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New publication of the Future Classroom Lab Regional Network: Guidelines for school leaders
Seven key recommendations are summarized in the guidelines for school leaders, the new publication of the Future Classroom Lab Regional Network.
Moving beyond the textbook was the first main focus topic chosen by the FCL Regio project. Teachers from Italy, Spain and Sweden through the development of pedagogical scenarios have demonstrated how to integrate educational digital resources and technologies in their classes to improve learners' engagement, allow students of different ages to share information and learn from each other, and finally involve the whole classroom in the creation of digital contents. The use of mobile learning and cloud services complemented effectively the enquiry based teaching strategies implemented in the classroom.
The Future Classroom Lab Regional network, in compliance with its goals about empowering the decision makers in regions and showcasing innovative classroom practices, has recently developed practical suggestions that can serve as guidelines for school leaders. These guidelines are based on the publication related to the recommendations for policy makers who are attempting to develop and implement ICT strategies for schools (the recommendations can be consulted online here).
The guidelines in a nutshell:
1. Digital Learning Resources, ‘Beyond the Textbook'. School leaders should be supporting co-creation of innovative digital educational resources for schools by teachers, students and local policy makers working closely with software developers, publishers.
2. Innovative teaching and learning for all. School leaders should ensure that excellence in education is based on equity and that all students are offered 21st century teaching and learning methodologies that are supported by innovative use of ICT and digitally competent teachers.
3. A school vision for ICT in the classroom. School leaders should communicate a clear vision for how ICT can add value to teaching and learning and involve all staff in developing an ICT strategy that moves towards a whole school approach in making innovative pedagogical use of ICT.
4. Procurement and data management. School leaders can benefit from utilising central procurement mechanisms for ICT technology, tools and services where these exist. Particular attention may need to be given to how different procurement approaches potentially impact on use of student personal data and the need for 1:1 access to mobile devices in and out of school.
5. School-industry collaboration. School leaders should be open to exploring new models for working with industry partners that can support innovative approaches to the implementation of ICT in schools including moving "beyond the textbook".
6. Avoid banning mobile phones in schools. School leaders should resist having a policy that bans mobile phone use in schools and, alternatively, should work with staff, parents and learners to put in place clear student use policies and guidelines.
7. Working with policy makers on teacher training. School leaders should work closely with policy makers and advisers to ensure that local institutions responsible for providing initial teacher education and continuous professional development are aware of the competences that teachers need in order to work effectively in ICT-enabled classrooms.
Do you need more details?
Read more and download the publication here!