Council on Open Distance and e-Learning Benchmarks (2014) [http://tinyurl.com/noh3tvr]

eLearning Maturity Model (2007) [http://tinyurl.com/q6majjk]


http://www.naace.co.uk/ictmark/srf

http://tinyurl.com/naroatv

http://tinyurl.com/noh3tvr

http://tinyurl.com/q6majjk





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What needs to be done at policy level ?

Suggestions for action lines






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School Teachers: invest in new initial and continuing education which is informed by the current demands for technology-

supported and technology-enabled educational innovations and the new role of the teacher

School Leaders: select and train to understand, appreciate and lead technology-supported and technology-enabled educational innovations and the new role of school

Schools: measure and profile the level of educationally relevant digital competences to adopt, apply and assess technology-supported and technology-enabled educational innovations

towards offering better educational services for their stakeholders (students, parents, the society-at-large)






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Conclusions

Suggestions for further Research

in this field






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• Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education.

• However, despite these efforts, the current level of ICT uptake from schools remains low.

• A wide range of factors have been identified as barriers, including lack of teachers' ICT Competences and lack of ICT infrastructure.

• Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations. • We propose that a holistic approach on School ICT Competence based on combining both individual Teachers' and School Leaders’

ICT Competences and School’s eMaturity is needed.






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S. Sergis, P. Zervas and D.Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [Submitted – Under Review]






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S. Sergis and D. Sampson, "From Teachers’ to Schools’ ICT Competence Profiles", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning, Springer, ISBN 978-3-319-02263-5, Chapter 19, pp 307-327, September 2014

P. Zervas, K. Chatzistavrianos and D. Sampson, "Towards Modeling Teachers’ ICT Competence Profile in Europe", in R. Huang, Kinshuk and J.K. Price (Eds.), ICT in Education in Global Context, Springer, July 2014

S. Sergis, I. Sholla, P. Zervas and D.Sampson, “Supporting School ICT Uptake: The ASK School ICT Competence Management System”, 8th International Conference on Interactive Mobile and Computer Aided Learning 2014 (IMCL2014), Thessaloniki, Greece, 13-14 November 2014

S. Sergis, P. Zervas and D.Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [Submitted – Under Review]

S. Sergis and D. Samson, “Learning Objects Recommendations for School Teachers based on elicited ICT Competence Profiles”, IEEE Transactions on Learning Technologies, [Submitted – Under Review]

S. Sergis and D. Sampson, " Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories", In Proc. of the IEEE International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University, Amritapuri, India, 18-21, December 2014

S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the IADIS 11th International Conference on Cognition and Exloratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-27, October 2014

S. Sergis, P. Zervas and D. Sampson, "Towards Learning Object Recommendations based on Teachers’ ICT Competence Profiles", In Proc. of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014

J.M. Spector, D.G. Sampson and D. Ifenthaler, Competencies, Challenges and Changes in Preparing Teachers and Leaders for 21st Century (or Digital Age) Education, Springer [in preparation – to be published October 2015]






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