2014.01.10.

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Bebras, iTEC, CCL

projects in Lithuania

Alvida Lozdienė

Education development center

2013-12-02

Preface

Allan Collins, Richard Halverson,

Rethinking Education in the Age of

Technology, 2009

Schools are always resistant

to change…

From a principal’s publication in 1815:

“Students today depend

on paper too much. They

don’t know how to write

on a slate without getting

chalk dust all over

themselves. They can’t

clean a slate properly.

What will they do when

they run out of paper?”

From the journal of the national

Association of Teachers, 1907:

“Students today

depend too much

upon ink. They don’t

know how to use a

pen knife to sharpen a

pencil. Pen and ink will

never replace the

pencil”.

From Rural American Teacher, 1928:

“Students today depend

upon store bought ink. They

don’t know how to make

their own. When they run

out of ink they will be unable

to write words or ciphers

until their next trip to the

settlement. This is a sad

commentary on modern

education.”

From PTA Gazette, 1941:

“Students today depend on

these expensive fountain

pens. They can no longer

write with a straight pen and

nib. We parents must not

allow them to wallow in such

luxury to the detriment of

learning how to cope in the

real business world which is

not so extravagant.”

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From Federal Teachers, 1950:

„Ballpoint pens will be

the ruin of education in

our country. Students use

these devices and then

throw them away. The

American values of thrift

and frugality are being

discarded. Businesses and

banks will never allow

such expensive luxuries.”

From a fourth-grade teacher in Apple

Classroom of Tomorrow chronicles, 1987:

“If students turn in papers they did

on computer, I require them to

write them over in long hand

because I don’t believe they do the

computer work on their own.”

From a science fair judge in Apple

Classroom of Tomorrow chronicles, 1988:

“Computers give students

an unfair advantage.

Therefore, students who

used computers to

analyze date or create

displays will be

eliminated from the

science fair.”

Bebras is an international initiative whose goal is to

promote Informatics (or Computer Science, or

Computing) and Computational Thinking especially

among teachers and pupils of all ages. The big

challenge of Bebras is to organise easily accessible

and highly motivating online contests in many

countries.

http://youtu.be/yEjm6g8RkQ8

The first Bebras contest

The idea of Bebras was born in

Lithuania, by Prof. Valentina Dagiene

from University of Vilnius. Bebras is the

Lithuanian word for “beaver”.

The history of Bebras contest began on

September 25, 2004, in Lithuania, when

experimental trial was held.

After a month, on October 21, the first

Lithuanian Bebras contest took place.

3470 pupils from 146 schools.

Bebras logo

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Number of participantsCountry 2004 2005 2006 2007 2008 2009 2010 2011 2012

Germany - - - 21 802 53602 82779 117 950 155419 186048

France - - - - - - - 46346 92000

Ukraine - - - - 1429 13114 25 971 42176 59918

Slovakia - - - 3568 9317 13942 22 139 36382 49798

Czech Rep. - - - - 4069 10351 14 867 19280 27650

Lithuania 3 470 5 852 7 105 7 034 6616 10358 13 889 19277 24390

Poland - 1349 6096 6625 8725 10344 9 962 11945 15587

Netherlands - - 374 2 405 5120 8326 10 231 11252 12000

Austria - - - 1113 3910 6302 8 425 9171 9877

Slovenia - - - - - - - 3454 8120

Taiwan - - - - - - - - 8100

Switzerland - - - - - - 3 470 4475 7086

Estonia - - 1486 2975 4039 3482 3 956 4807 4012

Japan - - - - - - - 1600 3600

Hungary - - - - - - - 1911 3200

Canada - - - - - - - 200 2400

Italy - - - - - 310 1 325 1597 2381

Finland - - - - - - 1 472 2045 2197

Israel - - - - - - - - 1500

Latvia - - - 519 700 828 1 072 893 1336

Belgium - - - - - - - - 848

Bulgaria - - - - - - - - 137

Bebras Task WorkshopsThe main goal of the Bebras Task Workshops is to bring together

informatics experts from all Bebras countries for discussion and

preparation of the tasks.

Two delegates from each Bebras contest country are asked to

participate in Bebras task workshop. Usually a day or half-day

symposium for local teachers and researchers is part of the

workshops.

Award ceremony

http://youtu.be/wZU9kf_No9s

iTEC (Innovative Technologies

for Engaging Classrooms)

iTEC is coordinated by European Schoolnet

(EUN) and co-funded by the European

Commission's 7th Framework Programme

iTEC (Innovative Technologies for Engaging

Classrooms) is a four-year (2010-2014) project in

which European Schoolnet is working with education

ministries, technology providers and research

organisations to transform the way that technology is

used in teaching and learning

Associate Partners

• National and regional ministries and authorities with responsibility for education policy

• Technology Enhanced Learning research organizations

• Suppliers of learning resources and technologies and services

• Bodies representing teachers and school leaders

• Teacher education institutions, and organizations providing teacher continuing professional development (CPD)

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14 Ministry of Education (MoE)

involved in the iTEC Project:

• Belgium

• Denmark

• Estonia

• France

• Hungary

• Italy

• Israel

• Lithuania

• Norway

• Portugal

• Slovakia

• Switzerland

• Turkey

• United Kingdom

Associate Partners

Start: five key areas

• Changing roles of teachers and learners

• Curriculum and assessment

• Knowledge and skills

• Learning spaces

• Technology

Please indicate how desirable you think these trends are

Very

desirable

Quite

desirable

In part

desirable

Not at all No opinion

5 4 3 2 1

Please indicate when you think these trends will

become common practice in schools

It happens

now

2-3 years

away

3-5 years

away

It will never

happen

No opinion

5 4 3 2 1

Changing roles of teachers and learners

• There is an increase in child centred learning with the teacher

building links between children's interests and curricula

• Schools use digital technology to share their specialist teachers

with other schools

• Learners are able to access formal education at any time of the

day

• Teachers develop teaching and learning strategies that take

account of students' one-to-one access to computers

• Digital technologies are used to give learners access to experts

around the world

Curriculum and assessment• Classes are organised by the level of the subject rather than by

the age of the learner

• Educational systems (that is, the subjects, exams and teaching

methods) around the world become similar

• Digital technologies allow schools to use assessment data to

personalise their teaching

• Teachers focus on developing '21st century skills'

• Learners work on projects, doing authentic tasks and using

technology creatively to tackle real challenges

• Pedagogies based on game design principles and play are

increasingly seen as a tool for learning

• More creative approaches are used in education

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Knowledge and skills

• Schools begin to develop courses and careers advice for a

variety of mixed aged learners, including older and younger

students

• Influential corporations and global organisations have

agreed standards of 21st century skills, such as problem

solving, collaboration, negotiation

• Due to an aging population, skills in health-care and nursing

are increasingly valued in society

• Teachers focus on basic skills (eg literacy and numeracy)

• There is an increased focus on individual pupil qualifications

for gaining employment

• Businesses develop closer relationships with individual

schools and help shape the school's priorities

Learning spaces• Schools have a variety of areas that can be used for lessons or

study

• Tables and chairs are set-up so that students can work as a

team

• Formal and informal learning takes place in an increasing

variety of spaces

• The flow of information between home and school becomes

seamless, possibly using digital technologies

• Learning spaces are designed to accommodate different

learning activities

• The school library becomes a multipurpose learning space

• There are no more computer labs

TechnologyCould be

transformative

Could offer a lot

of value

Could offer

some valueNone No opinion

5 4 3 2 1

• Collaborative web 2.0 technologies allow learners to learn

from each other as part of their formal education experience

• There is an increase in the ownership of mobile phones in

12-16 olds

• Schools provide students with netbooks

• Schools provide students with digital exercise books and

digital paper

• Multi-touch is increasingly used to interact with computers

in the classroom

TechnologyCould be

transformative

Could offer a lot

of value

Could offer

some valueNone No opinion

5 4 3 2 1

• Schools increasingly use freely available open source

software

• Interactive white boards are cheaper and more powerful

• Mobile phones are cheaper and more powerful

• Interacting with digital technologies without keyboard and

mouse is more frequent

• PCs and laptops are cheaper and more powerful

• Use of interactive touch surfaces increases

TechnologyCould be

transformative

Could offer a lot

of value

Could offer

some valueNone No opinion

5 4 3 2 1

• Widespread use of digital technologies allows the creation of

personal portfolios that showcase learners' development

• Learners can search across repositories on the web, where

contents are categorised and checked for quality and

reliability

• The teacher has one interface to see information on their

students (eg viewing an e-portfolio)

• Schools provide unlimited access to the internet when using

a computer on school premises

Scenarios are relatively abstract descriptions of a learning and teaching

experience describing the interactions of the learners and teachers with each other,

tools and resources, the learning context and environment, etc. They are intended to

include innovation in technology supported learning and teaching, in one form or

other.

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http://itec.eun.org/web/guest/scenario-library

Learning stories are groups of activities “packaged together” to

provide a holistic learning experience. Learning stories are used by teachers to help

them produce lesson plans that include the principles of innovation, derived from the

scenario, and the units of educational interaction provided by the learning activity.

http://itec.eun.org/web/guest/learning-activities

The Composer allows to create, adapt and share Learning Activities

Filmukas

Library in the classroom

Communication, I-IV cycle, Lithuania Communication, V cycle, Lithuania

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Creative Classrooms Lab (CCL)

How can tablets support new ways of teaching and learning in schools?

Nine Ministries of Education or organisations nominated to act on their

behalf are project partners: Austria, Belgium (Flanders), Belgium

(Wallonia), Czech Republic, Italy, Lithuania, Portugal, Slovenia and the

United Kingdom.

http://creative.eun.org/