etraining of teachers and trainers

e-Training of Teachers and Trainers

José Lagarto (Universidade Católica Portuguesa)
Roberto Carneiro (Universidade Católica Portuguesa)
Outubro de 2008

Index

1. Definition/description of the territory ........................................................................................ 2

2. Innovation paradigms in the training of teachers and trainers .................................................. 3

2.1. What was hoped ................................................................................................................. 5

2.2. What happened................................................................................................................... 8

2.3. Analysis and awareness levels .......................................................................................... 10

2.4. Present Challenges - The use of ICT in e-training of teachers and trainers ...................... 11

3. Main trends and developments ................................................................................................ 12

4. Policies supporting the development of the territory ............................................................. 15

5. Table summarising the content of chapter 2 ............................................................................ 20

6. Annex -Innovation yellow pages ............................................................................................... 21

1 Learnovation Project – Universidade Católica Portuguesa

Definition/description of the territory

The training of teachers and trainers is a crucial issue in modern societies. Indeed, educators are
playing an ever more important role in the fields of youth education and training. The world is
changing very quickly and everyday new sets of skills are needed.

According to the Permanent Representatives Committee of the Council of European Union
(Brussels, 26 October 2007) there was complete consensus on the following conclusions:
- High-quality teaching is a prerequisite for high-quality education and training.
- Equally importantly, teaching provides a service of considerable social relevance:
teachers play a vital role in enabling people to identify and develop their talents and to
fulfill their potential for personal growth and well-being.
- The ability of teachers to meet the challenges of increasing social and cultural diversity
in the classroom is crucial for the development of more equitable education systems
and for progress towards providing equal opportunities for all.
- The education and training of teachers is a crucial element in the modernization of
European education and training systems.

In the same document, the representatives of Member States were invited to:

a) Endeavour to ensure that teachers:
i) hold a qualification from a higher education institution which strikes a suitable
balance between research-based studies and teaching practice;
ii) possess specialist knowledge of their subjects, as well as the pedagogical skills
required;
iii) have access to effective early career support programmes at the start of their
career;
iv) have access to adequate mentoring support throughout their careers;
v) are encouraged and supported throughout their careers to review their
learning needs;
vi) acquire new knowledge, skills and competences through formal, informal and
non-formal learning, including exchanges and placements abroad.
b) Endeavour to ensure that teachers with leadership functions, in addition to possessing
teaching skills and experience, have access to high quality training in school
management and leadership.
c) Aim to ensure that provision for teachers initial education, early career support and
further professional development is coordinated, coherent, adequately resourced and
quality assured.
d) Consider the adoption of measures aimed at raising the level of qualifications and the
degree of practical experience required for employment as a teacher.


The formal systems designed for the training of teachers or trainers stand little chance of
encompassing all these training needs particularly if we think in terms of continuous training. So,
an important role is addressed to eLearning training systems.

The situation of teachers and trainers is dissimilar whether we speak of initial training or of
continuous training. While teachers’ duties are performed in formal systems of education – so
they are imbued with certain public, even specific characteristics - trainers develop their work with
employed or unemployed adults, people that in general are not enrolled in educational systems.

Traditionally the training of teachers is accomplished in two phases. Initial training is normally
carried out under the responsibility of Universities or Teacher Training Colleges. Continuous or in-
service training adopts different shapes throughout Europe: Teacher Training Centres, Universities
and / or in service training networks, are some of the different formats of continuous training
provision. Professional continuous training is quite often mandatory, but it can also be done in an
informal way.

To acquire a full-fledged teacher status most European systems require a formal teacher
qualification, which in most cases has to be achieved prior to the moment of entering into the
profession:

Teacher is a person who is acknowledged as having the status of a teacher according to the
legislation and practice of a given country … The title “trainer” is even less clearer than the
definition of teacher. In many cases “trainer” carries no formal acknowledgement in terms
of national/regional legislation and no requirement to hold a teaching qualification
(CEDEFOP, 2007, p.19).

1. Innovation paradigms in the training of teachers and trainers

This paragraph intends to propose, first of all, a conceptual framework to analyse emerging
innovation paradigms into e-training of teachers and trainers in Europe. Secondly it aims at
describing these innovation paradigms, referencing examples and empirical evidences. Finally, it
pinpoints the prevailing role that ICT carries in view of a full learning scenario.


The Common European Principles for Teacher Competences and Qualifications (p.2)1 describes a
vision for the future European teaching profession as:

- A well-qualified profession where teachers are graduates from higher education
institutions (and those working in the field of initial vocational education are highly
qualified in their professional area and have a suitable pedagogical qualification).
Every teacher has extensive subject knowledge, a good knowledge of pedagogy, the
skills and competences required to guide and support learners, and an understanding
of the social and cultural dimension of education.

- A profession of lifelong learners. Teachers are supported to continue their professional
development throughout their careers.

- A mobile profession: mobility is a central component of initial and continuing teacher
education programmes. Teachers are encouraged to work or study in other European
countries for professional development purposes.

- A profession based on partnership: teacher education institutions organise their work
collaboratively in partnership with schools, local work environments, work based
training providers and other stakeholders.

To achieve the main goals set in the Lisbon Agenda by the Council of the European Union (2000) –
to become the most competitive and dynamic knowledge-based economy in the world capable of
sustainable economic growth with more and better jobs and greater social cohesion – it is
primordial to invest in the quality of education.

With this purpose in mind, the Council of Ministers identified concrete future objectives of
education and training systems (European Council, 2001). In these objectives, three major goals
were emphasized:

- to improve the quality and effectiveness of EU education and training systems;
- to ensure that they are accessible to all;
- to open up education and training to the wider world.

To achieve these goals, the Ministers of Education agreed on a detailed work programme –
Education and Training 2010 – encompassing thirteen specific objectives (European Council, 2002).

Concerning the training of teachers and trainers, the work programme identifies four key issues:

1
These Common European Principles for Teacher Competences and Qualifications were drawn up in
cooperation with experts appointed by the Member States and tested in 2005 at a European Conference of
senior policy makers, experts in the field of teacher education and major stakeholders.


a) Identifying the skills that teachers and trainers should have, given their changing roles
in the knowledge society.
b) Providing the conditions which adequately support teachers and trainers as they
respond to the challenges of the knowledge society, including through initial and in-
service training in the perspective of lifelong learning.
c) Securing a sufficient level of entry to the teaching profession, across all subjects and
levels, as well as providing for the long-term needs of the profession by making
teaching and training even more attractive.
d) Attracting recruits to teaching and training who have professional experience in other
fields.

The Education and Training 2010 work programme, elicited three main trends to promote the
continuous training for teachers:

- Peer Learning, throughout peer learning activities (PLA) - teachers learn through direct
contact and practical cooperation and from the experiences of their counterparts
elsewhere in Europe.
- Schools as learning organization - in the concluding discussion and reflection on the
PLA in Dublin, it had become obvious how the awareness for schools to define
themselves as learning organizations can have a decisive effect on teachers’
encouragement and motivation to fully engage in their personal professional
development. The Dutch model of ‘Schools as Learning Communities for their
Teachers’ was a challenging and exciting topic for a follow-up PLA.
- Partnerships between schools and companies - teachers learn and exchange
experiences throughout partnerships between schools and companies. There
appeared to be large differences between countries concerning the organization of
company-based training and the roles and qualifications of company trainers.

1.1. What was hoped

The Lisbon Strategy was adopted in March 2000 and aimed to make the EU the most dynamic and
competitive economy by 2010. This strategy involved several policy areas, from research and
education to environment and employment.2

2
Communication from the Commission to the Council and the European parliament, The eLearning Action
Plan, Designing tomorrow’s education, Brussels, 28.3.2001, COM(2001)172 final


The eLearning initiative, which complements the eEurope Action Plan, groups together specific
measures within an education-oriented framework, inline with the wishes expressed by the Lisbon
Council in 2000.

The “eLearning: Designing tomorrow’s education” initiative set out the principles, objectives and
lines of action of eLearning, defined as the use of new multimedia technologies and the Internet to
improve the quality of learning by facilitating access to resources and services as well as remote
exchanges and collaboration.

Having in mind teachers and trainers, precise targets have also been laid down under eEurope:

– to provide all teachers with appropriate training;
– to adapt teacher training curriculum accordingly;
– to introduce measures to encourage teachers to make real use of digital technology in
their lessons, by the end of 2002.

From the The eLearning Action Plan it was possible to identify a list of outcomes related to the
training of teachers and trainers:

1. Report on the development of eLearning indicators and identification of sources and
methods in order to monitor progress in the use of ICT in formal and informal education,
in the context of the Report on the concrete future objectives of education systems in the
European Union;
2. Work on basic skills in information and communication technologies in the context of the
Report on the concrete future objectives of education systems. In conjunction with the
business and education spheres, improving definition of the skills required and access to
training;
3. Report and recommendations on a European diploma for IT skills with decentralized
issuing procedures;
4. An inventory of projects run at European level and analysis of models developed, for
initial and continuing teacher training; recommendations for consolidation of the
European networks;
5. Construction of the eLearning Internet site;
6. Implementation and promotion of the programme: "eLearning Standards: towards a new
knowledge-based Europe" ;
7. Organization of eLearning conferences in cooperation with the successive European Union
Presidencies.

Some important policy papers from the European Union have shown a political intention of
strengthening and fostering a new digital environment inside schools mainly using as strategy the
training of teachers and trainers.


In fact it is vital for the European Union to have well trained teachers in digital environments, able
implement change from the old to the new paradigms of learning, much more centred on students
than previously.

However, the main objectives and concrete proposed actions have not taken into account the
strong resistance to change shown by teachers and trainers, their fears of being replaced by the
new technologies and some fear in showing, when face to face with their students, their lack of
knowledge when compared with the student’s technological proficiency.

From an article of Frida Barriga (2008) we have picked up an extract that shows us that in Latin
America the problem of digital literacy is more or less the same as in European Union.

We find that the fears and resistances are higher in teachers than among students. Many teachers,
representing older generations, have a generational anguish and a cultural prejudice against ICT
and all digital tools, also regarding skills and competences needed. Students’ fears are mostly
related to the damage of equipment. After a first approach, they quickly develop their competences
and lose initial fears. In the case of teachers, in many situations there was a lack of proposal for new
pedagogical use of new technologies, overcoming the mere reproduction of a traditional lecture
model, where the centre gravitates around teaching and content. The absence of a theoretical
foundation guiding the educational practice became evident. We found high or positive attitudes
towards the use of ICT that did not correspond with low levels of use and ownership in schools. The
authors argue that the results are directly related to the existence of a school culture conducive or
inhibitory of learning environments among teachers, with the kind of innovation projects and
programmes of teacher training in the ICT field.

However, we can take note from the Barcelona Summit that the set of objectives for education
and training were quite explicit.
At the Barcelona European Council meeting, the Education Council and the Commission jointly
proposed the following work programme, together with a detailed timetable for working towards
the concrete future objectives of education and training systems, with particular reference to key
issues.

Strategic and Indicators for measuring
Key issues
associated objectives progress

- Identifying new basic skills and ways - people completing
of integrating them into the curricula, secondary education,
alongside the traditional basic skills; - continuous training of
Developing the skills - Making attainment of basic skills teachers,
needed for a genuinely available to everyone, - literacy and numeracy
knowledge society including those who are less "learning to learn"
Starting period: second advantaged or have special needs, attainment levels,
half of 2001 school drop-outs and adult learners; - percentage of adults failing
- Promoting official validation of basic to complete upper
skills, in order to facilitate ongoing secondary education who
education and training, as well as have participated in any


Strategic and Indicators for measuring
Key issues
associated objectives progress

employability. form of education or
training, by age group.

- Percentage of teachers that
have been trained in ICT use
- Providing adequate equipment and in schools,
Ensuring access to ICT educational software; - percentage of pupils and
for everyone - Encouraging the best use of teaching students using ICT in their
Starting period: second and learning techniques based on ICT studies,
half of 2001 (information and communication - percentage of learning
technologies). sessions in teaching and
training institutions during
which ICT are used.
In: http://europa.eu/scadplus/leg/en/cha/c11086.htm

1.2. What happened

Given the expectations set by the Lisbon Summit in 2000, and in the "eLearning - tomorrow's
education" programme, the results appear to be significant in all that relates to structural issues:
- The ratio of students per computer decreases throughout the Union; Isto é mesmo
decreases???
- There were at least three major European events related with eLearning issues, normally
associated with the presidencies of the European Union (Lisbon 2007, Helsinki 2006,
Brussels 2005);
- Creation of web sites backed by EU institutions that allow the dissemination of
experience and research articles on the eLearning field. In particular the portal
elearningeuropa.info was developed permitting the creation of the “elearningpapers”
which will be the paradigm for this type of initiative;
- Numerous community projects under the Socrates and Leonardo da Vinci programmes
promoting digital literacy of teachers and European schools (European SchoolNet,
eTwinning,…) were developed;
- EURYDICE a network related to information delivery was established. Dedicated to
increasing and improving cooperation between Member States in the field of education,
and to facilitate the drafting of initiatives at national and Community levels, the
EURYDICE network is the main instrument for information on national and Community


structures, systems and developments in the field of education. In this way EURYDICE
serves as a form of highlighting both the diversity of education systems and their
common trends.

Some evaluation reports and projects in the form of observatory were able to see the positive
changes that took place all over Europe since then.

Particularly interesting is the report "Progress Towards the Lisbon Objectives in Education and
Training - Indicators and Benchmarks", prepared by the Commission of the European Communities
in 2008, which reinforces the idea of achievement of some of the objectives of the Lisbon Agenda
2000 and particularly of the set of actions related to the eLearning action plan.

In 2005 the i2010 Strategy was then adopted, however, without explicit goals for education. As
regards the eEurope 2002 goal of linking all schools to the internet, according to a study by Empirica
(2006), this goal was nearly accomplished in 2006 in most EU countries. All Member States have
more than 90% of the schools connected to the internet. As a consequence, interest has shifted
from connectivity to the use of computers in schools. Data, however, is still scarce on the effective
use of ICT in schools.

…

An IEA study on ICT use in schools, SITES 2006 (Law, N. et al., 2008, p. 189), found that in general
terms, teachers with higher level of qualifications tend to use ICT more for their teaching. However,
little information is available on teachers’ actual participation in professional development.

There are also some references in the European Unions portal on the implementation of measures
and objectives achieved against the expectations and goals set in Lisbon 2000. 3

The lifelong learning programme 2007-2013 encompasses all the European programmes in
the field of lifelong learning. It is therefore based on the previous programmes for the
period 2000-2006: Socrates , Comenius, Leonardo da Vinci, Grundtvig, eLearning and the
Jean Monnet action.
A single Community support programme in the field of education and training is more
rational, coherent and effective. It should thus lead to greater interaction between the
different areas, and better visibility, particularly with regard to the capacity to respond to
developments in this field and better cooperation.
It should therefore help achieve the objectives of the Lisbon Strategy, including the
environmental dimension, and of the European area for higher education (the Bologna
process), particularly the objective of making education and training a global quality
benchmark by 2010 and of focusing on learning foreign languages in line with the
conclusions of the Barcelona European Council in 2002. It also falls within the framework
of the specific future objectives for education systems in the Education and Training 2010

3
(http://europa.eu/scadplus/leg/en/cha/c11082.htm).


work programme, the action plan for skills and mobility and the action plan promoting
language learning and linguistic diversity.

However, the emphasis on the training of staff was not properly considered and does not seem to
have been planned to enable a massive adhesion of teachers to the new tools. Paradigm changes
in the school environment are not achieved by ministerial decision, rather by political consensus
with involvement of teachers, leading them to understand through innovative practices that the
adoption of new technologies in school is inevitable. And not in order to be just one more tool but
to build a learning environment where students, teachers and parents share knowledge, always
guided by a renewed teacher´s role, much less informant and self centred and much more a
manager of learning pathways of their pupils.

1.3. Analysis and awareness levels

In terms of a general analysis we can ask ourselves the reason why the objectives of Lisbon 2000
strategy and other key documents of UE, in terms of using ICT in learning processes, were not
achieved?

Some answers can be given to this question.

The main reason is probably supported by a missing global strategic vision about the use of ICT in
the classrooms or training spaces. The overall policies did not take into account the huge difficulty
that teachers and trainers would have in changing their professional paradigms, shifting from the
teacher centred approach to the learner centred one. This means that policy makers did not know
the real ability of teachers and trainers in accepting the changes imposed by new tools available in
an Information Society.

A second main issue is rooted on the continuing controversy between technologists and
pedagogues concerning the interpretation of main policy documents.

It appears to be easy to find money to buy equipment, to provide broadband to all European
schools and to have a low rate of students per computer. However is not so easy to transform the
minds of teachers and trainers. There has not been a general European objective towards training
teachers in using ICT as a performing tool to be used as a learning aid for their students.

The general statistics show the progress done in terms of hardware policies. The same was not
possible to witness in the real changes in teachers behaviors.


In general, it can be said that teachers and trainers are in a first level of skills on ICT. Teachers are
in general able to work with the most common software to help them with their work (research,
writing documents, producing presentations…). But few are able to deal with ICT tools inside the
training arena, except in showing their presentations, which are a little more attractive than the
older transparencies.

This is probably the next step to take – a strong effort in building a training policy in ICT strategies
for learning, dedicated to European teachers.

1.4. Present Challenges - The use of ICT in e-training of teachers and
trainers

In the foreseeable future teachers and trainers will make even more use of ICT for
professional activities including lesson planning and preparation of didactic materials,
recording learning progress of the students and other administrative tasks, as well as their
own professional development and continuing education. Many governments are investing
in preparing teachers and trainers for a ‘technologically rich’ future: enabling them to
acquire proficiency in using technology for education purposes and also challenging their
pedagogic practice. (Helios yearly report 2007, p. 35)

Open and distance learning (ODL) is one of the most rapidly growing fields of education, and its
potential impact on all education delivery systems has been greatly accentuated through the
development of internet-based information technologies.

Teacher training is an important area where ODL, e-Learning and the use of ICTs have made a
major contribution. This includes initial training for formal qualifications, in-service supplementary
training for formal upgrading and continuing in-service training in particular subjects and topics.

In an era where new technologies are becoming an indispensable part of educational
systems, the success in expanding and improving the use of technologies in teacher
education will directly and strategically benefit Education for All. (UNESCO Portal,
http://portal.unesco.org/education/).

UNESCO further developed these concepts in a comprehensive framework for teacher and trainer
education with recourse to the support of technologies.


Consequently, to live, learn, and work successfully in an increasingly complex, information-rich
and knowledge based society, students and teachers must utilize technology effectively. Within a
sound educational setting, technology can enable students to become:

• Capable information technology users.
• Information seekers, analyzers, and evaluators.
• Problem solvers and decision makers.
• Creative and effective users of productivity tools.
• Communicators, collaborators, publishers, and producers.
• Informed, responsible, and contributing citizens.

Through the ongoing and effective use of technology in the schooling process, students have the
opportunity to acquire important technological capabilities. The key individual in helping students
develop those capabilities is the classroom teacher.

The teacher is responsible for establishing the classroom environment and for preparing learning
opportunities that facilitate students’ use of technology to learn and communicate. Therefore, it is
fundamental that all classroom teachers are prepared to provide their students with these
opportunities.

The productivity factors (capital deepening, higher quality labour and technological innovation)
serve as the basis for three complementary, somewhat overlapping approaches, that connect
education policy with economic development:

• Increase the technological uptake of students, citizens, and the workforce by incorporating
technology skills in the curriculum—or the technology literacy approach.
• Increase the ability of students, citizens, and the workforce to use knowledge to add value to
society and the economy by applying it to solve complex, real-world problems—or the
knowledge deepening approach.
• Increase the ability of students, citizens, and the workforce to innovate, produce new
knowledge, and benefit from this new knowledge—or the knowledge creation approach.

2. Main trends and developments

Through these approaches, a country’s students and ultimately its citizens and workforce acquire
increasingly sophisticated skills needed to support economic, social, cultural, and environmental
development, as well as an improved standard of living.


The UNESCO ICT Competency Standards for Teachers project encompasses all three of these
approaches to educational change, so as to address different policy goals and visions.

But each approach has different implications for education reform and improvement; and each
has different implications for changes in the different components of the education system: policy,
curriculum and assessment, pedagogy, ICT, school organization and administration, teacher
practice and professional development. ICT plays a different, but complementary role in each of
these approaches.

The UNESCO ICT Competency Standards for Teachers focuses on teachers in primary and
secondary schools. However, these approaches apply to all levels of education and training:
primary, secondary, vocational, tertiary, on-the-job training, professional and advanced graduate
education, and continuing education. Broadly speaking, for these purposes, trainers can be
considered as teachers as well.

The UNESCO ICT Competency Standards for Teachers plays out the implications that each of the
three education improvement approaches have towards changes in each of the components of
the educational system: policy, curriculum and assessment, pedagogy, the use of technology,
school organization and administration, and teacher professional development.

The implications of this approach on changes in the curriculum and other components of the
educational system are significant. With this approach, the curriculum goes beyond a focus on
knowledge of school subjects to explicitly include the 21st century skills that are needed to create
new knowledge and engage in lifelong learning—the ability to collaborate, communicate, create,
innovate, and think critically.

Teacher training programmes would coordinate the teachers’ increasingly sophisticated
professional skills with the pervasive use of technology to support students who are creating
knowledge products and are engaged in planning and managing their own learning goals and
activities.

This is accomplished within a school that is, itself, becoming a continuously improving, learning
organization. In this context, teachers both model the learning process for students and serve as
model learners through their own ongoing professional development—individually and


collaboratively. In this regard, schools foster the development of the learning society envisioned
by the International Commission on Education in the 21st Century (Delors et al, 2006).

The UNESCO Competency Standards provides a framework that allows teacher professional
development providers to connect their course offerings to these broader educational
improvement and economic development policy goals.

This approach to competency standards for teachers, matches with the three scenarios conducive
to the generation of a learning society, designed by Carneiro (2007), focusing on the interactions
of three key variables: paradigm shifts; delivery modes; and driving forces. According to Carneiro:

A summation of the 3 by 3 resulting combinations could be briefly described in the
following matrix:
- Paradigm shifts: from industry (past), to globalisation (present thrust), and moving
towards a New Renaissance period (utopian vision).
- Delivery modes: from uniform, rote systems (past) to segmented distribution
(present market-driven trend), and gradually accommodating increasing levels of
personalisation/customisation (utopian vision).
- Driving forces: from bureaucracy-led (past preference for national or State-
controlled systems) to market-led arrangements (present move), which, in turn,
should give way to empowered communities (utopian vision of a radical devolution
to civil society).

The following scheme summarises the three scenarios proposed by Carneiro


Following this approach, it is possible to define three innovation paradigms featuring the training
of teachers and trainers, i.e.:
 Clockwork Orange and eTTT, as a first approach to teachers and trainers in using ICT as
personal tools.
 Knowledge Age and eTTT, where ICT tools are used in the classroom to assist students’
learning.
 Learning Society and eTTT, as an ideal approach where ICT tools play a role of knowledge
creation based on continuous information research and analysis.

The UNESCO ICT Competency Standards for Teachers follow closely this same progression.
Teachers must reach the highest competences in ICT. To match student’s main learning objectives
it is important that teachers refrain from using ICT as a mere personal tool. These powerful tools
should be designed and used as important support in students’ learning and as motivation
enhancers.

3. Policies supporting the development of the territory

From the sixteen core indicators for monitoring progress towards the Lisbon 2000 objectives, the
one related with teachers and trainers training is:
- Professional development of teachers and trainers


However, within the Five EU benchmarks for 2010 no one indicator is related with trainers and
teachers training.4
So, we can conclude that the trainers and teachers training is one of main objectives that remains
to be achieved.

Remembering the main ideas about teachers and trainers, we quote the document Progress
Towards the Lisbon Objectives in education and training - Indicators and benchmarks, from the Commission
(2008).

Lisbon set a target that all teachers needed should be skilled in the use of the Internet and
multimedia resources by the end of 2002. The importance of providing good training for
teachers is recognized by all Member States. Perhaps this has become more important
now, as new pedagogical issues arise around ways to encourage people to develop the
specific skills to use ICTs in the learning process - such as the selection of relevant
information, its analysis and its subsequent transformation into knowledge and skill. For
teachers, the issue is also not just about connectivity and training, it is about continuously
equipping them with the skills and a selection of high quality software to integrate ICT into
5
their daily practice.

Another document, the Detailed work programme on the follow-up of the objectives of Education and
training systems in Europe, from the Commission, refers:

A. Key issues
1. Identifying the skills that teachers and trainers should have, given their changing roles in
Knowledge society.
2. Providing the conditions which adequately support teachers and trainers as they
respond to the challenges of the knowledge society, including through initial and in-service
training in the perspective of lifelong learning.
3. Securing a sufficient level of entry to the teaching profession, across all subjects and
levels, as well as providing for the long-term needs of the profession by making teaching
and training even more attractive.
4. Attracting recruits to teaching and training who have professional experience in other
fields.

…

All teachers needed are skilled in the use of these technologies by the end of 2002
in order to provide impacts on the outcomes of pupils with a broad digital
literacy.6

4
Commission of the European Communities (2008). Progress Towards the Lisbon Objectives in education
and training - Indicators and benchmarks
5 Commission of European communities (2001). Report from the Education Council to the European Council
"The concrete future objectives of education and training systems - 5680/01 EDUC 18
6 Commission of European communities (2002). Detailed work programme on the follow-up of the objectives
of Education and training systems in Europe(2002/C 142/01) Official Journal of the European Communities,
14.6.2002


Notwithstanding the policy gaps we can find a significant number of good practices all over
Europe.

Some good practice examples across the EU

European projects

Teachers in Europe (TIE) (http://tie.lernnetz.de/index.php?group=0&ugroup=0)

Teachers in Europe is a European teacher training programme, funded by the European
Commission. Forty teachers from four European countries participate in the project.

Aims
1. Enhancement of existing national networks in Sweden, Denmark, Germany and the
Netherlands and development of a European network providing the resources to
generate innovative strategies for improving teaching.
2. Intensive peer-discussions of European instructors about expectations, accurate
evaluation and evidence of learning through student work on the Internet and on
national and international conferences.
3. Professional vocational training of teachers in the field of eLearning.
4. Preparations to integrate more European - in particular eastern European countries.

eTTCampus 2.0 (http://www.ettcampus.org/)

The eTTCampus 2.0 project aims at consolidating the European Virtual Campus created in the
previous project for teachers and trainers as a reference of new ICT trends and tools in
education, opening it to a wider and multi-level target audience, transforming the campus
into a social eLearning environment (eLearning 2.0), integrating mentoring services and
ensuring the campus as a reference of a knowledge management network of “ICT in
education and training” professionals.

Portugal

In Portugal there are three main Universities that offer elearning Master courses to train teachers
and trainers.


Teachers training program at Portuguese Catholic University
(http://www.porto.ucp.pt/Ieducacao/mst/mce_informatica_educacional/)
The Catholic Portuguese University runs a Master degree course, using eLearning methodologies,
in “ICT and Education” since 2003. From its inception to date roughly three hundred students were
enrolled in this advanced university training.

Teachers training at Universidade Aberta

(http://www.univ-ab.pt/students/guia/eng_detail_curso2.php?curso=34)
Portuguese Open University has similar courses to train teachers and one is especially related with
trainers (although not a Master degree course).

Teachers training at Universidade of Aveiro

http://www.ua.pt/PageCourse.aspx?id=143&b=1

Aveiro University offered its course of “Multimedia and Education” since 2001 till 2008. which is
not specifically tailored for teachers or trainers but addresses a wider audience.

Finland
OPE.FI

http://www.edu.fi/koulutus/opefi/index.htm

OPE.FI is a three-step training programme about the use of ICT in education and training that has
been produced for the continuous training of teachers by the Ministry of Education of Finland.

OPE.FI I: the first phase is to obtain the basic ICT skills

OPE.FI II: the second phase is to learn how to apply ICT in education and training

OPE.FI III: the third phase is to deepen the knowledge of the second phase and to learn specific
skills

After taking the programme the participants should be able to modernise their schools’
pedagogical practices using ICT. The teachers learn amongst other things collaborative working,


Internet pedagogy and content creation, and teachers can apply their knowledge making a school
specific strategy on the use of ICT in education.

The programme is available through online material and different organisations dedicated to
continuous training. The Ministry of Education supports the training so that the programme is free
to its attendees.

TieVie

http://www.virtuaaliyliopisto.fi/?node=tievie_etusivu_fin

TieVie is a nation-wide virtual university project that has been provided training in educational
information and communication technology use for the staff of Finnish universities during the
years 2001–2007. The training has been provided by a network of five universities through two
training packages: TieVie training (5 study weeks), targeted to university teachers and aimed to
support basic skills in educational ICT use, and TieVie trainer/expert training (10 study weeks/15
ECTS), aimed to develop special skills and expertise. The numbers of participants and completed
credits are evidence of the efficiency of the project. During 2001–2007, a total of 1 138
participants attended TieVie training events. The participants were representative of the entire
field of Finnish universities and included staff from almost all disciplines. A total of 8062.5 ECTS
(=5375 study weeks) have been completed in the training courses. The percentage of completed
credits is 73 % for all training courses, on average, and the computational price per ECTS credit
completed in 132.10 euro.

Spain (Navarra) – The program of new technologies and education

(El Programa de Nuevas Tecnologías y Educación (PNTE)) (http://ntic.pnte.cfnavarra.es/portal/)

PNTE includes objectives, activities, resources and services that the Department for Education and
Culture of the Government of Navarra (Spain) develops in the field of ICT and education.

Promoting the use of ICT in education is one of the key areas of the program. The specific
objectives are:

- promote the training of teaching staff in ICT


- provide flexible platforms that enable the online learning for teachers (both in ICT and
curricular subjects)
- provide the teaching staff with knowledge and tools for the diffusion and exchange at the
Internet about educative experiences, didactical materials, etc.
- enhance the use of open and free software

The Department of Education offers annually training activities about ICT through f-2-f and online
courses (using PNTE’s learning platform and Moodle virtual class).

4. Table summarising the content of chapter 2

WHAT WAS Having in mind teachers and trainers, precise targets have also been
HOPED laid down under eEurope:
– to provide all teachers with appropriate training;
– to adapt teacher training curriculum accordingly;
RETROSPECTIVE

– to introduce measures to encourage teachers to make real
use of digital technology in their lessons, by the end of 2002.
WHAT However, the main objectives and concrete proposed actions have no
HAPPENED taken into account the strong resistance to change shown by
teachers and trainers, their fears of being replaced by the new
technologies and some fear in showing, when face to face with their
students, their lack of knowledge when compared with the student’s
technology proficiency.
ANALYSIS AND Low investment level in training matters.
AWARENESS LEVELS Missing a global strategic vision in using ICT in learning process.
The discussion between technologists and pedagogues (a never
ending story).
PRESENT CHALLENGES A more holistic vision integrating technology and new models of
learning
The use of ICT to train teachers
New Curricula – based on ICT practices - in teachers training
Particular attention is needed in:
- Generalisation of technology literacy
- Foster the knowledge deepening
- Prepare the knowledge creation age


5. Annex -Innovation yellow pages

European organisation dealing with innovation into Teacher and Trainer Education at national
level

 Austria
Koordinationsstelle für IT-Zertifikate an Schulen
http://www.ccit.at/
IT in der Bildung GmbH
 http://www.it4education.at/
 Belgium
Ministry of the Flemish Community - Education Department
http://www.ond.vlaanderen.be/ict/english/
Belgium (Flanders) - National ICT Policies for Education
http://www.ond.vlaanderen.be/ict/english/insight_country_report_Vlaanderen.pdf
 Czech Republic
Ministry of Education, Youth and Sports
http://www.msmt.cz/
Institute for Information on Education
http://www.uiv.cz/
 Cyprus
Ministry of Education and Culture
http://www.moec.gov.cy/
 Denmark
The Danish National Centre for Technology-supported Education and Training
http://eng.uvm.dk/publications/9Informationtec/eng_app2.htm
 Estonia
Ministry of Education and Research
http://www.hm.ee/
Tiger Leap Foundation
http://www.tiigrihype.ee/
 Finland
Ministry of Education
http://www.minedu.fi/
A renewing, human-centric and competitive Finland: The National Knowledge Society Strategy
2007–2015
http://www.tietoyhteiskuntaohjelma.fi/esittely/en_GB/introduction/_files/762226901887888
31/default/Strategia_englanti_181006final.pdfThe National Knowedge Society Strategy 2007–
2015
 France
Ministère de l’Éducation Nationale
http://www.education.gouv.fr/


Éducnet
http://www2.educnet.education.fr/sections/formation/programme/competences/
 Germany
Federal Ministry of Education and Research
http://www.bmbf.de/
 Greece
Ministry of Education and Religious Affairs
http://www.ypepth.gr/
Information Society – the official Greek Portal
http://www.infosoc.gr/infosoc/en-UK/epktp/priority_actions/paideia-
politismos/hiddenchannel01/Page2.htmIceland
 Iceland
Ministry of Education, Science and Culture
http://eng.menntamalaraduneyti.is/
MENNT - Samstarfsvettvangur atvinnulífs og skóla
http://www.mennt.net/
 Ireland
Department of Education and Science
http://www.education.ie/
FAS - Training and Employment Authority
http://www.fas.ie/
 Italy
Ministry of Education, Universities and Research
http://www.miur.it
ISFOL - Istituto per lo sviluppo della formazione professionale dei lavoratori
http://www.isfol.it/
 Latvia
Latvian Education Informatization System (LIIS)
http://www.liis.lv/LIIS/english/main.htm
Academic Information Centre - Latvian National Observatory
http://www.aic.lv/
 Lithuania
Centre of Information Technologies of Education
http://www.ipc.lt/english.htm
Methodological Centre for Vocational Education & Training
http://www.pmmc.lt/
 Luxembourg
Ministère de l'Éducation Nationale et de la Formation Professionnelle
http://www.men.lu/
 Malta
Ministry of Education. Department Further Studies and Adult Education
http://www.education.gov.mt/edu/studies_adult_vepd.htm
STC Training
http://www.stcmalta.com/
 Netherlands
ICT at School Foundation

http://www.ictopschool.net/

CINOP, Centrum voor Innovatie van Opleidingen
http://www.cinop.nl/
 Norway
Ministry of Education and Research
http://www.regjeringen.no/en/dep/kd.html?id=586
TI - Teknologisk Institutt
http://www.teknologisk.no/
 Poland
Minister of National Education and Sport
http://www.men.gov.pl/menis_en/education/computer_rooms.pdf
BKKK Co-operation Fund - National Observatory
http://www.cofund.org.pl/
 Portugal
CRIE-Ministério da Educação
http://www.crie.min-edu.pt
IEFP- Instiuto do Emprego e da Formação Profissional
http://www.iefp.pt
 Slovak Republic
SIOV/SNO - State Institute of Vocational Education (SIOV)/Slovak National Observatory (SNO)
http://www.siov.sk/
 Slovenia
National Institute for Vocational Education and Training
http://www.cpi.si/
 Spain
CNICE-Centro Nacional de Información y Comunicación Educativa.
http://www.cnice.mec.es/profesores/
INEM - Instituto Nacional de Empleo
http://www.inem.es/
 Sweden
Swedish National Agency for Education, or Skolverket
http://www.skolverket.se/
Swedish Agency for flexible learning
http://www.cfl.se/
 United Kingdom
Becta
http://www.becta.org.uk/
QCA - Qualifications and Curriculum Authority
http://www.qca.org.uk/


6. Bibliography

Aceto,S. & Delrio, C & Dondi,C. (2007). e-learning for innovation – Helios Yearly Report 2007.
Brussels: Menon

Carneiro, R. (2007). “The Big Picture: understanding learning and meta-learning challenges”.
European Journal of Education, Volume 42, Issue 2, Page 151-172, Jun 2007

Delors, J. et al. (1996). Learning: The Treasure Within. Paris: UNESCO

CEDEFOP (2007). Recognition and validation of non formal and informal learning for VET teachers
and trainers in the EU Member States. Luxembourg: CEDEFOP

European Commission (sd). Common European Principles for Teacher Competences and
Qualifications. Directorate-General for Education and Culture

European Commission (2007). Communication from the Commission to the Council and the
European Parliament - Improving the Quality of Teacher Education

UNESCO (2008). ICT Competency Standards for Teachers - Policy Framework. Paris: UNESCO


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