increased organizational performance by expanding industry learning and organizational efficiency. 66 In France, Chevalier, Lecat,
Gordon at Northwestern University and Tyler Cowen at George Mason University put forth a number of arguments to support their claims,
from such factors as education, fossil fuels, demographics, and other â€oelow -hanging fruit. †1 Many of these concerns,
and staff ICT training. 97 (See Figure 12 Figure 12: Average of 4 indicators of ICT use (1-7, where is 7 highest use;
and education, as well as in a host of technology industry areas such as high-speed broadband telecommunications, smart cards
discussion paper no. 07-18, Simon Fraser University Department of economics, September 2007 http://www. sfu. ca/econ-research/Repec/sfu/sfudps/dp07-18. pdf
University of Minnesota, March 2011 http://conservancy. umn. edu/bitstream/104630/1/Vig umn 0130e 11796. pdf For public sector literature examples, see:
nchez, â€oeinformation technology and learning Their relationship and impact on organisational performance in small businesses, †International Journal of
Matilde Mas, â€oeict and Productivity Growth in Advanced Economies†(working paper, University of Valencia and Ivie, 2010
Evidence from a UK Supermarket Chain†(working paper, University Rovira i Virgili Department of economics, 2012), http://www. recercat. net/handle/2072/196650
and Benefits of Government Intervention, †(University of California, Irvine: Graduate school of Management and Center for Research on Information technology and Organizations, December 30
1992), http://crito. uci. edu/papers/1993/pac-005. pdf 163. Kenneth L. Kraemer and Jason Dedrick, â€oepayoffs From Investment in Information technology:
from the Asia-Pacific Region†(University of California, Irvine: Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001
http://www. crito. uci. edu/git/publications/pdf/pac-037d. pdf 164. Kenneth L. Kraemer and Jason Dedrick, â€oeinformation Technology and Productivity:
Implications of Cross-country Studies†(working paper, University of California, Irvine: Center for Research on Information technology and Organizations, February 1999), 25
City and Regional Planning from the University of North carolina at Chapel hill in 1989 Ben Miller is an economic growth policy analyst at the Information technology and
focus on training and on integrating systems into the realities of the complexity of clinical work.
systems into complex clinical work processes, limited training and the intermittent nature of ICT funding.
Jeffrey Braithwaite, MBA, Phd, FCHSM, Director, Centre for Clinical Governance Research Australian Institute of Health Innovation, Faculty of medicine, University
of New south wales, Sydney, NSW References 1 Lemay R. E-Health: Australia†s $5bn black hole. ZDNET Australia 15 dec 2008
EU Cohesion Policy, Economic geography Working Paper, Faculty of Spatial Sciences, University of Groningen: Groningen Neffke, F.,Henning, M,
Education Employment activities Financial service activities, except insurance and pension funding Insurance, reinsurance and pension funding, except compulsory social security
Social innovation with regard to education, skills and training Social innovation with regard to environmental issues Social innovation with regard to health, well-being and elder care
•Master headend (and the network operation centre (NOC: These elements are responsible for the reception of television channels (usually via fibre or
Education and Training in Europe European commission Joint Research Centre Institute for Prospective Technological Studies Contact information
The Europe 2020 strategy acknowledges that a fundamental transformation of education and training is needed to address the new skills
in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy
and also in the latest EC Communication on'Opening up education'.'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of
European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment
Policy-makers and educational stakeholders recognise the contribution of ICT to achieving these targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education
and Training (E&t) and for learning in general. It is highlighted however also that the full potential
of ICT is not being realised in formal education settings and major questions are being asked about the sustainability, impact,
costs and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched
by the Information Society Unit at JRC-IPTS1 in December 2011 and completed in June 2013 on
behalf of the Directorate-General education and Culture (DG EAC. The project aimed to provide a
better understanding of ICT-ELI that has significant scale and/or systemic impact and to propose
Education and Training systems in Europe and beyond More information on the SCALE CCR project and links to the related publications can be found on
Project Leader ICT for Learning and Skills 1 The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the
Jesus Maria Alquezar-Sabadie from the Directorate General education and Culture (DG EAC), for their ongoing support and feedback throughout the entire SCALE CCR project.
members of the DG EAC Thematic Working group on ICT and Education for providing valuable insights at various stages of the project
participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong
of the seven cases of ICT-enabled learning innovations from Asia and Europe and for her input to
Ola Erstad (University of Oslo), Paul Kelley Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for
Curriculum and Assessment), Irene Pateraki (Greek etwinning National Support Service), Helle -Kirstine Petersen (Hellerup School),
for the further development and sustainable mainstreaming of ICT-enabled innovation in Education and Training in Europe and beyond
The authors would also like to thank Stefania Bocconi (Institute for Educational technology of the Italian National Research Council) for her feedback on early versions of this report and Ioannis
Antonopoulos (JRC-IPTS) and Jean-Baptiste Herbout (JRC-A01) for the content reviews of the final
Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and impact at system level.
JRC Scientific and Policy Reports. Seville: JRC-IPTS. doi: 10.2788/52088 3 Table of contents Preface...1
Education is considered to be one of the most important factors for ensuring competitiveness and prosperity in the age of globalisation and nations around the globe are striving to modernise their
Education and Training (E&t) systems to keep pace with the digital economy and society. In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve
significantly upon the status quo and achieve scale and systemic impact. Large-scale pilots in real -life environments have been conducted in the E&t context in many countries in Europe and other
world regions to speed up the transfer of innovation research into educational practice. However success in initiating change does not guarantee that such changes can be sustained over time and
in educational practice. As a result, although the infrastructure to mainstream ICT-ELI and a sound
being realised in formal education settings across Europe The purpose of this report is to present a comprehensive set of policy action recommendations that
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven
Thematic Working group on ICT and Education Deriving from the SCALE CCR multidimensional concept (Bocconi, Kampylis,
recommendations were clustered into the seven areas presenting a holistic agenda for education reform. In the following table, the seven policy action areas are presented with a mean value
x Support curriculum development that allows teachers to work in small autonomous and interdisciplinary teams
using innovative pedagogical approaches. Policy should x Encourage a shift of ownership of assessment from teachers to learners
x Revise examination systems in order to include also assessment of key competences and 21st century skills
Teachers are key agents for change and the importance of professional development has been emphasized. School Staff Professional Development relates to several other areas (e g
motivate teachers to acquire key competences and be active lifelong learners. Policy should x Invest significantly in updating Continuous Professional Development provisions
x Support and motivate teachers to develop and update their digital competence and ICT skills
x Recognize the role of teachers as agents of change Research Research has an important contribution to make in developing and mainstreaming ICT-ELI.
Constant monitoring and evaluation are needed to understand success and failure factors. Policy should x Encourage research on the implementation process of ICT-ELI
and motivate teachers to participate in professional networks, disseminating pedagogical innovation x Encourage the development of a'culture of innovation'at system level
Teachers and learners need to be empowered to connect with other people and ideas in order to open up and broaden the learning experience.
This can be done via small networks of schools and small networks of teachers. Policy should
x Encourage the development of small networks of schools (i e. up to 10 schools x Support the development of small teacher networks
x Invest in structures, such as national and/or transnational inter-linked portals Infrastructure Distribution of infrastructure varies a lot between and within countries.
x Ensure that all learners have equal and ubiquitous ICT access, in and out of school
the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
and orchestrating learning instead of transmitting knowledge Recommendation 2-School staff professional development area Support and motivate teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning
as lifelong learners themselves Recommendation 3 †Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school
Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt
and adapt innovative pedagogical practices e g. formative assessment) for diverse learning settings and purposes Recommendation 5-Organisation and leadership area
Support knowledge exchange (e g. through participation in national/international conferences and workshops) to gain a further understanding of how innovative practices are
made possible by the use of ICT Recommendation 6-Organisation and leadership area Create organisational structures (e g. formal recognition and informal reputation
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation Recommendation 7-School staff professional development area
Recognize the role of teachers as agents of change (rather than objects of change) and
encourage them to take ownership of innovation (teacher-led innovation Recommendation 8-School staff professional development area
Update initial teacher training (including the candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of
change Recommendation 9-Organisation and leadership area Encourage the development of a'culture of innovation'at system level,
of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
learning gains 7 1. Introduction 1. 1 Background and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education
and Training (E&t) systems and for learning in general. Throughout Europe, there are diverse national policies for ICT in education and many activities are undertaken to promote the use of
technology in Education and Training systems. Innovating in E&t is also a key priority in several
flagships of the Europe 2020 Strategy (European commission, 2010), such as the Agenda for New Skills and Jobs, Youth on the move, the Digital Agenda,
and the Innovation Agenda, and also emphasised to the European commission's recent Communication on'Opening up education'and its
supporting documents (European commission, 2013a However, there is still an implementation gap in formal education settings, which is reported in
several surveys and studies (e g. Eurydice, 2011; Kampylis, Law, et al. 2013; OECD, 2013a; b These surveys and studies also highlight that,
although the infrastructure to promote ICT use for learning and a sound research base to guide the process are widely available, the full potential of
ICT is not being realised in formal education settings. Hence, the majority of schools in Europe and
learning practices In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI2) are needed that
improve significantly upon the status quo and achieve scale and systemic impact. Large-scale pilots in real-life environments have been conducted in the E&t context in many countries in Europe and
other world regions to speed up the transfer of innovation research into educational practice However, success in initiating change does not guarantee that such changes can be sustained over
embedded in educational practice The purpose of this report is to present a comprehensive set of policy action recommendations that
and levels of educational innovation in Europe and beyond 1. 2 Scope of the report The project †Up-Scaling Creative Classrooms in Europe†(SCALE CCR), 3 which was launched by the
Information Society Unit at IPTS in December 2011 on behalf of the Directorate General education and Culture (DG EAC), aimed to bring evidence to the debate about the mainstreaming of ICT-ELI
contributing to the Europe 2020 strategy to modernize Education and Training across Europe In particular, the main objectives of the SCALE CCR project as a whole were to
x define and classify ICT-enabled learning innovations4 across a range of settings and participants, including groups of learners and teachers5 at system level, both within and
outside formal education settings x develop the concept of Creative Classrooms6 (CCR) and the related reference parameters
that are key to effectively integrating new technologies for learning and scaling up ICT-ELI
2 ICT-ELI will be used as an abbreviation of ICT-enabled learning innovations throughout this report
3 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html 4 In the context of SCALE CCR study,
and also in this report, the term ICT-enabled learning innovations is used to mean profoundly new ways of using
the use of ICT, dealing with both formal and informal learning in school settings and in adult education
5 The term teachers is used in this report in its broadest sense as meaning teachers, trainers, head teachers
librarians, IT coordinators and other professionals involved in Education and Training systems 8 x identify and analyse the implementation strategies of a number of effective ICT-ELI in order
mainstreaming of ICT-ELI in Education and Training (E&t) across Europe Built on work undertaken in previous phases of the SCALE CCR project (Bocconi et al.
of the recommendations according to four respondents'groups †teachers; researchers policy-and decision-makers; and others
6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of
ICT to modernise learning and teaching practices. Creative refers to innovative practices, such as collaboration and personalisation,
whereas the term Classrooms is considered in its largest sense as including all types of learning environments, in formal and informal settings
9 2. Research approach The development of a comprehensive set of policy action recommendations for mainstreaming ICT
-makers, teachers, researchers, IT developers etc. were conducted to provide firsthand experiences of learning innovations and inputs from real settings for the development of policy
recommendations. In particular, 2 workshops with etwinning teachers were organized during the etwinning Conference 2012 in Berlin and an online survey with 74 etwinning teachers who took
part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the
workshops and the responses to the open-ended items of the online survey were included in the
development of the policy recommendations In addition, the in depth analysis of seven cases from Europe and Asia were conducted (Kampylis
7 http://groups. etwinning. net/web/creative-classroom/welcome 10 and implementation strategies of effective ICT-ELI with significant scale and/or impact at system
of the DG EAC Thematic Working group on ICT and Education, who provided valuable insights and
and scaling up educational innovations at local regional, national, and European level. Thematic analysis goes beyond simply counting phrases or
Learning Practices and Teaching practices were not separate areas of policy recommendations, but they were merged into School Staff Professional
had diverse backgrounds in education and ICT: teachers, trainers, policy-and decision-makers researchers and others.
They evaluated the proposed 60 recommendations and also provided more than 250 comments, recommendations and suggestions through the open-ended questions of the
Department of Social Informatics and methodology at the Faculty of social science, University of Ljubljana, Slovenia The majority of the questionnaire items (see Annex 1) were measured for relevance on a seven
the following stakeholders in the field of ICT in Education: policy-and educational decision-makers experts;
teachers; trainers; technology providers and developers; researchers. The method of sampling used was a purposive, non-probability sampling,
The majority of the respondents were teachers, who represent 42.3%of the sample, followed by researchers (21.5%),decision-makers (10.7%),policy-makers (8. 1%)and
%Teachers 63 42.3 Trainers 5 3. 4 Researchers 32 21.5 Policy-makers (at EU, national, regional, local level) 12 8. 1
Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7
Others 14 9. 4 Total 149 100.0 The vast majority of the respondents were from 22 European countries (see Table 2) and there
expertise in the field of ICT in education x Additionally, the survey was promoted through the Open education Europa portal;
10 the Future of Learning Linkedin Group; 11 the etwinning Creative Classrooms Group; 12 the
10 http://groups. etwinning. net/web/creative-classroom/welcome 13 European Civil Society Platform on Lifelong learning;
13 the European Forum on Learning Futures and Innovation; 14 the European Forum of Technical and Vocational education and
Training; 15 the DG EAC Thematic Working group on ICT and Education; 16 and the SCALE CCR
website. 17 Survey analytics showed that most of participants entered the survey through a direct link from the
around 250 personal invitations sent by email. A small subset of the participants came from other
dissemination channels such as Linkedin, SCALE CCR webpage and etwinning Creative Classrooms Group. No reminders were sent,
as the targeted 100 responses were received in the first wave (by 8 April The online survey was relatively long and complex with 60 recommendations to be evaluated
Hence, throughout the survey we observed dropouts after each of the areas, which stabilised after
the Organisation and leadership area with 120 respondents 11 http://www. linkedin. com/groups/Future-Learning-2266966/about
12 http://openeducationeuropa. eu/en/blogs/join-jrc-ipts-line-consultation-policy-recommendations -mainstreaming-ict-enabled-innovation-le
13 http://www. eucis-lll. eu/news/public-consultations/ipts-online-consultation-up-scaling-creative-classrooms
/q=story/european-forum-learning-futures-and-innovation 15 http://www. efvet. org/index. php?
16 http://ec. europa. eu/education/lifelong learning-policy/doc/exchange/ict en. pdf 17 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html
involving large and diverse groups of learners teachers and other educational stakeholders, has different enablers
and barriers compared to small-scale projects and initiatives (Kampylis, Law, et al. 2013). ) In general, the more innovative a
learning environment is, the more challenging it is to scale up and a great individual and collective
For instance, the need for more innovative Education and Training has been confirmed by the work of the ICT cluster,
session on â€oemainstreaming E-learning in education and training†in June 2011,19 confirmed that only a few innovative projects manage to reach beyond the early adopters†stage.
and scaling up high-quality, innovative ways of learning and teaching through new technologies and digital content
scaling up educational innovation should be an'organic'process that allows for continuous change and flexibility for future adaptations in order to address the shifting priorities and requirements of
Last but not least, scaling up ICT-ELI does not refer to future classroom scenarios but to what is emerging in today's practices,
Education has become a strategic concern for international organisations, governments, industry communities, families and individuals around the world and agencies for learning innovation
initiatives may emerge at any of these levels (Kampylis, Law, et al. 2013; Law et al. 2011
19 http://ec. europa. eu/digital-agenda/en/08-mainstreaming-e-learning-education-and-training 15
The mainstreaming of innovative teaching and learning practices, which lie at the core of ICT-ELI
teachers, researchers, parents etc. in the co-development of open and flexible content and curricula
Curricula should promote innovative teaching and learning practices made possible by the use of ICT;
and the use of Open educational resources. Content and curricula should be updated regularly according to research findings and the needs of society
the term content refers to the resources for innovative teaching and creative learning. There is a
order to facilitate the innovative teaching and learning practices that lie at the core of ICT-ELI.
and learning practices made possible by the use of ICT to flourish and become mainstream.
learning settings (e g. self-regulated learning), should not be'add-ons 'but should replace ineffective practices that increase teachers'and learners'workload without adding value.
Hence there is a need for flexible curricula that would lessen teachers'workloads and give them the
autonomy to adapt curricula to the local context and needs (67.5 %Curriculum development that allows teachers to work in small autonomous and interdisciplinary
teams (62.4%)has proved to be a very effective mechanism for empowering teachers to act as
agents of change rather than objects of change and to take ownership of bottom-up innovations
& Punie, 2013) teachers work in autonomous multidisciplinary teams of five to thirteen members, each team being responsible for
teachers adapt the national curriculum and co-develop timetables, content and pedagogies enabling students not only to acquire knowledge but also to
develop key competences and 21st century skills Besides teachers, a variety of other educational stakeholders such as curriculum developers
researchers, parents, publishers, IT developers etc. should be involved in the co-development and implementation of flexible and updated content and curricula (56.4%).
on innovative teaching and learning practices and their impact on learning outcomes. Such evidence-based research,
"Open educational resources, the content of which can be adapted by users according to their needs have great potential to stimulate innovative teaching and learning practices (European commission
2013a). ) Combined with traditional educational resources, OERS allow blended forms of face-to-face and online learning and also have the potential to reduce the costs of educational materials.
Hence policy-and decision-makers should promote through curricula the use of Open Educational Resources and ensure their further deployment
to teachers'autonomy Table 3: Content and Curricula policy recommendations Policy-and decision-makers can ensure that content
and avoid teachers'workload. 148 67.5 2. Promoting curriculum development that leaves room for teachers to work in small
autonomous and interdisciplinary teams, with enough flexibility to choose the content timetable etc 149 62.4
is envisioned in the study programme. 149 60.4 4. Encouraging the regular update of learning content and curricula based on research
findings. 149 60.4 5. Promoting the use of Open educational resources (OER) for broadening and updating the content and process of learning. 149 57.7
6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4
7. Bridging the gap, which still exists to a lesser or greater extent, between curricula and
key competences. 149 53.7 8. Promoting the incorporation into formal curricula of effective practices from informal
learning (e g. self-directed learning. 149 53.0 Relevance according to four groups of participants There are no differences between the four groups of participants according to recommendation
Teachers/trainers, researchers, policy/decision-makers and others agree that the most relevant recommendation is â€oepromoting through the curricula innovative pedagogical practices
and lessen teachers 'workload. †17 3. 2 Area 2: Assessment In a snapshot There is a consensus among educational stakeholders that
Even in Education and Training systems that follow reformed curricula, it remains a challenge to modernise assessment to support
from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process
This area focuses on the conceptual shift from traditional assessment of knowledge acquisition to innovative ICT-enabled assessment approaches that better capture key competences and 21st
examination, certification and accreditation strategies in order to allow innovative teaching and learning practices to further be implemented and mainstreamed (Table 4
and motivate teachers to shift the ownership of assessment to learners (68.8%).%)Assessment for learning (as opposed to the assessment of
learning) is considered as a learning experience †assessment is integral part of the learning process (Redecker, 2013.
Hence, ownership of assessment is related to ownership of learning. In this way, self-assessment and reflection against learning goals allow learners to take ownership of
their learning, in collaboration with their teachers and peers, and become self-directed and self -regulated learners
Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences
Assessment-related issues were raised also by many of the workshop participants organized in the context of SCALE CCR as obstacles/challenges for sustained implementation and scaling up of ICT
-ELI (Kampylis, Law, et al. 2013). ) One of the big challenges has to do with the lack of specificity or
learning process (67.6%).%)Formative assessment practices are more effective in the context of ICT -ELI because they provide students with information
and feedback on how they are progressing considering their prior achievements according to their learning goals,
and are better at fostering skills and competences than the summative assessment practices. This is because they allow
students to understand which skills they need to develop further and which content areas they need
ongoing, integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.
Policy action is needed to reform examination systems to allow ICT-ELI to further develop and mainstream
examination systems in order to allow innovative teaching and learning practices to flourish by†N %9. Encouraging a shift of ownership of assessment from teachers to learners by giving
them an active role in their own assessment (i e. self-assessment. 141 68.8 10. Revising examination systems in order to include assessment of both factual
an integral part of the learning process. 142 67.6 12. Promoting the use of ICT tools in order to reform assessment practices (e g. cloud
There are slight differences between the four groups of participants (teachers/trainers, researchers policy-and decision-makers and others) regarding evaluation of assessment recommendations
In particular, for teachers/trainers the most important recommendation is to shift the ownership of assessment (emphasis on self-assessment),
integral part of the learning process 3. 3 Area 3: School Staff Professional Development In a snapshot
recommendations that teachers are key agents for any sustainable implementation and further up take of ICT-ELI.
to support and motivate teachers to be active lifelong learners and acquire the key competences and skills required in the context of
ICT-ELI; to recognise the role of teachers as agents of change; and encourage them to take the
ownership of innovation Research shows (e g. European commission, 2013c) that for implementing sustained learning innovations, school staff professional development is a crucial factor.
The data analysis of the online consultation (Table 5) also confirms the importance of the School Staff Professional
the key role of teachers, among other stakeholders, in guiding and implementing ICT-ELI and invest
and orchestrating learning instead of just transmitting knowledge (81.3%).%)These teacher competences imply a wider more systemic view of teachers'professionalism (compared with teaching competences that refer
to their role in classroom), as they also include their role outside school e g. in the local community
professional networks and so on (European commission, 2013b; OECD, 2009 Understanding and implementing ICT-ELI is an evolving process,
which also requires learning and changes in their practices by all the stakeholders involved (Kampylis, Law, et al.
2013). ) As teachers are the main actors in this continuous process of innovation (i e. applying changes to their own
practices), provisions for continuous professional development that can equip and prepare them to 19 act as agents of change are of high importance
Only self-confident and competent teachers can educate self-confident and competent students As shown in the Survey of Schools:
ICT in Education (European commission, 2013c), less than one third of EU students are taught by teachers for
whom ICT training is compulsory and around 70%of EU students are taught by teachers who invest their own spare time in developing ICT-related skills
This shows that, in general, teachers are motivated and willing to develop their digital competences but the need for investing in and updating initial teacher training and Continuous Professional
Development is of great importance. Thus, policy-making should support and motivate teachers to develop and update their digital competence and ICT skills (through formal and/or informal
learning), as lifelong learners themselves (80.1%).%)As one of the participants pointed out, such"ICT
skills development programmes should be key element of Initial Teacher Training20 and Continuous Professional Development
"Innovative pedagogical practices made possible by the use of ICT lie at the core of learning
innovations and constitute key enablers of their further implementation and take up (Bocconi et al 2013c; Kampylis et al.
2012; Kampylis, Law, et al. 2013). ) Therefore, policy-and decision-makers should empower teachers to adopt and adapt innovative pedagogical practices (e g. formative
assessment) for diverse learning settings and purposes (80%).%In particular, teachers'professional skill sets should shift from subject knowledge towards expertise in pedagogy (e g.
Hannon, 2009) in order to effectively implement innovative pedagogical practices and play new roles as mentors
orchestrators, and facilitators of learning Depending on the context and local specificities and needs, several models of continuous
professional development can be followed to support teachers in their new and challenging roles in the context of ICT-ELI.
As one of the participants stated"†teachers continuous professional development is extremely important for the uptake of innovative practices.
In particular, I believe a blended learning approach, with networked learning as the online component and a limited number
of offline meetings, all of which are directed towards fostering collaboration and network building rather than content delivery) is key to this...
"Policy-and educational decision-makers should support a blended approach to continuous professional learning and development that combines
online professional networks, face-to-face exchanges, informal learning etc. 69.9%).%)In addition policies should encourage and incentivise teachers to share their innovative practices with peers
and other stakeholders through online and/or offline networks (71.1%).%)Establishing and participating in teacher networks
and following innovative practice development of the field should become part of both initial teacher education and in service training
In summary, the further development and progressive mainstreaming of ICT-ELI requires ownership and creative engagement by teachers to realise changes in teaching
and learning practices. Hence strategies that acknowledge the key role of teachers in implementation should be devised by policy
-and educational-decision makers and updated professional development provisions should be offered at local, regional, national and EU level
20 Initial Teacher training has been reported in all the consultations in the context of SCALE CCR as one of
the most challenging areas for developing the competences and professional skills teachers require to play their key role in the context of ICT-ELI
20 Table 5: School Staff Professional Development policy recommendations Policy-and decision-makers could empower teachers to play the role of agents of
change by: N %13. Investing significantly in updating Continuous Professional Development provisions including the education of teacher trainers) to ensure that in service teachers acquire the
key competences required for fostering and orchestrating learning instead of transmitting knowledge 134 81.3 14. Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
-formal learning), as lifelong learners themselves 136 80.1 15. Enabling teachers to develop their ability to adopt
and adapt innovative pedagogical practices (eerror-Flatefilter: stop reading corrupt stream due to a Dataformatexception g. formative assessment) for diverse learning settings
and purposes. 135 80.0 16. Recognizing the role of teachers as agents of change (rather than objects of change
and encouraging them to take the ownership of innovation (teacher-led innovation. 136 74.3 17.
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of
change 136 74.3 18. Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community
and businesses 135 71.1 19. Promoting a blended approach to continuous professional learning and development
that combines online professional networks and self-organized face-to-face collaboration 136 69.9 20. Helping teachers to acquire much greater proficiency in data handling and methods
such as learning analytics, which would allow them to monitor and personalize learning processes 135 48.9
Relevance according to four groups of participants For teachers/trainers and others the priority for policy-and educational decision-makers should
be to support and motivate teachers to develop and update their digital competence and ICT skills
as lifelong learners themselves Policy/decision-makers said the most important priority should be to update initial teacher
training and invest in continuous professional development provisions that empower school staff to take the ownership of innovation
For researchers, the most relevant recommendations in this area are"Enabling teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to
develop and update their digital competence and ICT skills, as lifelong learners themselves "21 3. 4 Area 4:
Research In a snapshot ICT-ELI constitute complex'ecosystems'that evolve over time and therefore, continuous and
multidisciplinary research is needed to provide evidence on the effectiveness of their implementation strategies, the nature of innovation and the role of technology.
Policy actions at local, regional, national and EU levels are needed to ensure that further development and
progressive mainstreaming of ICT-ELI is based on research evidence focusing on the innovative pedagogical, technological and organisational practices and the possible learning gains
ICT-ELI constitute complex'ecosystems'that evolve over time (Kampylis, Law, et al. 2013). ) Both success and failure are integral parts of the learning innovations:"
"†failures should be expected as much as successes and what is to be learned from failures should be valued"(participant in the
online consultation. Therefore, articulation between research and innovative practices is an important factor in their successful implementation.
Evidence-based, multidisciplinary research can reveal weaknesses, strengths, opportunities and challenges and increase the knowledge base for
the scaling up and progressive mainstreaming of ICT-ELI Policy actions at local, regional, national and EU levels are needed to ensure that the further
can enhance learning. Research focusing on the implementation strategies of ICT-ELI (72.5 %and on models for embedding new tools, such as technology-based assessment, in teaching and
learning practices should be supported. This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools
Policy-and decision-makers should also promote research that happens at micro-level (e g teacher-led research) empowering"†each school/institution to develop a culture of
research/experimentation"and promoting"†collaboration of teachers with related educational and educational technology research programmes.
Innovation in schools cannot be isolated from on -going researchâ€."("participants in the online consultation As many respondents in the online consultation pointed out,
there is a lot of research being done in several fields, both at micro-(classroom/school) and macro-level (national/international.
However findings and knowledge are scattered often and incomplete:""†There is great research being done and it is highly relevant to the educational process and agents,
but teachers, school leaders, parents and educators do not ever learn about it. This is (a) because research is not available (they need to
pay or go to a licensed library to download) or (b) because they do not know that this research
%Last but not least, policy should support the application of various research methods (e g. teacher -led research, control groups, experimental research, longitudinal studies, social networks analysis
learning analytics, big data research, etc. to study in depth the complex'ecosystems'of ICT-ELI 61.8
possible learning gains 131 72.5 22. Supporting the application of various research methods (e g. teacher-led research
control groups, experimental research, longitudinal studies, social networks analysis learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT-ELI
131 61.8 23. Promoting research on the ICT-ELI that happens at micro-level and could be scaled-up. 129 58.9
policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc 129 58.0 26.
Changes in learning institutions'organisation and leadership strategies are required for sustainable implementation and progressive mainstreaming of ICT-ELI.
Policy-makers should empower learning institutions to develop well-articulated innovation strategies (with both long-term vision and short
allow innovative teaching and learning practices to flourish. Furthermore, policy actions should focus on knowledge exchange and dissemination of innovative practices;
strategies will also require changes in learning leadership, which should be as open and 23
structures/routines and leadership models to make learning innovation a mainstream activity Policies should encourage learning organisations to embrace the technological opportunities
available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.
Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same
organisation, in order to encourage the emergence and scaling up of learning innovations. For instance, policies at micro,
%)This could be, for example, participation by teachers in national/international conferences, workshops and professional networks for dissemination of
different levels of the education system and the whole ecosystem of education, including industry and other service providers),
and (iii) multi-pronged strategies targeted at school leaders, teachers teacher trainers, parents and other stakeholders
In conclusion, policy actions should initiate and facilitate the profound changes in organisation and leadership strategies needed to allow learning organisations to envisage
and follow their own pathways to innovation and to scale up in an'organic'way, focusing on authentic learning for the
21st century 24 Table 7: Organisation and leadership policy recommendations Policy-and decision-makers could ensure that effective organisational practices
for learning by N %29. Supporting knowledge exchange (e g. participation in national/international conferences and workshops) to gain a further understanding of how innovative practices
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation 122 74.6
fear of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda
Developing monitoring mechanisms to ensure that the well-being of teachers and learners and values like equity and inclusion are taken into account. 122 63.1
42. Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning, following a step-by-step approach that
could lead to a sustainable momentum towards a radical (or even disruptive) end 122 60.7
43. Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 122 59.8
-management abilities of stakeholders (i e. education decision-makers, school leaders etc..120 59.2 45. Revising performance appraisal strategies for teachers and schools to allow more
innovative teaching and learning to flourish. 122 59.0 46. Setting evaluation, communication and feedback mechanisms (e g. platforms for
collecting big and/or rich data and learning analytics) right from the start of different
pilots or initiatives 121 57,0 47. Encouraging collaboration and communication channels between supranational agencies (i e. European commission, OECD, UNESCO etc.
Ministries of Education industry (e g. IT providers) research (e g. research centres), educational practice (e g 122 55.7
25 Relevance according to four groups of participants For teachers/trainers and researchers the most important recommendation is â€oeencouraging the
development of a'culture of innovation'at system level, removing the fear of change and
supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new thingsâ€, while for policy/decision makers and others it is:
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation. †3. 6 Area 6:
organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning, empowering both teachers
and learners to connect with ideas and people beyond the classroom walls-such as peers, experts and parents-giving the sense of being a
part of something larger than oneself. Policy-and decision-makers should design and implement strategic plans for connecting knowledge, innovative practices and people/efforts in order to open
up and broaden the learning experience at local level and beyond ICT-enabled learning innovation is a complex and slow process that requires cultural change and
collaboration between stakeholders from policy (e g. Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers
cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions families, and the wider public (e g. local communities) to build trust
and endorse the common vision ICT offers unprecedented opportunities for educational stakeholders to connect with others beyond
the constraints of time and space in order to open up and broaden the learning experience at local
level and beyond (European commission, 2013a Connectedness (e g. Law et al. 2011) also refers to the extent to which the institution or individuals
are involved in the innovative pedagogical, technological and organisational practices in the context of ICT-ELI through networks, synergies and partnerships.
teachers and learners with other educational stakeholders at local level and beyond in order to open up
and broaden the learning experience and mainstream ICT-ELI. Research reveals that effective implementation of new pedagogical technologies is ensured best through
(i) directly to the experiences of teachers and (ii) enhanced by horizontal communication with peers who are already successful in practising these technologies
and maintenance of †learning networks†that provide opportunities for professional peer exchanges (65.8%)(e g.
teachers/schools have proved to be more flexible and personalised and enable more in depth exchange and collaboration (Miyake, 2013
teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,
timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation 121 52.1 50.
structures, such as national and/or transnational inter-linked portals (64.2%),to aggregate learning opportunities and knowledge exchange on a large scale.
disseminating innovative teaching and learning practices and should be supported further by policy -makers (61.3 %Table 8:
teachers and learners to connect with people and ideas in order to open up and broaden the learning experience by
N %51. Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible
and personalized way 120 65.8 52. Encouraging the development of small networks of schools (i e. up to 10 schools) for
connecting knowledge, innovative practices and people/efforts at local level and/or beyond 120 64.2
aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
making it easier for teachers to participate in a number of them (e g. without having to
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration
than the smaller networks 120 57.5 Relevance according to four groups of participants Teachers and others prioritise the recommendation"Encouraging
and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from
each other in a more flexible and personalized way "Researchers, however, value most the recommendation"Investing in structures, such as national
and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g learning resources for teachers'professional development) and exchange knowledge
"Policy/decision-makers give their highest recommendation to developing data portability and interoperability between online professional networks, making it easier for teachers to participate in
number of them 27 3. 7 Area 7: Infrastructure In a snapshot Infrastructure is a key enabler of educational innovations.
ICT infrastructure could extend the boundaries of the learning across time and space whereas user-centred and flexible physical spaces
could enable innovative teaching and learning practices. Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning
spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI For further development and mainstreaming of ICT-ELI an ICT infrastructure of appropriate
performance and reach is required to facilitate, communicate and disseminate innovative practices at organisational, technological and pedagogical level.
boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces).
ICT in education (European commission, 2013c insufficient equipment is reported still as a major obstacle for ICT use by teachers and
headmasters. Nevertheless, it was shown also that there was no overall relationship between high levels of infrastructure provision and teacher and student use, confidence and attitudes
However, development of infrastructure varies a lot between and within countries; as one of the participating stakeholders pointed out"†efforts to increase infrastructure
ICT in Education) lack of infrastructure is not a major inhibitor. There is no relationship between provision of ICT and its use
public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d into technological innovations that fit the local needs (65.8)
that all learners have equal and ambiguous ICT access †in and out of school (80%.
support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies. Infrastructure is a key enabler of educational innovations
Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration, flexibility and comfort and allow innovative teaching and learning practices to flourish
69.2%).%)For instance, the ground-breaking design of Hellerup school in Denmark, entails rethinking the physical spaces in which learning takes place (e g. user-centred premises and furniture) and
high investment in school infrastructure to support the longstanding innovation history of the school Kampylis, Breä ko, et al.
2013). ) For the sustainable implementation and further up-take of ICT-ELI policy-and decision-makers should support initiatives for (re) designing
learning spaces to facilitate innovative teaching and learning practices In conclusion, policy should increase efforts and investment in infrastructure developments
e g. broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI
infrastructure for enabling innovative teaching and learning practices by: N %57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of
school. 120 80.0 58. Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any
innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,
and noise on learning 120 69.2 60. Supporting public-public and/or public-private partnerships between learning
organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context
important recommendation is to ensure that all learners have equal and ubiquitous ICT access in
while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more
important 3. 8 Interrelation between the seven areas and top recommendations In order to see which of these seven areas are considered to be more relevant by the participants
%)In the process of education, teachers are 29 the most important players. It is recognised that the support to teachers is necessary for successful
implementation of change Which'individual'recommendations received the most support? In the table below (Table 11
provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
and orchestrating learning instead of transmitting knowledge 81.3 134 14. Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
-formal learning), as lifelong learners themselves 80.1 136 57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of
school. 80.0 120 15. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical
practices (e g. formative assessment) for diverse learning settings and purposes. 80.0 135 29. Supporting knowledge exchange (e g. participation in national/international
conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT
77.9 122 30. Creating organisational structures (e g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation 74.6 122
16. Recognizing the role of teachers as agents of change (rather than objects of change
and encouraging them to take the ownership of innovation (teacher-led innovation. 74.3 136 17.
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents
of change 74.3 136 31. Encouraging the development of a'culture of innovation'at system level,
removing the fear of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
73.3 120 21. Encouraging research on the implementation process of ICT-ELI, focusing on the
possible learning gains. 72.5 131 As can be seen from the table above, it is recommended highly that more investment be
made into teachers'Continuous Professional Development and Initial Training and that knowledge exchange is encouraged to ensure that they acquire the key competences
including digital competence) required to apply and share (e g. through professional networks) innovative pedagogical practices
ensured that all learners to have equal and ubiquitous ICT access, in and out of school
approaches, assessing key competences and giving learners an active role in their own assessment Student assessment and evaluation are an integral part of the teaching
and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.
Thus changes in Content and Curricula should go hand in hand with changes in Assessment strategies and examination systems in order to have sustained a impact on scaling up ICT-ELI.
curricula and learning objectives are ineffective, if assessment practices remain the same (Cachia Ferrari, Ala-Mutka, & Punie, 2010
stakeholders, especially teachers. They also affect teachers†continuous professional development Changing curricula requires not only changing content,
but also changing teaching and learning practices. This means increasing teacher competence in the teaching practices applicable to new
curricula and also an additional workload for teachers. 21 Teachers†competences are developed and strengthened through continuous professional development and initial teacher education and also
through networking and peer-collaboration (Connectedness Any policy interventions related to Infrastructure should be part of a wider strategic plan that takes
into account many parameters. For instance, only digitally-competent teachers (see School Staff Professional Development) are able to use ICT infrastructure efficiently for innovating teaching and
learning practices Organisation and leadership has an overall influence, and directs and supports teachers in their
innovative practices Therefore when applying changes, they should be applied in all areas, as simultaneously as
possible 21 Teachers'workload due to extensive and heavily prescribed curricula and/or curricular changes was also a
common theme arising throughout the wide-ranging consultation process followed in the context of SCALE CCR project
contexts, scales and levels of educational innovation in Europe and beyond The number and variety of the recommendations provided depict the complexity of ICT-ELI and the
and learning practices, made possible by the use of ICT, to flourish and become mainstream
certification and accreditation strategies in order to allow innovative teaching and learning practices to be implemented further and mainstreamed
6. Policy-and decision-makers should recognise the key role of teachers, among other stakeholders, in guiding
enhance learning 8. Policy actions at micro-,meso, -and macro-level are needed for empowering learning
institutions to develop well-articulated innovation agendas (with both long-term vision and short-term goals) that include changes in organisation structures/routines and leadership
models, which result in learning innovation being regarded as a mainstream activity 9. Policy should encourage
and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up
broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI
research in the field, contributing to the modernisation of Education and Training systems in Europe
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Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) undertaken
by JRC-IPTS on behalf of the Directorate General education and Culture. The objectives of the study are to
-understand ICT-ELI with significant scale and/or impact -define what is meant by Creative Classrooms
-develop policy recommendations for mainstreaming systemic innovation in Education and Training You can learn more about the project
and follow the developments on our webpage http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html
with education experts and practitioners and a number of case reports of ongoing ICT-ELI in Europe
teacher trainer researcher policy-maker (at EU, national, regional, local level decision-maker (e g. school head, chief education officer, university dean, etc
technology provider/developer Other 2. Where do you come from Austria Belgium Bulgaria Cyprus Czech republic
organisational and pedagogical aspects of innovation for learning. Please read them carefully and evaluate how relevant they are for developing and mainstreaming ICT-ELI in Europe.
learning practices (enabled by ICT) to become mainstream by 1 2 3 4 5 6 7
Promoting the involvement of education stakeholders (e g. teachers, parents researchers etc. in the co-development of flexible and research-based curricula
what is envisioned in the study programme Promoting curriculum development that leaves room for teachers to work in small
autonomous and interdisciplinary teams, with enough flexibility to choose the content, timetable etc Promoting the use of Open educational resources (OER) for broadening and
updating the content and process of learning Promoting through the curricula innovative pedagogical practices made possible by
the use of ICT, which could replace ineffective practices and avoid teachers 'workload Promoting the incorporation into formal curricula of effective practices from
informal learning (e g. learning by trial and error Encouraging the regular update of learning content and curricula based on research
findings 37 5a. If you have additional policy recommendations regarding content and curricula, please write
them down 6. The following recommendations refer to assessment. Please evaluate how relevant is each
strategies and examination systems in order to allow innovative teaching and learning practices to flourish by 1 2 3 4 5 6 7
integral part of the learning process Revising examination systems in order to include assessment of both factual knowledge and key competences
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
teachers, and/or by students, which provide information to be used as feedback to enhance learning
Formative assessment is ongoing and repetitive (during the learning process) and typically involves qualitative feedback (rather than scores
6a. If you have additional policy recommendations concerning assessment, please write them down 7. The following recommendations refer to School Staff Professional Development.
Policy-and decision-makers could empower teachers to play the role of agents of change by
Recognizing the role of teachers as agents of change (rather than objects of change and encouraging them to take the ownership of innovation (teacher-led innovation
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as
agents of change Investing significantly in updating Continuous Professional Development provisions including the education of teacher trainers) to ensure that in service teachers
acquire the key competences required for fostering and orchestrating learning instead of transmitting knowledge Enabling teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes Helping teachers to acquire much greater proficiency in data handling and methods
such as learning analytics, which would allow them to monitor and personalize learning processes Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
-formal learning), as lifelong learners themselves Promoting a blended approach to continuous professional learning and
38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized face-to
-face collaboration Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents
community and businesses 7a. If you have additional policy recommendations concerning School Staff Professional Development, please write them down
8. The following recommendations refer to research. Please evaluate how relevant is each of the recommendations for further developing and mainstreaming ICT-ELI.
Policy-and decision -makers could ensure that the continuous evolution of ICT-ELI is based on research findings by
1 2 3 4 5 6 7 Supporting policies and initiatives for open research and free dissemination of data
e g. open data, open access publications etc. taking into account intellectual property, security and data protection issues
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains
Supporting the application of various research methods (e g. teacher-led research control groups, experimental research, longitudinal studies, social networks analysis
learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT-ELI Supporting research on the perspectives of various actors and stakeholders such as
policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc Supporting research on (physical and mental health, security and legal issues related
to ICT-ELI Promoting research on the ICT-ELI that happen at micro-level and could be scaled
-up Supporting the development of common metrics (indicators, measurements, and approaches) for studying and monitoring ICT-ELI
and participatory leadership allow the progressive take up of innovation for learning by 1 2 3 4 5 6 7
Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish
Developing a well-articulated innovation agenda which has both long-term vision ensuring policy support) and achievable short term goals for the progressive take
education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation Supporting research-based changes in organisational structures and routines, such
as timetables and learner grouping, in order to meet local needs (self-organisation -grass roots innovation Ensuring the political commitment and sustained effort over time that is required
Developing monitoring mechanisms to ensure that the well-being of teachers and learners and values like equity and inclusion are taken into account
Encouraging the development of a'culture of innovation'at system level removing the fear of change and supporting decision-makers, teachers, and other
stakeholders when taking sensible risks and trying new things Promoting diversity in ICT-ELI by funding a number of pilots in different
collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives
innovation-management abilities of stakeholders (i e. education decision-makers school leaders etc Promoting mixed approaches for scaling up ICT-ELI,
Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider public (e g
parents associations) to build trust, assure mutual objectives, and create a common vision Encouraging learning organisations to build on their strengths, available resources
and readiness to implement innovation for learning, following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even
disruptive) end Developing long-term strategies to develop the capacity of school leaders to adopt and adapt new methods of leadership (e g. distributed leadership) in order to
teachers to participate in professional networks, disseminating pedagogical innovation 9a. If you have additional policy recommendations concerning organisation
and realise strategic plans to empower teachers and learners to connect with people and ideas in order to open up
and broaden the learning experience by 1 2 3 4 5 6 7 Encouraging the development of small networks of schools (i e. up to 10 schools) for
Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more
flexible and personalized way Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration
than the smaller networks Supporting data portability and interoperability between online professional networks making it easier for teachers to participate in a number of them (e g. without having to
duplicate data Developing long-term sustainability and scalability strategies for cross-border professional networks, such as etwinning, for disseminating pedagogical innovation
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School
Staff Professional Development) and exchange knowledge and'success stories'of innovation for learning 10a. If you have additional policy recommendations concerning connectedness,
please write them down 11. The following recommendations refer to infrastructure. Please evaluate how relevant is
innovative teaching and learning practices by 1 2 3 4 5 6 7 Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud
evolution of innovation for learning Ensuring that all learners have equal and ubiquitous ICT access, in and out of
school Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of
technological innovations that fit the local needs and context Re) designing and/or (re) arranging physical space/infrastructure to allow for
innovative teaching and learning practices, based on research findings on the 41 1 2 3 4 5 6 7
and noise on learning outcomes 11a. If you have additional policy recommendations concerning infrastructure, please write them down
Participants in the expert workshop'Scaling up ICT-enabled innovation for learning: Inputs from Asia
Roberto Carneiro Portuguese Catholic University, Portugal Miroslava Cernochova Charles University in Prague, Czech republic Jonatan Castaã o-Muã oz JRC-IPTS
Anusca Ferrari JRC-IPTS Conor Galvin University college Dublin, Ireland Seungyeon Han Hanyang Cyber University, South korea
Kampei Hayashi Japan Society for the Promotion of Science Panagiotis Kampylis JRC-IPTS Paul Kelley Science+Technology in Learning, United kingdom
Marco Kools CERI-OECD Carmen Lazaro à taca School, Spain Nancy Law University of Hong kong
Chee-Kit Looi National Institute of Education, Singapore Carlos Medina Institute of Educational technologies, Spain Irene Pateraki etwinning National Support Service, Greece
Helle-Kirstine Petersen Hellerup School, Denmark Yves Punie JRC-IPTS Magdalena Sverc Institute Anton Martin Slomsek, Slovenia
Christine Redecker JRC-IPTS Tamotsu Tokunaga University of Tsukuba, Japan Keith Turvey University of Brighton, United kingdom
Stella Vosniadou National and Kapodistrian University of Athens, Greece Riina Vuorikari E-learning expert, Belgium 43
Participants in the'Scaling up ICT-enabled innovation for learning: Asia †Europe expert seminar
'held in Hong kong SAR on 22-23 january 2013 Name Affiliation Stefania Bocconi National Research Council of Italy
Catherine K. K. Chan Education Bureau, Hong kong SAR Horn Mun Cheah Ministry of Education, Singapore
Kai Ming Cheng University of Hong kong Seungyeon Han Hanyang Cyber University, South korea Ronghuai Huang Beijing Normal University, China
Dae Joon Hwang Korean Council for University Education, South korea Yu Kameoka Ministry of Education, Culture, Sports, Science and Technology, Japan
Panagiotis Kampylis JRC-IPTS Gwang-Jo Kim, UNESCO Bangkok Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education, Singapore
Jingyan Lu University of Hong kong Naomi Miyake University of Tokyo, Japan Jonghwi Park UNESCO Bangkok
Yves Punie JRC-IPTS Mang She Education Bureau, Hong kong SAR Seng Thah Soon Ministry of Education, Malaysia
44 Annex 3 †Statistical analyses Table 12: Content and curricula policy recommendations-frequency distribution %1 2 3 4 5 6 7 Cu
m ul at iv e 6 a nd 7 Promoting through the curricula innovative pedagogical
practices made possible by the use of ICT, which could replace ineffective practices and avoid teachers
`workload 1. 4 2. 7 6. 1 5. 4 16.9 21.6 45.9 67.5 Promoting curriculum development that leaves room
for teachers to work in small autonomous and interdisciplinary teams, with enough flexibility to choose the content. timetable etc
2. 7 4. 7 5. 4 6. 7 18.1 30.9 31.5 62.4 Ensuring coherence between
what is assessed and how this is done in practice and what is envisioned in the study programme 0. 7 3. 4 2. 0 11.4 22.1 26.8 33.6 60.4
Encouraging the regular update of learning content and curricula based on research findings. 2. 0 3. 4 5. 4 6. 7 22.1 30.2 30.2 60.4
Promoting the use of Open educational resources OER) for broadening and updating the content and process of learning
2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders
e g. teachers, parents, researchers etc. in the co -development of flexible and research-based curricula
2. 7 4. 0 6. 7 10.1 20.1 25.5 30.9 56.4 Bridging the gap, which still exists to a lesser/greater
extent, between curricula and key competences. 3. 4 2. 0 4. 7 11.4 24.8 24.8 28.9 53.7
Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error
2. 0 2. 7 4. 7 13.4 24.2 26 26.8 26.2 53.0 1-not relevant at all;
7-very relevant Table 13: Assessment †policy recommendations-frequency distribution %1 2 3 4 5 6 7 C
um ul at iv e 6 a nd 7 Encouraging a shift of ownership of assessment
from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
the learning process 2. 1 2. 1 5. 6 9. 2 13.4 30.3 37.3 67.6
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
orchestrating learning instead of transmitting knowledge 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting and motivating teachers to
develop and update their digital competence and ICT skills (e g. through in service training peer-learning and informal and non-formal
learning), as lifelong learners themselves 7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for
diverse learning settings and purposes 2. 2 1. 5 5. 2 11.1 33.3 46.7 80.0
Recognizing the role of teachers as agents of change (rather than objects of change) and
encouraging them to take the ownership of innovation (teacher-led innovation 1. 5 2. 9 21.3 28.7 45.6 74.3
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key
competences required for their role as agents of change 2. 2 4. 4 1. 5 17.6 27.2 47.1 74.3
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other
stakeholders, such as parents, community and businesses 7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1
Promoting a blended approach to continuous professional learning and development that combines online professional networks and
self-organized face-to-face collaboration 7 2. 2 4. 4 8. 1 14.7 27.2 42.6 69.9
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
which would allow them to monitor and personalize learning processes 1. 5 3. 0 5. 2 11.9 29.6 25.9 23.0 48.9
1-not relevant at all; 7-very relevant 46 Table 15: Research †policy recommendations-frequency distribution
focusing on the possible learning gains 8. 8 3. 1 7. 6 15.3 31.3 41.2 72.5
research methods (e g. teacher-led research control groups, experimental research longitudinal studies, social networks analysis learning analytics, big data research, etc.
to the study of complex'ecosystems'of ICT -ELI 8. 8 4. 6 8. 4 23.7 29.8 32.1 61.8
policy-makers, school leaders, teachers learners, parents, IT providers, educational content providers etc 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0
Encouraging the dissemination of findings from a variety of research fields (e g neuroscience) to stakeholders, in order to
and motivate teachers to participate in professional networks, disseminating pedagogical innovation 1. 6 1. 6 1. 6 6. 6 13.9 32.8 41.8 74.6
change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
computing) in formal education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation
the well-being of teachers and learners and values like equity and inclusion are taken into account
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,
following a step -by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive
of stakeholders (i e. education decision-makers school leaders etc 1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2
Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish
8 4. 1 4. 1 9. 8 22.1 26.2 32.8 59.0 Setting evaluation, communication and feedback
rich data and learning analytics) right from the start of different pilots or initiatives 8 1. 7 6. 6 16.5 17.4 26.4 30.6 57.0
Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider
public (e g. parents associations) to build trust, assure mutual objectives, and create a common vision
structures and routines, such as timetables and learner grouping, in order to meet local needs (self -organisation-grass roots innovation
small teacher networks (up to 10 participants at local level and/or beyond) for learning from each
other in a more flexible and personalized way 8 3. 3 1. 7 11.7 16.7 35.8 30.0 65.8
learning resources for teachers professional development) and exchange knowledge 2. 5 3. 3 6. 7 5. 8 17.5 31.7 32.5 64.2
easier for teachers to participate in a number of them (e g. without having to duplicate data
Supporting the development of bigger teacher professional networks (networks of networks that offer a wider range of opportunities for peer
learning and collaboration than the smaller networks 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5
implementation and evolution of innovation for learning 8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1. 7 1. 7 6. 7 7. 5 33.3 46.7 80.0
partnerships between learning organisations, research centres, IT developers etc. to support R& D of technological innovations that fit the local needs and
learning practices, based on research findings on the impact of factors such as ventilation, lighting, and noise
on learning 8 4. 2 2. 5 5. 8 17.5 30.8 38.3 69.2 1-not relevant at all;
teacher /trainer researcher policy /decision -maker other m (sd) n m (sd) n m (sd) n m (sd) n
Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc in the co-development of flexible and research
-based curricula 5. 26 1. 71 68 5. 75 1. 48 32 5. 43 1. 32
in the study programme 5. 59 1. 5 68 5. 78 1. 1 32 5. 93
room for teachers to work in small autonomous and interdisciplinary teams, with enough flexibility to
Promoting the use of Open educational resources OER) for broadening and updating the content and process of learning
5. 62 1. 65 68 5. 41 1. 39 32 5. 54 1. 29 28
avoid teachers`workload 5. 85 1. 53 68 5. 81 1. 4 32 6. 14
of effective practices from informal learning (e g learning by trial and error 5. 35 1. 47 68 5. 75
Encouraging the regular update of learning content and curricula based on research findings 5. 72 1. 38
teacher /trainer researcher policy/decision -maker other m n m (sd) n m n m n
the learning process 5. 68 1. 45) 66 6. 07 1. 19) 29 5. 81
from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
Teachers professional development according to the background background teacher /trainer researcher policy /decision-maker other m sd) n
m sd) n m sd) n m sd) n Recognizing the role of teachers as agents of
change (rather than objects of change) and encouraging them to take the ownership of innovation (teacher-led innovation
6. 1 1. 13) 62 6 0. 96) 29 6. 04 0. 87) 26 6. 53
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key
competences required for their role as agents of change 5. 97 1. 27) 62 6. 03
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
orchestrating learning instead of transmitting knowledge 6. 25 1. 24) 60 6. 24 0. 99) 29
5. 77 1. 31) 26 6. 53 0. 7) 19 Enabling teachers to develop their ability to
adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes
6. 02 1. 22) 61 6. 41 0. 82) 29 6. 04 1. 22) 26
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
which would allow them to monitor and personalize learning processes 5. 47 1. 47) 62
5. 14 1. 22) 29 5. 38 1. 33) 26 5. 22 1. 44) 18
Supporting and motivating teachers to develop and update (e g. through in service training, peer-learning and informal and non
-formal learning) their digital competence and ICT skills, as lifelong learners themselves 6. 27 1. 2) 62
6. 34 0. 9) 29 5. 96 1. 11) 26 6. 26 1. 41) 19
Promoting a blended approach to continuous professional learning and development that combines online professional networks and
self-organized face-to-face collaboration 5. 9 1. 35) 62 5. 93 1. 13) 29 5. 62
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other
teacher /trainer researcher policy /decision-maker other m (sd) n m (sd) n m (sd) n m (sd) n
Recognizing the role of teachers as agents of change (rather than objects of change) and
innovation (teacher-led innovation 6. 1 1. 13) 62 6 29 6. 04 26 6. 53 19 (0. 96)( 0. 87)( 0. 77
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key
competences required for their role as agents of change 5. 97 62 6. 03 29 6. 04 26 6. 32 19
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
orchestrating learning instead of transmitting knowledge 6. 25 60 6. 24 29 5. 77 26 6. 53 19
1. 24)( 0. 99)( 1. 31)( 0. 7 Enabling teachers to develop their ability to
adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes
6. 02 61 6. 41 29 6. 04 26 6. 11 19 1. 22)( 0. 82)( 1. 22)( 1. 1
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
which would allow them to monitor and personalize learning processes 5. 47 62 5. 14 29 5. 38 26 5. 22 18
1. 47)( 1. 22)( 1. 33)( 1. 44 Supporting and motivating teachers to develop and update (e g. through in service
training, peer-learning and informal and non -formal learning) their digital competence and ICT skills,
as lifelong learners themselves 6. 27 62 6. 34 29 5. 96 26 6. 26 19
1. 2)( 0. 9)( 1. 11)( 1. 41 Promoting a blended approach to continuous professional learning and development that
combines online professional networks and self-organized face-to-face collaboration 5. 9 62 5. 93 29 5. 62 26 5. 95 19
1. 35)( 1. 13)( 1. 53)( 1. 47 Motivating and supporting teachers to make their innovative (pedagogical) practices more
explicit and visible to peers and other stakeholders, such as parents, community and businesses 6. 02 61 6. 07 29 5. 46 26 5. 68 19
teacher /trainer researcher policy /decision-maker other m sd) n m sd) n m sd) n
teachers and schools to allow more innovative teaching and learning to flourish 5. 66 53 5. 67 27 5. 4 25 5. 47 17
e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda which includes pedagogical and
timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation 5. 5 52 5. 59 27 5. 16 25 5. 35 17
that the well-being of teachers and learners and values like equity and inclusion are taken into account
teachers, and other stakeholders when taking sensible risks and trying new things 6. 12 52 6. 19 27 5. 67 24 5. 88 17
collecting big and/or rich data and learning analytics) right from the start of different
education decision-makers, school leaders etc 5. 42 52 5. 52 27 5. 32 25 5. 56 16
Education), industry (e g. IT providers research (e g. research centres), educational practice (e g. teacher associations) and the
wider public (e g. parents associations) to build trust, assure mutual objectives, and create a common vision
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for
to support and motivate teachers to participate in professional networks disseminating pedagogical innovation 5. 83 53 6 27 5. 92 25 6. 29 17
teacher /trainer researcher policy /decision-maker other m sd) n m sd) n m sd) n
small teacher networks (up to 10 participants at local level and/or beyond) for learning from each
other in a more flexible and personalized way 5. 94 1. 31) 53 5. 38
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer
learning and collaboration than the smaller networks 5. 47 1. 72) 53 5. 31 1. 38) 26
easier for teachers to participate in a number of them (e g.,, without having to duplicate data
resources for teachers professional development and exchange knowledge 5. 66 1. 59) 53 5. 65
teacher /trainer researcher policy /decision-maker other m sd) n m sd) n m sd) n
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school
partnerships between learning organisations, research centres, IT developers etc. to support R& D of technological innovations that fit the local needs and
and learning practices, based on research findings on the impact of factors such as ventilation, lighting, and
noise on learning 5. 75 1. 48) 53 5. 81 1. 3) 26 5. 83
Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and
Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being
realised in formal education settings and major questions are being asked about the sustainability, systemic impact and
mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report presents 60 recommendations for immediate
mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe.
recommendations were developed in the context of the'Up scaling Creative Classrooms in Europe'(SCALE CCR) project,
out by JRC-IPTS on behalf of the European commission, DG Education and Culture, based on desk research; case reports from
approach needed for their mainstreaming across Education and Training systems in Europe As the Commission†s in-house science service, the Joint Research Centre†s mission is to provide EU
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