When Providing ICT in Schools Is not All that It Takes: e-Schools Learning Scenarios as a Support to Innovative Teaching with ICT. Benat, G. & Mudrinić Ribić, Aleksandra Quien, M. In The global, cross-sector conference on technology supported learning and training. Book of Abstracts, pages 10-14, 2017. ICWE II GmbH. ![When Providing ICT in Schools Is not All that It Takes: e-Schools Learning Scenarios as a Support to Innovative Teaching with ICT [pdf]](https://bibbase.org/img/filetypes/pdf.svg "pdf")
Paper Website abstract bibtex The importance and the need of applying information and communication technology (ICT) to all domains of life and work, learning and teaching included, renders the concept of digital maturity of schools highly important in the present-day educational system. Given the challenges and the constraints faced by teachers when it comes to more systematic use of ICT, it is crucial to support the development and raise the level of digital competences needed to effectively use ICT. Supporting and educating teachers on implementation of new educational strategies that incorporate digital technology might be a key to achieving student's potential in adopting and applying new knowledge. Responding to these challenges were the main driver in creating the concept of e-Schools learning scenarios. This paper will focus on elaborating this concept and presenting empirical results on teacher´s perception and usability of e- Schools Learning Scenarios in Croatia. With the goal to empower and encourage teachers, this concept provides innovative teaching ideas in order to help them design learning activities based on contemporary pedagogical approaches with the use of appropriate digital content and tools. They are customized for three different level of performance complexity regarding the level of teachers digital competence. One of the main characteristics of e-Schools Learning Scenarios concept is modularity that stipulates teacher’s creativity. Teacher can choose which learning activities to apply and how to adapt them to his learning context. Respectful of student differences, e-School Learning Scenarios acknowledge diversity and promote inclusion for all students in achieving learning outcomes. The basic goal of e-School Learning Scenarios is to put students at the centre of the teaching process, to encourage them to build new knowledge. ESchools Learning Scenarios are designed to motivate students by familiarizing them with learning content in a simple way, linking it to everyday life situations, with a support of ICT. In addition to the educational components, e-Schools Learning Scenarios include also upbringing component. Development of e-Schools Learning Scenarios by selected teachers and educational experts, shall be followed by stimulating teachers to develop their own scenarios and share them on the Digital Content Repository. It is our understanding that human capital of teachers as social actors can be utilised by taking an active part in providing response to the need for adapting to requirements for contemporary teaching. Combining educational activities for raising teacher’s competence as well as activities aiming to create teacher’s communities enabling good practice exchange, are a solid support to fostering human capital in Croatian schools. Contemporary teaching in times of continuous change of educational technology may be sustainable by fostering human capital of teachers, enabling them thus to be more adaptable to such challenges that are yet to come.
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title = {When Providing ICT in Schools Is not All that It Takes: e-Schools Learning Scenarios as a Support to Innovative Teaching with ICT},
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abstract = {The importance and the need of applying information and communication technology (ICT) to all domains of life and work, learning and teaching included, renders the concept of digital maturity of schools highly important in the present-day educational system. Given the challenges and the constraints faced by teachers when it comes to more systematic use of ICT, it is crucial to support the development and raise the level of digital competences needed to effectively use ICT. Supporting and educating teachers on implementation of new educational strategies that incorporate digital technology might be a key to achieving student's potential in adopting and applying new knowledge. Responding to these challenges were the main driver in creating the concept of e-Schools learning scenarios. This paper will focus on elaborating this concept and presenting empirical results on teacher´s perception and usability of e- Schools Learning Scenarios in Croatia. With the goal to empower and encourage teachers, this concept provides innovative teaching ideas in order to help them design learning activities based on contemporary pedagogical approaches with the use of appropriate digital content and tools. They are customized for three different level of performance complexity regarding the level of teachers digital competence. One of the main characteristics of e-Schools Learning Scenarios concept is modularity that stipulates teacher’s creativity. Teacher can choose which learning activities to apply and how to adapt them to his learning context. Respectful of student differences, e-School Learning Scenarios acknowledge diversity and promote inclusion for all students in achieving learning outcomes. The basic goal of e-School Learning Scenarios is to put students at the centre of the teaching process, to encourage them to build new knowledge. ESchools Learning Scenarios are designed to motivate students by familiarizing them with learning content in a simple way, linking it to everyday life situations, with a support of ICT. In addition to the educational components, e-Schools Learning Scenarios include also upbringing component. Development of e-Schools Learning Scenarios by selected teachers and educational experts, shall be followed by stimulating teachers to develop their own scenarios and share them on the Digital Content Repository. It is our understanding that human capital of teachers as social actors can be utilised by taking an active part in providing response to the need for adapting to requirements for contemporary teaching. Combining educational activities for raising teacher’s competence as well as activities aiming to create teacher’s communities enabling good practice exchange, are a solid support to fostering human capital in Croatian schools. Contemporary teaching in times of continuous change of educational technology may be sustainable by fostering human capital of teachers, enabling them thus to be more adaptable to such challenges that are yet to come.},
bibtype = {inproceedings},
author = {Benat, Gordana and Mudrinić Ribić, Aleksandra Quien, Maja},
booktitle = {The global, cross-sector conference on technology supported learning and training. Book of Abstracts}
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