This presentation by Max Aubernon and Morgane Louis (Futurs Publics) was made at the OECD conference on Innovating the Public Sector: From Ideas to Impact (12-13 November 2014). For more information visit the OECD Observatory of Public Sector Innovation: https://www.oecd.org/governance/observatory-public-sector-innovation/events/.

1. Max Aubernon
Morgane Louis
Ministère de l’Education
nationale
Educational use of digital technologies in schools

2. Atelier SGMAP OCDE – Les Collèges connectés
12 novembre 2014

3. 3
As part of the strategy about Bringing the school into the digital era, 100 middle
schools will receive learning support and specific investments so that they can go
further in the integration of digital technology into their pedagogy and their
equipment.
The project has 3 main goals:
confirming the benefits of digital technology for pupils, teachers, and families ;
integrating digital technology into everyday teaching practices as well as the
school administration ;
furthering cross-disciplinary and massive uses of digital technology to reach
academic success
These pilot collèges connectés are meant to be innovation
and changes boosters.
What are the Collèges connectés ?

4. 4
The selected middle schools are located throughout the country.
They are of different types and
situated in rural, urban, and
disadvantaged areas.
The first criteria of the selection
are related to the dynamism of the
teams and the investment of partners.
How are the collèges connectés
selected ?

5. 5
What are the specificities of these
schools ?
The schools stand out from the other schools because of:
a continual use of digital technology by all the teachers and pupils;
a recurrent and uninterrupted communication with families ;
a management, an organization and an internal communication reinforced
by digital technology.

6. 6
What are the specificities of these
schools ?
They follow project-based initiatives which integrate:
all aspects of digital technology ;
a technical and pedagogical facilitation for teachers ;
an assessment about all the aspects of the implementation of digital
technology in the school.

7. 7
What are the specificities of these
schools ?
They receive the certification « Collège connecté »
This qualification gives them the opportunity to highlight the investments of all the
players and partners mobilized for the implementation of the school project.
For a school, getting this certification means :
involving itself in the implementation of a pedagogy increased by digital
technology ;
promoting a renewed governance with regional authorities ;
using a set of content and specific services including the networking of players
and partners from the program ;
benefiting from a monitoring and a scientific assessment realized in partnership
with the Deposits and Consignments Fund and the Direction of Assessment,
Performance and Prospective ;
Getting change management co-constructed with the Secretary General for
Government Modernization (SGMAP).

8. 8
What are the specificities of these
schools ?
The collèges connectés are also :
places for teachers training from other proximity schools – these schools aim
at broadcasting good practices ;
places for privileged experimentation connected to universities ;
places of incubation for local and national initiatives.

9. 9
What are the means of
implementation?
Key digital uses are implemented in every school:
digital information and communication services are made available to
families concerning assessments, absence, lateness, mailbox, collaborative
work space, etc. ;
changing management and internal communication to a paperless system
boosts the implementation of the school project as well as the development
of cross-disciplinary projects ;
schools integrate the services and contents being part of the strategy about
Bringing the school into the digital era, such as pupil mentoring applications ;
Teams are committed to media and information literacy and responsible
uses of Internet.

10. 10
What are the means of
implementation?
Conditions of sustainability will enable the development of these uses in
every school :
the school projects aim at being managed, assessed, and at including all the
aspects of digital technology;
technical support and pedagogical facilitation devices known and used by
teachers ;
a training plan for teachers founded on the promotion of their digital skills ;
a follow-up of uses, realized by the education community for networks,
equipment, services and digital content ;
an access to superfast broadband.

11. 11
New modalities of work with regional authorities:
The coherence of the partnership between the state and regional authorities
is reinforced by a convention which is an integral part of the implementation
of every school project.
All the partners, especially middle schools, department councils and local
education authorities, have teamed up with teachers for academic success.
Actions are defined from a local diagnosis. All the players go into action in
order to achieve the objectives of the school project.
What are the means of
implementation?

12. 12
Within the framework of the convention, a double assessment is realized
on a national, academic, and local scale:
one is technical and economical – it is based on the
implementation of equipment and network, their maintenance,
the quality of service offered and their use
the other is pedagogical and organizational – it mainly focuses
on the impact of digital technology on teaching practices and
academic success.
What are the means of
implementation?

13. 13
Today, several pedagogical subjects are food for thought in the different
schools:
Mobility
BYOD
Flipped classroom
Serious games
Link between primary and secondary school
Videoconference for modern languages
Personalized academic pathways
Trainings about responsible Internet use and media literacy
What are the topics the schools
work on?

14. 14
THANK YOU
for your attention !

15. Stephan Vincent-Lancrin
OCDE
Educational use of digital technologies in schools

16. OECD REVIEW OF
THE ITALIAN
STRATEGY FOR
DIGITAL SCHOOLS
Stéphan Vincent-Lancrin
OECD Directorate for Education and Skills
Senior Analyst and Project Leader
Paris, 12 Novemner 2014

17. italian schools have low ICT
penetration

18. 33
32 31 30 29
24
23
18
17 16 16 16 16 15 14 13 13 13 13 13 12 11
9 8
6 6
6
6
19
13
9
18
15
6
23
8
12
7 7
10
5 6
9 8
6
11
8 8
6 6
11 11
4
6
9
5
0
5
10
15
20
25
30
35
40
number of computers per 100 students (4th grade)
2011-12 2006
Italy lags behind most OECD countries
for school ICT equipment (and usage)
Source: European Schoolnet (2013), Survey of Schools: ICT in Education.

19. Percentage of students by school intensity of
digital equipment (Grade 4), 2012
37
6
48
80
0%
20%
40%
60%
80%
100%
Type 1 Type 2 Type 3
Source: European Schoolnet (2013), Survey of Schools: ICT in Education.
Type 1: high equipment, fast broadband, high connectedness;
Type 2: medium equipment, slow or no broadband, some connectedness

20. Percentage of students by school intensity of
digital equipment (Grade 8)
Source: European Schoolnet (2013), Survey of Schools: ICT in Education.
24
68
86
0%
20%
40%
60%
80%
100%
Type 1 Type 2 Type 3
1
Type 1: high equipment, fast broadband, high connectedness;
Type 2: medium equipment, slow or no broadband, some connectedness

21. Italy’s national plan for digital
schools: strengths and limitations

22. 3 objectives:
• Introduce ICT as part of the daily tools of classroom activities
• Experiment new models of school organisation and of
teaching
• Support the development of new products (resource and
devices)
4 programmes:
• Piano LIM, cl@sse 2.0, scuol@ 2.0, Editoria digitale scolastica
Related initiatives
• Development of national and school information systems
• Phasing out of paper-only textbooks (e-textbook law)
• Smart cities
Piano Nazionale Scuola Digitale (2008-12)

23. • Means are aligned with the goal of increasing the
use of ICT in schools (LIM as main focus - Trojan
Horse)
• A “contagion” strategy creates teacher demand
rather than resistance (voluntary process)
• An efficient procurement procedure (Consip)
• The strategy builds capacity for wider change
(phased approach, experiments)
Strengths

24. • Budget: EUR 30 million per year
– 5 euros per student
– 0.1% of the MIUR budget for schooling
• Too slow pace of equipment (5 to 16% of classrooms equipped
with IWB)
• Too few schools concerned by cl@sse 2.0 (416) and scuol@
2.0 (14+15)
• Not enough professional development
• Not enough digital resources
Limitations

25. 80%
53%
53%
49%
41%
31%
29%
20%
14%
11%
9%
8%
8%
5%
1%
93%
69%
66%
58%
52%
46%
43%
28%
30%
23%
19%
28%
16%
81%
12%
0% 20% 40% 60% 80% 100%
United Kingdom
Netherlands
Denmark
Australia
USA
Canada
Spain
Mexico
Italy
Germany
Korea
China
France
Turkey
India
Classroom Penetration of Interactive Whiteboards
2011 - estimated classroom penetration 2016 - expected classroom penetration
The slow pace of the Piano LIM: it would
take 15 years to reach the current UK level
Source: Futuresource consulting (2012)

26. our recommendations
and their rationales

27. 1. Speed up the uptake of ICT in Italian schools and
classrooms
2. Refocus the innovation projects on scuol@ 2.0 to
create an Innovation Laboratory Network of test bed
schools
3. Align other system elements (curriculum and
assessment, etc.)
Create the conditions for peer learning, system
learning, and pedagogic transformation
Three main objectives

28. • Why?
– With often only 1 interactive whiteboard per
school, located in one classroom, there is little
pedagogic learning happening
• How?
– Review the funding scheme (add private funding)
– Develop digital learning resources
– Give more flexibility in professional development
scheme (too traditional)
Speed up the uptake of ICT

29. • Why?
– Equipment by itself does not change pedagogic
practices or school practices
– Need to pilot and experiment different uses of
technology for pedagogic purpose
– Need to experiment new organisational practices for
the better use of ICT
– Need to identify what works and what does not work
• How?
– Concentrate resources on the scuol@ 2.0 initiative
– Redesign the plan around local school networks
(distretti scol@stici 2.0)?
Create an Innovation Laboratory
Network

30. • Why?
– To give incentives/recognition to all stakeholders
– To ensure sectorial learning
• How?
– Make digital skills an explicit part of national
curriculum and assessment
– Build an ICT infrastructure and vision
– Stimulate innovation and knowledge sharing
– Address parental concerns about the safety of the
school internet environment and support local
initiatives for parental ICT training programmes
Align other system elements (curriculum
and assessment, etc.)

31. For more information
Download the full report by
Francesco Avvisati, Sara
Hennessy, Robert B. Kozma
and S. Vincent-Lancrin
www.oecd.org/edu/innovation
(Report section)
2 Annexes:
• Learning from international
experiences with ineractive
whiteboards
• The transformative impac of
ICT policies in education

32. Towards the design of an innovation-
friendly ecosystem in education
Innovation
in
education
Technology
School
organisation
System
organisation
Research and
Development

33. Stephan.Vincent-Lancrin@oecd.org
MERCI
www.oecd.org/edu/innovation