Mobile learning & cloud services - teacher induction and continuing professional development. Recommendations and guidelines for regional policy makers
The new publication of the Future Classroom Lab Regional project, focusing on teacher induction and continuing professional development, summarizes 11 key recommendations for regional policy makers, for better teacher induction and continuing professional development related to mobile devices and K-12 cloud services.
During its second year, the FCL Regio project has particularly focused on the following key questions:
• What are the frameworks and standards that should be used to describe and structure teachers' digital competences? What kind of competences should teachers master in order to make effective use of ICT in the classroom?
• Which are the most effective methods for training teachers and for attending to the induction of newly qualified teachers? How should these be implemented by regional public authorities and how can their impact be best assessed?
• What practical roadblocks or opportunities should be taken into consideration to guarantee the smooth deployment of training programmes for teachers? In particular, what measures should policy makers take to lower access barriers to training programmes on digital competences and technology enhanced teaching and learning?
The recommendations in a nutshell:
Recommendation 1: Professional development must focus on key competences, always referring to a pedagogical-didactic framework.
Recommendation 2: Professional development pathways should be open to new and different approaches and should involve all the teaching staff of the school.
Recommendation 3: Teachers should be responsible for their continuous professional development which must be recognized within the different national educational systems.
Recommendation 4: Initial teacher education courses should help all student teachers to develop key digital competences that will provide the foundations for a successful career in technology-enabled classrooms.
Recommendation 5: Mentorship schemes should be considered as an important way to provide support for newly qualified teachers.
Recommendation 6: Peer to peer learning represents a crucial opportunity for teachers to develop continuously their competence learning from each other and co-constructing a trustful school community.
Recommendation 7: Online training can provide a central component of any teacher education strategy and be part of a blended learning approach.
Recommendation 8: The impact of teacher training programmes should be measured and documented to prove the effectiveness of the training including how it enhances the learning process of students.
Recommendation 9: Regional authorities should encourage the adoption of common frameworks, as the Digital Competence Framework for Educators, as a common instrument to help institutions recognise digital competence in teachers, and adapt this to the regional context of their teachers, regardless of their country of origin.
Recommendation 10: Policy makers need to find a balance between how to implement and finance a strategic national strategy for ICT in schools and how to allow possibilities for regions and municipalities to customise and adapt that strategy depending on local conditions.
Recommendation 11: To ensure that high quality digital content is used in schools, a local, regional or national non-profit stakeholder should provide a quality assurance mechanism so that schools know how to purchase good digital content that is closely linked to the national curriculum.
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