1. Antonio Saravia González Director of Digital Society Calgary, 14th November 2007 “ Promoting Education in the Digital Age ” The Spanish experience

4. Internet in Schools Infrastructures Broadband connectivity, local area networks and computer rooms Students per connected PC Centres with local area network PCs Broadband centres THE PLANNED OBJECTIVES HAVE BEEN EXCEEDED! € 272 M

6. Internet in the Classroom (IeA): 3 action lines Equipment and infrastructure for the classroom Training Content and Applications Monitoring and Evaluation Laptops... PCs... Projectors... Interactive whiteboards... Training materials... Enseña Digital content... Agrega

7. IeA: Infrastructure Executed: 46% of the total “ Mobility and shared use” No. of laptops Projectors Interactive whiteboards Peripheral equipment Wifi networks Equipment installed for use in the classroom € 128 M

8. IeA: Digital contents and Applications Standard Open source Scalability Sharing (Nodes Federation) National standard + Contents Development + Sharing among administrations LOM-ES : is a LOM application profile developed in Spain to describe a learning object and similar digital resources used to support learning. It is a LOM metadata schema extension. A XML binding has also been developed. Creating and cataloguing Digital Learning Objects (“creative commons licenses”) Learning federation: access and sharing of digital learning objects using interoperability standards by regional nodes - AGREGA € 4.3 M € 3.7 M

9. IeA: Agrega AGREGA = It is a federation of regional learning nodes repositories that provide teachers and pupils access to world-class online curriculum digital learning content using advanced interoperability technologies Regional Node Regional Node Regional Node Regional Node Central Node

10. To discover the real availability of ICT resources, their use and the capacities and the degree of satisfaction of teachers and students. 2006 study on ICT resources in education centres (nationwide) IeA: 2006 study said.... “ Training needs, especially in methodology” A very high percentage of them would like supplementary training in the different areas evaluated (especially methodology), even those areas where they have had previous training. “ Little confidence at the technical and teaching-related levels” The teaching staff are more widely trained in “Office-like packages” than in teaching methodology, but in both cases only one in five teachers claim to be confident at a technical or teaching-related level . How do teaching staff use them and what relevant training do they have? What are seen as the key obstacles to a more widespread presence of ICT at educational centres? http://observatorio.red.es/estudios/educacion/index.html

11. Training: two initiatives ongoing Developing specific training materials aimed at preparing the teaching community, through different training categories, for the use and educational application of ICTs Training materials 1 Offering onsite courses and support services in the use of ICTs aimed at teachers, teacher trainers and families, to complement and reinforce the actions being offered by the Educational Administrations Enseña 2 € 4.3 M 6 M

15. 1 Preparation of a set of materials adapted to every region status Enseña 2 Onsite ICT courses to teachers and teacher trainers Specific support and assistance to teachers in their own centres 3 4 Onsite services of guidance and promotion for parents 5 Web environment of the programme with all information and documentation S tarting on December 07, this programme requires a narrow co-ordination with regional administrations (17 ad-hoc projects indeed) http://www.red.es/actividades/ensena.html

17. To analyse and share the best ICT solutions to favour school-family communication Study on school-family communication technologies solutions (2008) To discover the real availability of ICT resources, their use and the capacities and degree of satisfaction of teachers and pupils from the standpoint of teaching and learning Quantitative studies on ICT resources in education centres (2006 and 2008) To go into greater detail in the factors and contexts that have enabled success and in the teacher's basic skills. The best practices will be documented audiovisually. Qualitative study on “best practices in the use of ICTs” (2007-2008) To prepare an online catalogue with the best ICT solutions and best practices for this type of student with special educational needs Study on the use of ICTs for students with Special Educational Needs (2007-2008) 1 2 3 4 IeA: Follow up and Evaluation 2 M€

19. Edificio Bronce Plaza Manuel Gómez Moreno s/n 28020 Madrid. Spain Tel.: 91 212 76 20 / 25 Fax: 91 212 76 35 www.red.es