RuralSchoolCloud Needs Analysis Report by E-learning CESGA

RuralSchoolCloud Cloud Computing for School Networking & Learning Project

Needs analysis Report

Provincia di Parma

540182-LLP-1-2013-1-ES-COMENIUS-CMP

«...change involves changes: initial plans and visions themselves change as they are implemented and adopted.» (Trowler, Saunders & Knight, 2003, p.2)

Work Package:

WP2

Deliverable n:

Task Responsible:

Provincia di Parma

Authors:

Sabrina Ferrari

Contributors:

Maria R Malmierca, Hanne Wacher Kjærgaard, Raffaele Brahe-Orlandi, Zoran Janakiev, Bill Houldsworth, Carmen F Morante, Santiago García, Konstantina Zachari, Spiros Ntouvlis

Date:

Draft May 2014 – Final version July 2014

The RuralSchoolCloud project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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TABLE OF CONTENTS 1. INTRODUCTION ....................................................................................................................................................... 3 1.1. Objectives of the project ...................................................................................................................................................................... 3 1.2. Objectives of this report ....................................................................................................................................................................... 4 2. EXECUTIVE SUMMARY: main findings of Teacher Questionnaire and Best Practice Form ................................ 5 2.1. Why this study was done ..................................................................................................................................................................... 5 2.2. How it was done ...................................................................................................................................................................................... 5 2.3. What we found ......................................................................................................................................................................................... 5 3. SUMMARY of findings from Teachers’ Questionnaire ............................................................................................. 7 3.1. Profile of respondents: sample characteristics .......................................................................................................................... 7 3.2. Abilities: Teachers’ competences ................................................................................................................................................... 12 3.3. ICT equipment and access to it in the schools .......................................................................................................................... 16 3.4. Attitude: teachers’ attitudes and motivation towards ICT and Cloud resources ...................................................... 21 3.5. Professional development: ICT and Cloud Resources teachers training ...................................................................... 23 4. SUMMARY of findings from Best Practice Reporting Form .................................................................................. 24 4.1. Background characteristics of Rural Schools involved in the project ........................................................................... 24 4.2. SWOT Analysis from Best Practices data .................................................................................................................................... 25 5. Participant Schools Profiles ...................................................................................................................................... 25 5.1. BEST PRACTICES IDENTIFIED IN PILOT SCHOOLS-‐ ............................................................................................................. 35 6. ANNEXES ................................................................................................................................................................ 43 6.1. ANNEX -‐ TABLES ................................................................................................................................................................................... 43 6.2. ANNEX – TOOLS USED FOR THE SURVEY: TEACHER QUESTIONNAIRE AND BEST PRACTICE REPORTING FORM 51

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INTRODUCTION

1.1.

Objectives of the project

The «Rural School Cloud Project: Cloud computing for school Networking&Learning» aims to improve the quality of learning and teaching in small rural / dispersed schools in Europe, by exploring, adapting and improving several innovative European ICT based methodologies, that allow to respond to the different needs that teachers face when designing their classes, as well as in improving their professional competences. This general goal implies to: - analyse the situation of the participant regions in order to adapt and enhance the original technological and pedagogical approaches, in order to improve the quality of teaching and learning for both pupils, teachers and the educational community); - develop a flexible, rich and cost-effective solution based on the shared knowledge from ICT based solutions and initiatives in rural areas (Spain, Italy, Denmark, UK, Greece, Macedonia). - experiment with various free online cloud based tools and social resource sites and their possibilities in the educational contexts where different levels and ages of students are found. - test meaningful educational possibilities in these new contexts, such as applying the solution to several educational levels (elementary, primary, secondary school), supporting live distance learning with remote teacher support, parallel teaching, co-operative creation of educational resources among students and teachers, etc. - boost students creativity by using a common cloud environment with online tools and resources where they can develop advanced ICT skills present in their leisure time (such as video editing, multimedia creation, communication in social networks…) and bring them to school. - strengthen the link between families and school through the cloud computing solution, by providing communication among teachers, parents and students, as well as support to parents to open the school activities to them, and supporting parents to share their children learning and collaborate with schools. - test and implement the ICT based pedagogical innovation in at least 2 schools in each country. - provide specific training to teachers oriented to use ICT to improve creativity and networked collaboration as well as providing guidance to support their students’ acquisition of such skills. - promote a connected community of practice at European level regarding learning in rural school context. - evaluate the experience thoroughly and extract practical lessons that can be useful for participant regions as well as other European regions that have similar needs. - find a common core and disseminate the lessons learned, open source software developed, and provide training materials for other regions to implement the solution. 1.2. Objectives of this report The overall and general objective of this report is to clarify who we are, what the partnership wholly represents in terms of experiences, ideas and needs in the fields investigated by the projects and then, in the end, to build a defined and detailed picture of needs and state of the art in order to build basis for the development of common solutions to be developed, tested and validated in the context of the next WPs of the project. In brief, this study was done: 4

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- to provide a valid and reliable assessment of the level and nature of ICT and Cloud Resources knowledge and skills among Rural School Cloud teachers (RCS); - to establish to what extent teachers are integrating their ICT knowledge and skills in the classrooms; - to do a description of the main characteristics of our schools (size, level of education, ...); - to identify elements of Best Practice that can be implemented in our common solution to increase the use of Cloud Resources in Teaching&Learning methods.

EXECUTIVE SUMMARY: main findings of Teacher Questionnaire and Best Practice Form 2.1. Why this study was done

This survey attempts: - to do an identity card of the schools participants in the project (main characteristics); - to evaluate the Information and Communication Technology (ICT) & Cloud resources, knowledge and skill levels of “Rural School Cloud” teachers. 2.2. How it was done

To elaborate this report, two tools were designed: Teacher questionnaire: to identify the main characteristics of the piloting teachers involved in the project (ages, subject teaching, teaching experience....) as well as to evaluate the knowledge and use of ICT and Cloud resources in Teaching &Learning and their attitudes towards ICT. Best Practice Reporting Form: A structured form used to provide a description of the main characteristics of the schools involved in the project (context of the project) and information relating to best local ICT & education experiences. 2.3. What we found

- On average teachers are competent (self-confident in operational and social media skills). The vast majority of teachers were found to be confident (familiar) with the use of the main ICT activities (operational skills): 93.2% use email “a lot” or “somewhat”; 91.9% word processing and 89.2% computer file navigation. - Teachers’ social media skills are not so developed as operational ones: the ability to participate in social networks (78.5%); the ability to participate in on line discussion forums (59.5%) and the ability to create and maintain blogs or websites (44.6%). - For 62.2% of teachers, ICT training in their subject is compulsory. - 86.5% of Rural School Cloud teachers have engaged in personal learning about ICT in their own time; 67.6% have participated in ICT training provided by school staff and only 56.8% of our teachers have engaged in other professional development opportunities concerning ICT. - The majority of RSC teachers (74.3%) have training in Introductory courses on internet use and general applications (basic) and 73% in courses on the pedagogical use of ICT in teaching and learning. 5

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- Just over half of teachers in the survey have participated in training courses about online communities (e.g. mailing lists, twitter, blogs for professional discussions with other teachers ( 59.5%) and in Equipment-specific training (interactive whiteboard, laptop,...)(56.8%). -Only a few have received training in more specific subjects or advanced courses on applications or on internet uses. - Almost all RSC teachers would like to have training in the use of cloud resources and approaches for didactic purposes and also regarding general knowledge of CR. Training on the use of cloud resources for communication with families or for school management showed a lower level of interest. - On the whole, teachers attitude and motivation towards ICT & CR are extremely positive: almost three quarters of teachers “strongly” agree with the statement - «Work in a collaborative way», then «Higher order thinking skills (critical thinking, …)» and «Competence in trasversal skills» are the statements which received the highest percentage of “simple” agreement. - The first resource “Desktop computer with internet access” is almost universally available to all teachers (94.6%). Other resources which are readily available are the digital camera or camcorder (74.3%), Interactive whiteboard (73%), Internet-connected laptop, tablet PC, netbook or mini notebook computer (70.3%). - 93.2% of students of RSC schools are in schools where both teachers and students use ICT equipment in lessons (as per an average of 75% of students at level 4 in the EU survey). - This school year 54.1% of respondent teachers have a laptop (or tablet PC, netbook, notebook) for their own use provided by the school. - In 2013-14 40.5% of respondents are teaching in the target class/ group where students have a laptop (or tablet PC, netbook, notebook) for their own use provided by their school: 1 computer for every 2 students; 1 computer per group composed of more than 2 students and 1 computer per student. - Students in around half of our pilot schools can use personally owned laptops, tablets, notebooks and netbooks. The opportunity for students to use their smartphone or mobile at school for learning is very low (18.9%).

SUMMARY of findings from Teachers’ Questionnaire

3.1. Profile of respondents: sample characteristics

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The participation to the survey. There were a total of 74 respondents to the questionnaire. 8.1% from Denmark, 29.7% from Fyrom, 12.2% from Greece, 13.5% from Italy, 18.9% from Spain and 17.6% from the United Kingdom. Respondents by country Italy 13.5%

Greece 12.2%

Fyrom 29.7%

Spain 18.9%

United Kingdom 17.6%

Denmark 8.1%

Gender. The respondents are mostly women, 66.2%. 33.8% are male.

Gender of respondents by country 0,0% Denmark

20,0%

40.9% 33.3%

Greece

Spain UK Total

female

60,0%

80,0%

male

100,0%

83.3%

16.7%

Fyrom

Italy

40,0%

59.1% 6.,7%

10.0%

90.0% 78.6%

21.4% 38.5% 33.8%

61.5% 66.2%

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Subject taught. Around 38% of respondents teach early stages of compulsory education and around 19% teach foreign language (foreign language teachers’ participation in European projects has repeatedly been observed). Subject taught All s ubject or almost (early s tages of compulsary education)

37.8% 18.9%

Foreign Language 8.1%

Vocational training s ubject

6.8%

Sciences

5.4%

Mother tongue

2.7%

Mathematics

20.3%

Other 0,0%

5,0%

10,0% 15,0%

20,0% 25,0% 30,0% 35,0% 40,0%

Age. 74.3% of the teachers are between 24-45 years old. The youngest is 24 years old and the oldest is 58 years old. Distribution by age of the respondents 36-‐45 36.5%

≤ 35 37.8%

≥ 56 5.4%

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46-‐55 20.3%

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Teachers' age by country ≤ 35 36-‐45 46-‐55 ≥ 56 0%

20% Denmark

40% Fyrom

Greece

60% Italy

Spain

80%

100%

United Kingdom

Teaching hours. The majority of respondents, around 42% teach the target group/class 10 hours a week or less, 20.3% between 11-20 hours a week, 31.1% between 21-30 hours and only 5.4% teach more than 31 hours a week. Teaching experience. 35.1% of teachers have less than 4 years experience in using ICT at school. 40.5% have between 5 -14 years experience with ICT and 20.3% have more than 15 years of experience.

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Country Denmark Fyrom Greece Italy Spain United Kingdom Gender Male Female Subject taught by respondents All subject or almost Foreign language Vocational training subject Sciences Mother tongue Mathematics Others Age ≤ 35 36-45 years 46-55 years ≥ 56 Teaching experience Less than 20 years More than 20 years More detailed: ≤4 5-10 years 11-20 years ≥ 21 n.a. Teaching hours 10 hours a week 11-20 hours a week 21-30 hours a week 31-40 hours a week n.a. % of time using ICT more than 75% of time teaching 75 to 50% 51 to 25% 24 to 5% Lenght of experience with ICT 1 to 4 years 5 to 8 years 9 to 14 years more than 15 years n.a Number of students in the target group/class 7-10 students 11-20 students 21-49 students more than 50 students 3.2. Abilities: Teachers’ competences

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% 8.1 29.7 12.2 13.5 18.9 17.6 % 33.8 66.2 % 37.8 18.9 8.1 6.8 5.4 2.7 20.3 % 37.8 36.5 20.3 5.4 % 75.6 22.9 % 18.9 27.0 32.4 20.3 1.4 % 41.9 20.3 31.1 5.4 1.4 % 10.8 10.8 54.1 24.3 % 35.1 21.6 18.9 20.3 4.1 10.8 55.4 28.4 5.4

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3.2.1. What ICT knowledge and skills do teachers possess? Teachers were asked about their level of confidence with some ICT activities. In the table below we show the percentage of answer “a lot” and “somewhat” that shows a good level of confidence with the following activities. To facilitate the reading of the results, percentages are shown in descending order. Confidence with following activities: Use emails to communicate with others

% 93.2

Produce a text using a word processing programme

91.9

Email a file to someone, another student or teacher

90.5

Organise computer files in folders and subfolders

89.2

Capture and edit digital photos, movies or other graphics

78.4

Participate in social networks

78.4

Create a presentation with simple animation functions

68.9

Teach students how to behave safely online

68.9

Create a presentation with video or audio clips

66.2

Teach students how to behave ethically online

66.2

Download and install software on a computer

63.5

Download or upload curriculum resources from/to websites or learning platforms for students to use

62.2

Edit a questionnaire online

59.5

Participate in a discussion forum on the internet

59.5

Use a spreadsheet

58.1

Use a spreadsheet to plot a graph

52.7

Prepare materials to use with an interactive whiteboard

52.7

Create a database

51.4

Create and maintain blogs or web sites

44.6

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Confidence with the following activities:

Produce a text u s i ng a w ord p roces s i ng p rogra mme

71.6%

Us e e ma i l s to communi ca te w i th o thers

Ca pture a nd e di t d i gi ta l p hotos , m ovi es o r o ther gra phi cs

20.3%

81.1%

47.3%

12.2%

31.1%

Crea te a d a ta ba s e

24.3%

27.0%

Edi t a q ues ti onna i re o nl i ne

27.0%

32.4%

Ema i l a fi l e to s omeone, a nother s tudent o r tea cher

73.0%

17.6%

Orga ni s e computer fi l es i n fol ders a nd s ubfol ders

73.0%

16.2%

Us e a s prea ds heet

Us e a s prea ds heet to p l ot a gra ph

28.4%

21.6%

29.7%

31.1%

Crea te a p res enta ti on w i th s i mpl e a ni ma ti on functi ons

43.2%

25.7%

Crea te a p res enta ti on w i th vi deo o r a udi o cl i ps

40.5%

25.7%

Pa rti ci pa te i n a d i s cus s i on forum o n the i nternet

Crea te a nd m a i nta i n b l ogs o r w eb s i tes

Pa rti ci pa te i n s oci a l n etworks

Downl oa d a nd i ns ta l l s oftwa re o n a computer

Downl oa d o r u pl oa d curri cul um res ources from/to webs i tes o r l ea rni ng p l a tforms for s tudents to u s e

40.5%

20.3%

48.6%

41.9%

36.5%

18.9%

24.3%

29.7%

21.6%

25.7%

Tea ch s tudents h ow to b eha ve s a fel y o nl i ne

43.2%

25.7%

Tea ch s tudents h ow to b eha ve e thi ca l l y o nl i ne

40.5%

25.7%

Prepa re m a teri a l s to u s e w i th a n i ntera cti ve whi teboa rd

A l ot

Some-‐wha t

28.4%

24.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100 %

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3.2.2. Degree of ICT use For a great majority of the respondents, the daily use of computers is an acquired skill. In fact, 89.2% of respondents use computers for activities other than work (e.g. organising photo, socialising, entertainment, contacting family and friends) daily. 4.1% use computers weekly, 5.4% almost monthly, and only 1.4% a few times a year. Intensity of ICT use in teaching % of time using ICT in teaching time 5 to 24 % 25 to 50% 51 to 75% More than 75%

% 24.3 54.1 10.8 10.8

More than half of the teachers reported using ICT between 25 and 50% of their teaching time in schools with the students. 3.2.3. What CLOUD SOLUTIONS knowledge and skills do teachers possess? As a general definition, by â&#x20AC;&#x153;cloud computingâ&#x20AC;? in this project, we mean a new method of accessing technology, where services, software, platforms, etc. are delivered as a service over the Internet ) Teachers were asked about the level of confidence with some activities regarding the use of cloud solutions. In the table below we show the percentage of the responses given. To facilitate the reading of the results, the percentages are shown in decreasing order

Activities Share a file to someone, another student or teacher

A lot or some what 52.7

Organise computer files in folders and subfolders

% A little 2.7

None or no answer 44.6

48.6

5.4

45.9

Produce a presentation in a collaborative way to be used in didactical activity

44.6

8.1

47.3

Produce a text in a collaborative way to be used in didactical activity

43.2

10.8

45.9

Create a questionnaire to be share and then filled by students and/or colleagues

32.4

16.2

51.4

Share a file to someone, another student or teacher

52.7

2.7

44.6

3.2.4.

Which cloud resources do teachers know and /or use?

83.8% of respondents know and/or use cloud resources, 36.5% know or use more than one resource (27 teachers in absolute value) and only 13.5% have no experience with cloud resources.

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Cloud resources

Absolute value

Dropbox

55.4

Google Drive

24.3

Skydrive

12.2

Icloud

9.5

It's learning

1.4

Moodle

1.4

Pogoplug

1.4

Skype

1.4

Messenger

1.4

Facebook

1.4

UbuntuOne

1.4

3.2.5. Summary of findings about current competence of RSC teachers •

•

• •

•

The vast majority of teachers were found to be confident (familiar) with the use of the main ICT activities (operational skills): email (Use emails to communicate with others and email a file to someone, another student or teacher), Word-processing (Produce a text using a word processing program) and computer file navigation (Organise computer files in folders and subfolders). Teachers‘ social media skills are not so developed as operational ones: the ability to participate in social networks (78.5%); the ability to participate in online discussion forums (59.5%) and the ability to create and maintain blogs or websites (44.6%); In contrast, only 24.3% of teachers have received training in the use of cloud resources; On average, half of teachers are not confident with cloud solutions (none or no response to this question) or they do not integrate cloud resources in their teaching time (only 44.6% and 43.2% declares to be able to produce a presentation or a text in a collaborative way to be used in a didactical activity); Opinions about cloud solutions are very positive. Some interesting suggestions came out of this topic: - The use of cloud solutions is more important with tablets; - The improvement of the cooperative learning or shared learning between students; - The need for more training about the use of these resources in teaching and learning. It is possible to do much more in ICT integration within teaching: only 21.6% of teachers (with medium/high skills in use of ICT as we have seen) use ICT in teaching for more than 50% of their teaching time (!)

3.3. ICT equipment and access to it in the schools 3.3.1. ICT capacity of the schools

Because of the strong relationship between a schools ICT capacity and the ICT skills and knowledge of its teachers, it’s important to pay attention to this specific aspect. The survey asked 15 RuralSchoolCloud - Cloud Computing for School Networking & Learning

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teachers to rate the availability of different ICT resources at their school. In the table below the percentage of availability considered the answers “access on demand” and “permanent access”. School ICT capacity

Permanent Access on On average access demand avaibility %

Desktop computer with internet access

68.9

25.7

94.6

Digital camera or camcorder

39.2

35.1

74.3

Interactive whiteboard

52.7

20.3

73.0

Internet-connected laptop, tablet PC, netbook or mini notebook computer

37.8

32.4

70.3

Computer laboratory

24.3

27.0

51.4

Desktop computer without internet access

32.4

16.2

48.6

Non-internet-connected laptop, tablet PC, netbook or mini notebook computer

9.5

24.3

33.8

E-reader (a device to read books and newspapers on screen)

6.8

12.2

18.9

Mobile phone provided by the school

5.4

10.8

In the graphs below we show the total of the percentage of the responses “Permanent access” and “Access on demand” by country. Access on desktop computer with internet access 0,0

20,0

40,0

60,0

UK ES IT GR Fyrom Den Total

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80,0

100,0

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Access on Digital camera or camcorder 0,0

20,0

40,0

60,0

80,0

100,0

80,0

100,0

80,0

100,0

UK ES IT GR Fyrom Den Total

Access on Interactive whiteboard 0,0

20,0

40,0

60,0

UK ES IT GR Fyrom Den Total

Access on a Internet-‐connected laptop, t ablet PC, netbook or m ini notebook computer 0,0

20,0

40,0

60,0

UK ES IT GR Fyrom Den Total

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Access on Computer laboratory 0,0

20,0

40,0

60,0

80,0

100,0

80,0

100,0

UK ES IT GR Fyrom Den Total

Access on desktop computer without internet access 0,0

20,0

40,0

60,0

UK ES IT GR Fyrom Den Total

Access on a N on-‐internet-‐connected laptop, t ablet PC, netbook or m ini notebook computer 0,0

20,0

40,0

60,0

UK ES IT GR Fyrom Den Total

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80,0

100,0

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Access on E-‐reader (a device t o read books and newspapers on screen) 0,0

20,0

40,0

60,0

80,0

100,0

80,0

100,0

UK ES IT GR Fyrom Den Total

Access on Mobile phone provided by t he school 0,0

20,0

40,0

60,0

UK ES IT GR Fyrom Den Total

The survey asked teachers which equipment is available when they use computers and/or Internet during class teaching in front of the students. ICT access by teachers and students during class teaching

Yes %

Both, teacher and students, use computers and/or internet

93.2%

Students are equiped with computers and/or Internet

60.8%

Only the teacher use a computer and/or Internet

20.3%

93.2% of students of RSC schools are in schools where both teachers and students use ICT equipment in lessons (as per an average of 75% of students at level 4 in the EU survey) This school year 54.1% of respondents teachers have a laptop (or tablet PC, netbook, notebook) for their own use provided by the school. This school year 40.5% of teachers are teaching in the target class/ group where students have a laptop (or tablet PC, netbook, notebook) for their own use provided by their school: 1 computer

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for every 2 students; 1 computer per group composed of more than 2 students and 1 computer per student. Has the school provided students of the target class/group with a laptop (or tablet PC, netbook, notebook) for their own use this school year (1 to 1 type of initiatives)? Country

Yes %

Denmark

33.3

FYRO M

31.8

Greece

Italy

Spain

United Kingdom

20.0

92.9

46.2

3.3.1.1.1.1.

T o t a l

40.5

Use of own devices at school Are the target class/group students allowed to use the personally owned devices listed below at school for learning?

Yes %

No %

Laptop

48.6

51.4

Tablet

47.3

50.0

Notebook

45.9

51.4

Netbook

43.2

55.4

Smartphone

18.9

78.4

Mobile

18.9

79.7

Students in around half of our schools can use personally owned laptops, tablets, notebooks and netbooks. The opportunity for students to use their smartphone and mobile at school for learning is very low. 3.3.2.

•

• • •

•

Teachers ICT access at school. Summary of findings.

The first resource “Desktop computer with internet access” is almost universally available to all teachers (94.6%). Other resources which are already available are the digital camera or camcorder (74.3%), Interactive whiteboard (73%), Internet-connected laptop, tablet PC, netbook or mini notebook computer (70.3%). 93.2% of students of RSC schools are in schools where both teachers and students use ICT equipment in lessons (as per an average of 75% of students at level 4 in the EU survey) This school year 54.1% of respondents have a laptop (or tablet PC, netbook, notebook) for their own use provided by the school. This school year 40.5% of teachers are teaching in the target class/ group where students have a laptop (or tablet PC, netbook, notebook) for their own use provided by their school: 1 computer for every 2 students; 1 computer per group composed of more than 2 students and 1 computer per student. Students in around half of our schools can use personally owned laptops, tablets, notebooks and netbooks. The opportunity for students to use their smartphone or mobile at school for learning is very low.

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From EU Survey of school – ICT in education Main findings of EU Survey about Infrastructure provision «There are between three and seven students per computer on average in the EU; ...Laptops, tablet and netbooks are becoming pervasive, but only in some countries, on average in EU there are 20 students per laptop at grade 4 (ISCED1, primary school, 9.5 average age). There are on average over 100 students per interactive whiteboard and 50 per data projector. Most schools are connected at least at a basic level...»

3.4. Attitude: teachers’ attitudes and motivation towards ICT and Cloud resources ICT should be used for students t o... Do e xercises a nd practice Retrive i nformation Work i n a collaborative way Learn i n a n a utonomous way 0%

10%

20%

30%

Strongly Agree

40% Agree

50%

Disagree

60%

70%

Strongly Disagree

80%

90%

100%

90%

100%

No a nswer

ICT use in T&L positevely impact on students... Motivation Achievement Higher order thinking s kills Competence i n trasversal s kills 0%

10%

20%

30%

Strongly Agree

40% Agree

50% Disagree

60%

70%

Strongly Disagree

80%

No a nswer

3.4.1. Attitude. Summary of findings about attitude towards ICT of RSC teachers ● On the whole, teachers attitude and motivation are extremely positive. We note negligible levels of disagreement or strong disagreement. ● Almost three quarters of teachers “strongly” agree with the statement - Work in a collaborative way (71.6%) . 21 RuralSchoolCloud - Cloud Computing for School Networking & Learning

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● Higher order thinking skills1 (critical thinking, …) and competence in trasversal skills2 are the statements which received the highest percentage of “simple” agreement. Maybe the age of the majority of our students does not allow us to monitor the impact of this on students. ICT should be used for students to Do exercise and practice Retrieve Information Work in a collaborative way Learn in an autonomous way

Strongly Agree Disagree Strongly No answer Agree % % Disagree % % % 63.5 32.4 4.1 68.9 28.4 2.7 71.6 21.6 1.4 5.4 64.9 28.4 2.7 1.4 2.7

ICT use in teaching and learning positively Strongly Agree Disagree Strongly No answer impact on students Agree % % Disagree % % % Motivation 68.9 27.0 2.7 1.4 Achievement 54.1 39.2 2.7 4.1 Higher order thinking skills 44.6 51.4 2.7 1.4 (critical thinking...) Competence in transversal skills 50.0 40.5 6.8 2.7

3.5. Professional development: ICT and Cloud Resources teachers training Preliminary information: • for the 62.2% of our teachers ICT training in their subject is compulsory; • 86.5% of RSC teachers have engaged in personal learning about ICT in their own time; 67.6% have participated in ICT training provided by school staff and only 56.8% of our teachers have engaged in other professional development opportunities related to ICT. From EU Survey of school – ICT in education Main findings of EU Survey Professional Development ««At EU level, only around 25% of students at grade 8 and 11 (general and vocational education) and 30% at grade 4 are taught by teachers for whom ICT training is compulsory.»

Teachers were asked to indicate whether they undertaken professional development in the past two years in different areas of ICT. The table below depicts the responses. Area

Undertaken training

According to Bloom’s cognitive taxonomy, higher order thinking skills are analisys, synthesis and evaluation; these three skill levels being considered important in critical thinking. 2

According to the European framework for the develpment of key competences, transversal skills are not realted to specific subjects and consist of learning to learn, social and civic, entrepreneurship and cultural competences. 22 RuralSchoolCloud - Cloud Computing for School Networking & Learning

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Introductory courses on internet use and general applications (basic)

% 74.3

Courses on the pedagogical use of ICT in teaching and learning

73.0

Participate in online communities (e.g. mailing lists, twitter, blogs for professional discussions with other teachers

59.5

Equipment-specific training (interactive whiteboard, laptop,...)

56.8

Courses on multimedia (using digitall video, audio equipment, etc...)

48.6

Subject-specific training on learning applications (tutorials, simulations, etc...)

39.2

Advanced courses on internet use (creating websites/home page, video conferencing, etc...)

35.1

Advanced courses on applications (advanced word-processing, complex relational databases, Virtual Learning Environments, etc)

33.8

3.5.1. What about training on cloud resources? The teachers were asked if they would like have training on cloud solutions and in which fields. Area

Undertaken training %

Use cloud solutions and approaches for didactic purposes

94.6

General knowledge of cloud solutions and approaches

90.5

Use cloud solutions for communication with families

85.1

Use cloud solutions for school management

82.4

3.5.2. Professional development: ICT and cloud resources teacher training Summary of findings. For the 62.2% of our teachers ICT training in their subject is compulsory; 86.5% of RSC teachers have engaged in personal learning about ICT in their own time; 67.6% have participated in ICT training provided by school staff and only 56.8% of our teachers have engaged in other professional development opportunities concerning ICT. • The majority of RSC teachers’ (74.3%) have training in Introductory courses on internet use and general applications (basic) and 73% in Courses on the pedagogical use of ICT in teaching and learning; • •

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Just over half of teachers in the survey have participated in training courses about online communities (e.g. mailing lists, twitter, blogs for professional discussions with other teachers ( 59.5%) and in Equipment-specific training (interactive whiteboard, laptop,...)(56.8%); • Only a few have received training in more specific subjects or advanced courses on applications or on internet use; • Almost all RSC teachers would like to have training in the USE of cloud resources and approaches for didactic purposes and also regarding general knowledge of cloud resources. Training on the use of cloud resources for communication with families or for school management showed a lower level of interest. •

SUMMARY of findings from Best Practice Reporting Form

4.1. Background characteristics of Rural Schools involved in the project -‐

-‐ -‐ -‐ -‐

The majority of schools are small schools in rural/islands/ isolated area: as shown in the reporting form school’ size can appear sometimes bigger, but these numbers concerning (at least in Italy) the administrative grouping of different schools. The bigger school has 826 students the smaller has 22 students. Age of students is varied: students ages in the participant schools range from 4 to 18 years old. There are full time and part-time teachers; permanent and fixed term teachers, but all of them are graduates. There are all types of school: kindergarden, primary school, lower school and secondary school. The majority of RSC schools are well digitally equipped and the improvement of equipment is continued.

4.2. SWOT Analysis from Best Practices data Strengths Collaborative learning Sharing works among pupils and teachers from different areas Autonomous students learning. New infrastructures/devices (laptop), pendrive...) available. Pupils and teachers motivation. Support ICT professional development

Weaknesses The continuity of activities, of training, etc The opportunity to continue with the usage of new resources The deepening of the results of the project

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Threats

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To share the lessons acquired (with teachers of the same school, of other schools, from different countries, etc) To improve ICT knowledge for teaching To learn new didactical approaches

The sustainability (economic?) of the project in the future The development of the learning undertaken Pressure to prepare students for external examinations

Participant Schools Profiles

Identity card: Danish Schools Denmark Size of the school

Student age Teacher profiles ICT infrastructures available in the school Teacher training methodologies

Sejeroe Skole (School) og Boernehus 22 pupils in total /8 children in Kindergarten (½year - 6 years)

265 students - 35 teachers there are special classes - 4 leaders

1-17 years

6-17 years

3 trained teachers in total

4 year bachelor education - one have a diplom as well

18 laptops, 22 iPads

50 50 wifi to cover the hole school. Good and fast connection - fibernet

User level - sharing with colleagues

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Samsø School

It is a part of their preparation time. They can ask for help at 3 Pedagogical ICT tutors at their school. The School has some objectives and an annual cycle of how to work with ICT in education, but they do not have much time to work properly with it. Colleagues are good at helping each other, and there are no stupid questions. There is little expectation of that the teachers just know how to do it.

VIA University College 4/8/14 11:02 Comentario [1]: Maybe Sejeroe school and childrenshouse is better

VIA University College 4/8/14 10:59 Comentario [2]: The number one is missing. The pupils are the age from 1 – 17 years old

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Identity card: FYROM schools Fyrom

Size of the school

Student age

Novo Selo

Opu Kiril

Vasilevo

There are 520 students. There is a central school and seven branch schools

It is a school with 215 students

826 students

From 6 to 14

6-14 years

All subject

Teacher primary school, Language teacher, Teacher for Informatic and Science Technology, Sport Teacher

Language, science, arts, sport, vocational training, other

Primary School

1st to 8th grade

Desktop computers

Laptops, desktop pc's, network internet, wireless internet, pc laboratory

Teacher profiles

Course levels

ICT infrastructures available in the school

Master studies Bachelor studies The school is equiped with desktops for the students and mine notebooks for some of the teachers

Applicable educational policies (who is in charge of the educational policies?)

Educational certificates

educational resources used

All available resources like PCs books boards ....

Printed materials: textbooks, exercises, booklets, photocopies, posters...Audiovisual: radio, CD player...ICT: educational games, exercises, links to online resources...

Textbooks, manuals, teacher produced materials, computers, web sources

teacher training methodologies

Frontal , individual, group work, .......

The way of teaching of most teachers is lecture, focused on teaching and transmitting knowledge about. The students usually listen, do exercises and if they donâ&#x20AC;&#x2122;t understand something they have chances to ask.

Interactive and creative teaching, interdisciplinary teaching,

other relevant issues

Student's porfolios

Education for lifelong learning; heal the world

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Identity card: Greek Schools

Greece 5th General School Kartitsa Size of the school

279 students, 48 teachers, there are no special classes, 1 director, 2 subdirectors

Student age

16-18

Teacher profiles

5 years bachelor education: 8; 4 years bachelor education: 33; 3 years bachelor education: 7

Course levels

4 & 5 level in Hellenic Qualification System (the same in european Qualification system)

ICT infrastructures available in the school

1 ICT laboratory (11 PC-desktops +1 server); 2 laptops; 1 interractive board; 7 PC-desktops in administration's offices; 1 Wifi cover the two areas of cultural activities; Fiber source of internet input; 100Tbase Lan network

teacher training methodologies

The implementation of teaching approaches it depends of the teacher; The policy of Greek Ministry of Education is addressed to encourages approaches that they integrate ICT tools; The most used teaching methodology or approach is the traditional faced teaching approach.

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Identity card: Italian schools Italy Istituto comprensivo di Corniglio

Istituto Comprensivo Valceno

Ist. Compr. Borgo Val di Taro

Ist. Compr. Fornovo

Size of the school

375 pupils in different schools

585 pupils in different schools

700 pupils in different schools

Small rural school with a limited number of students

Student age

3 - 14 years

3-14 years

11 - 14 years old

Teacher profiles

Both permanent and temporary teachers

High School certificated teachers and graduates teachers

All our teachers graduated from the University and have several years of teaching experience.

Course levels

preschool, primary school , lower secondary school

ICT infrastructures available in the school

Ministero Istruzione ministry of education

Applicable educational policies (who is in charge of the educational policies?)

IWB; Tablet (Android); i-Pad; Sharing software (cloud); Electronic school register

18 IWB, about 50 computers, about 10 tablets, cable and wifi connection

3 informatics laboratories, personal computers in every classrooms, tablet, LIM, Adsl speed and Wifi internet connection in every classrooms are available.

Each classroom is equipped with a multimedia whiteboard, an internet- connected computer. The school has an IT laboratory with 10 internet-connected computers.

educational resources used

IWB, i-Pad, tablets and computers

teacher training methodologies

They attend dedicated internal and external courses

In the last years the teachers of the School have progressively learned informatics knowledges following the

Each teacher has acquired a personal competence in ICT use. With regards to the use of the multimedia whiteboard, the

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formation program of the same School and of the “Ufficio Scolatico Provinciale di Parma” and by the auto updating and learning on field.Every classrooms are dotated of computers, of internet connection that permits, among other things, to access to the internet site of the School. On the home page of site is possible to see the activities of children, many other links included the electronic registry of every teacher too. Many classrooms are dotated of a LIM, an electronic and interactive board, and a classroom of the Primary School is been included in the regional project “Class 2.0”. other relevant issues

The work of the School it's been to promote, in the teachers, the knowledge of informatics metodologies and procedures to purpose to improve the didactics activity and the metodology. The School tries to optimize the relation between teaching and learning; to solicit strategies of learning of the children; to promote didactics tools of inclusion, strengthening and

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local Comphrehensive School has organised training courses on the topic.

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recovery of the difficulties; apply good strategies from the use of the new tecnologies stimulating the critic constructive attitude that watches the “machine” at service of the man too. The “mission” is purpose to shield the children from an improper use of the informatics instruments starting from the condivision with closed groups, private groups, like “Google Groups” and try to help parents to learn and understand the weak and strong points of the “Digitally Borned”.

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Identity card: Spanish schools Spain 2 CRAs (La Rioja)

4 CRAs “Escolas na Nube” (Galicia)

Size of the school

2 administrative schools: CRA Cameros Nuevo and CRA Moncalvillo, formed by several small rural schools in the region (CRA Cameros, 3 villages, 80 students. CRA Moncalvillo, 4 villages, 250 students. In this case, there is one “big school” and 3 small ones)

4 administrative schools, formed by several small rural schools in the region. (23 units in different villages). CRA Boqueixón-Vedra (6 villages)CRA Nosa Señora do Faro - Ponteceso (9 villages)CRA Vilaboa (5 villages) CRA Amencer - Ribadavia (3 villages). The number of students in each class / village ranges from 6 to 25.

Student age

3 - 14 years (3-12 in Moncalvillo)

3-8 years (in Vilaboa only 3-6)

Teacher profiles

More than a half of the staff is temporary, so every year the group changes. However, CRA model responds to 1 teacher of kindergarten / primary school ed. per class and specialists (who travel to all villages) in English language, special Ed, speech-language and hearing, music, sports, catholic religion. (In CRA Moncalvillo most of the staff is definitive. There is 1 teacher for each class and the specialists travel from one village to another (English language, special Ed, speech-language and hearing, music, sports, catholic religion).

Each school counts on 1 Kindergarten teacher. If they cover primary school there is also 1 teacher. Teaching staff is completed in each CRA by “travelling teachers” who are specialists in several subjects (English language, special Ed, speech-language and hearing, music, sports, catholic religion). All with ages between 24-59 years old.

Course levels

Kindergarten, Primary School in both schools. CRA Cameros also covers the first two levels of Secondary School.

All schools cover Kindergarten (3-6 years). 3 schools also have 1st and 2nd year of Primary Ed. (from 6-8 years).

ICT infrastructures available in the school

Each classroom has a computer connected to a projector and whiteboard. This computer is for teacher use.

Interactive Black board; 1-3 Desktop computers per class; a 1-2 Laptop computers; Tablets (1-2)

CRA Moncalvillo also counts on laptop and tablet for each child of the third cycle of Primary Ed. Each teacher also counts on laptop.

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Applicable educational policies (who is in charge of the educational policies?)

The School Board is in charge of the educational policies. At a higher level, Rioja government, which has educational competences.

The School Board is in charge of daily educational strategies. Galician government has educational competences and provides educational framework.

Educational resources used

Printed materials: textbooks, reference books, booklets, photocopies, posters, ... Audiovisual media: radio, recorder, DVD player, CD player, camera, video camera. CT: in addition to those described above, a wide variety of software (software design, text, images and sounds editing programs, educational games, links to online resources, …

1 Interactive whiteboard per class

The way of teaching of most teachers is what we call "lecture", basically focused on teaching and transmitting knowledge about. Students usually do not do anything but listen, but often have the chance to ask.

Working groups about ICT and other pedagogical issues.

Teacher training methodologies

In Cra Moncalvillo collaborative and cooperative work. “Learning to learn” methods. Other relevant issues

Two schools of Moncalvillo counts on a School Library. Each school counts on a School Evaluation/Environment

1-3 desktop/laptop computers per class A few tablet and/or mobile phone (to take pictures, make movies, messaging for learning, etc.). Books, printed and audiovisual materials also used with students.

Teacher training normally happens in school, short term training courses provided by education authorities. Teachers decide on taking on other short term training courses depending on individual training paths to do with teachers own needs. Each school counts on a centralized library Pedagogical/School Evaluation/School Library/Environment

Identity card: English schools United Kingdom Size of the school

St. Andrew’s C of E Aided Primary School 187

Ermington and Ugborough primary School Ermington – 160 Ugborough - 93

Student age

4-11

Teacher profiles

6 Full Time Teachers/5 Part Time Teachers

Ermington 7 teachers all qualified to teach all subjects to 4 to 11 years/Ugborough 5 teachers all qualified to teach all subject to 4 to

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11 years

Applicable educational policies (who is in charge of the educational policies?)

In each school we have a central server and network and a stan alone computer for the administration.

teacher training methodologies

Continuous Professional Development occurs through sharing internal expertise in each school as well as sourcing specific training from external providers. Areas of need are identified continuously throughout the year. Teaching Assistants also receive additional ICT training according to their needs.

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5.1. BEST PRACTICES IDENTIFIED IN PILOT SCHOOLS5.1.1. Denmark School Type of best practices Title Description of Best Practice

Identification of target beneficiary Success factors/lessons learnt from the practice

Best practice 1 Sejeroe Skole og Boernehus Teaching and learning across distances project. The teaching and learning across distances project together with Voldby School in Ebeltoft og Anholt School: Pupils from the 3 schools worked on shared projects across and despite of the long distances between them through two periodes of time. 10-14 years The pupils' motivation to work together across distances and with pupils from other schools in similar settings/ contexts

Period of implementation Transferability School Type of best practices Title Description of Best Practice

Identification of target beneficiary Success factors/lessons learnt from the practice

Period of implementation

Best practice 2 SamsĂ¸ School Laptops for all students in 3rd class. In 2005, the Ministry of Education in Denmark focused on laptops in all 3 classes in Denmark. Samsoe School has also been involved in this pilot project. Teachers describe that it was a waste of time, since the laptop stayed at the 3rd class, so when they students reached 4 Class, they had access to it anymore. all students of 3rd class New resources available for the students. Students should be given laptops home - be available - ownership makes sense, in a learning context. They need to learn that it is something other than a game console. IT is still happening. They are ready to take the next step and use web 2.0 in the learning environment.

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School Type of best practices Title Description of Best Practice

Best practice 1 Vasilevo Unity in Diversity. Establishing contact by getting to know each other with students from the United States. Students from our school wrote e-mails to fellow students in America in order to present themselves, their customs and culture and, if possible, sustain a lifelong friendship. It was done via the internet (skype, msn, hotmail, gmail, yahoo). 8th graders, 14 years old. About 30 students

Identification of target beneficiary Success factors/lessons learnt from the practice

Period of implementation

Transferability

5.1.3.

Before they have never contacted a foreign student and have never used their english language to communicate with foreigners. That modern technology provides chances to develop their language skills, and communicate with the rest of the world It happened in year 2010, it was a positive experience for the students, and its benefits are the ability to contact their peers and establish a lifelong relationship. No, it hasn`t been replicated since. Yes there is information on how to replicate it using the experience of the teachers who were involved

Italy

School Type of best practices Title Description of Best Practice

Best practice 1 Istituto Comprensivo di Corniglio

Identification of target beneficiary Success factors/lessons learnt from the practice Period of implementation Transferability School Type of best practices

Scuol@ppennino The project is an educational and technological system consisting of the following: IWB, i-Pad, tablets and computers.It is based on a cloud solution. From 11 to 13 years old pupils (lower secondary school) Cooperative learning. Sharing works among pupils of different areas.

Since 2010 Yes, it has Best practice 2 Istituto Comprensivo Valceno

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Title Description of Best Practice

Identification of target beneficiary Success factors/lessons learnt from the practice

Period of implementation

Transferability Best practice 3 School Type of best practices Title Description of Best Practice

Discovering water The aims are: a) to arise interest on and to make pupils aware of the importance of worldwide water sources; b) to enhance correct behaviour towards water protection and pollution risks. The science/geography lessons are organized on a 2 groupwork basis. 8-10 year ol pupils. 3^ and 5^ form (primary school) Efficient example of learning in a cooperative way with groups of pupils of different ages. Before, with no ICTs available, lessons were mainly traditional frontal lessons: time had to be divided between the two groups, largely reducing the possibility of treating the necessary topics. Pleasure in working together at school, younger pupils learn from their older schoolmates, the latter feel responsible for younger pupils Month of February 2014, group assessment+individual task, 3 lessons have been sufficient to treat aspects of different subjects which, otherwise,would have taken longer time. Pupils are more involved in a practical way, they are the protagonists of the lesson Not yet replicated, but it can be easily arranged

Istituto Comprensivo Borgo Val di Taro The class of the sun. From educational multimedia used in the classroom, that is, in a limited and based on the conception, design , construction and storage of computer equipment product , for us, mainly with Lim , it will go to the creation of a blog, a tool able to get us in contact with the outside. It will have a direct link to the home page of the school website . This project will allow us to broaden our horizons like class and to share our work with the virtual community that will be "private" since the age of the students involved (other classes , other schools and parents) . The blog will be , produced by the students with the use of the multimedia board , tablet and it will become a tool for presentation , dissemination, exchange and sharing of materials. The products will be placed on internet , in chronological order , and the multimedia contents will be in text form , but also

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Identification of target beneficiary

Success factors/lessons learnt from the practice

Period of implementation Transferability

movies, pictures , sounds, etc. ... The methodologies applied and the basic skills necessary for students to realize the blog will be proposed by the team teachers . The project involves 20 students including one with a disability and may have a duration of three years.Class 3rd unic section of San Rocco Primary School, Istituto Comprensivo Manara Borgo Val di Taro Parma. (primary school) The use of multimedia educational tools has many advantages. Facilitate the inclusion, strengthening and reinforcement learning strategies for each student and prepare the citizens of tomorrow to the proper use of computers. The situation is characterized by a school and a class sufficiently equipped to carry out the project of the Blog . Use the keyboard to use the mouse, send and receive email, build conceptual maps, do hypertext links, enter pictures and sounds, archive, search material on the web, etc. ... The classrooms equipped with informatics tools produce various types of multimedia products that collect the work done by the pupils and documenting projects included in the Plan of Studies.

5.1.4. Spain School Type of best practices Title Description of Best Practice

Best practice 1 Cameros (La Rioja)

Identification of target beneficiary Success factors/lessons learnt from the practice Period of implementation

Be self taught. Each student has a laptop with two operating systems and dual boot (Edubuntu Linux / Windows) with hundreds of pre-installed programs, plus many others available to install without an internet connection. The aim is to arouse their curiosity and that everyone can deepen in the areas that matter most, hoping that mouth to mouth will make other students interested in this also. All the students from primary 3rd to Secondary 2nd. All together 40. Before there was no laptop for student use. Students learn by themselves. The project started six years ago. It has not been evaluated explicitly and I doubt that the benefits are easily quantifiable.

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Transferability School Type of best practices Title Description of Best Practice Identification of target beneficiary

Best practice 2 Boqueixon Rede Escolas Na Nube Project about cloud technology in a rural schools. 93 learners: 75 Kindergarten +18 Primary

Success factors/lessons learnt from the practice

Period of implementation

Each teacher had a pen drive which stored all I needed for class. We printed all documents. Although we shared resources, sometimes this was impossible because some teachers only met once a week All the life of the school changed: we share resources, teachers are coordinated ...

Transferability School Type of best practices Title Description of Best Practice

Best practice 3 Boqueixon

Identification of target beneficiary

A suitcase full of dreams Library project with which we want our students to learn to be interested in reading, illustration,â&#x20AC;Ś 93 learners: 75 Kindergarten +18 Primary

Success factors/lessons learnt from the practice

Before there was no laptop for student use. The importance of reading.

Period of implementation

We evaluated the participation of students, teachers, ... And the benefits to the activities in the children's learning

Transferability 5.1.5. United Kingdom School Type of best practices Title Description of Best Practice

Best practice 1 St. Andrewâ&#x20AC;&#x2122;s C of E Aided Primary School, Buckland Monachorum, Yelverton Devon PL20 7NA KEY EUROPEAN COMPETENCES The project (Communication of a foreign language; digital competence; learning to learn; cultural awareness and expression) were used to research and align them into curriculum for learning that is both holistic and personalized. An Anglo-Spanish strand of the curriculum was created. Liaison between pupils, staff university leaders was supported by the use of ICT - Skype calls, e-mails, use of e-journal and blog. This also included videos produced by the children using

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Green Screen Technology (Video Chroma); PowerPoint's and school website development. ICT was used to promote family and community learning in Spanish in community family learning clubs using language programmers and websites made available through school. 4 - 11

Identification of target beneficiary Success factors/lessons learnt from the practice

Period of implementation

Transferability

School Type of best practices Title Description of Best Practice

Teachers felt that whilst the use of computer technology had an impact in education, the previous communication between contrasting schools, countries and cultures had been limited. The application of a range of technologies needs to be improved for both adults and children. We now need to build upon the skills that children have already acquired from the rapid pace of learning outside of school and applied across the whole curriculum. Continually update of equipment and provide professional development. At the end of the project staff and children had begun to demonstrate the effective use of ejournals, social media and video conferencing networks. All teachers have been involved in the improved of their own skills and those of the pupils and the application of technologies in all areas of learning.

Best practice 2 Ermington and Ugborough primary School Primary Specialism in Music. 6 local schools worked together to develop a specialism in the teaching and learning of music as a means to raise attainment. Through this collaborative project ICT became a significant strand and particularly the implementation of a Virtual Learning Platform (VLP) for each of the 6 schools. All 6 schools worked collaboratively to identify a baseline of current practice and outcomes and then an action plan to support our aims of the project. We looked specifically and improving learning outcomes in music through the Arts. Best practice was shared within the 6

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Identification of target beneficiary Success factors/lessons learnt from the practice

Period of implementation

Transferability

schools and this was also disseminated annually through a National Conference. As with many projects of this nature there were significant benefits to all areas of learning: - Attainment in music rose significantly and has been identified by Ofsted as an area of strength; Children perform at an annual music festival with a joint choir of 120 and this is now self-sustaining. All children from 4 to 11 Music is now a strength in each of the 6 schools and children benefit from opportunities provided within school but can also share and celebrate their achievements in a collaborative concert performing in a large central venue. The joint choir is particularly strong and the children are able to learn individual parts / harmonies and these come together really well. Collaboration produces the best and most sustainable and viable results.ICT is a key element of all aspects of learning Professional Development must be ongoing for benefits to continue Period of implementation It began 5 years ago and was a 3 year funded project with an aim that it would become sustainable. It is this ongoing sustainability that has been so beneficial with staff still working together on projects and sharing resources via a VLP. However, the VLP runs at a cost to each school. We are using ICT as a key driver to support personalized learning for all children.

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ANNEXES

6.1. ANNEX - TABLES - PROFILE OF RESPONDENTS Tab. 1 - Number of respondents by country Gender Country Denmark Fyrom Greece Italy Spain UK Total 5 13 3 9 11 8 49 Female 1 9 6 1 3 5 25 Male 6 22 9 10 14 13 74 Total 8.1 29.7 12.2 13.5 18.9 17.6 100.0 % 1.1.1. Tab. 3 - Subject taught by respondents All subject or almost (early stages of compulsary education) 28 37.8% Tab. 2 – Gender and age distribution of respondents Foreign Language 14 18.9% No Vocational 6 Gender training subject Age Total % 8.1% by gender answer Sciences 5 6.8% ≤ 35 36-45 46-55 ≥ 56 Mother tongue 4 5.4% Female 17 18 10 4 49 Mathematics 2 2.7% 66.2 Male 11 9 5 0 25 Computer Science 1 1.4% 33.8 Total 28 27 15 4 74 Educación Física, Psicomotricidad 1 1.4% 100.0 %History by ageand geography 37.8 36.5 20.3 5.4 - 100.0 1 1.4% Mother tongue, Sciences, German and English 1 1.4% IT21 1 1.4% Language and foreign language 1 1.4% Librarian 1 1.4% Music, Technology and Computing 1 1.4% Music 1 1.4% Teacher for students with disabilities (sostegno) 1 1.4% Classical culture and civilitation 1 1.4% PE 1 1.4% Technical education 1 1.4% No answer 2 2.7% Total 74 100.0%

Tab. 4 - Number of years teachers have been teaching Gender

No answer

Teaching experience ≤4

5-10 years

11-20

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≥ 21

Total

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years Female 9 11 17 Male 5 9 7 Total 14 20 24 % number of year 18.9% 27.0% 32.4% teaching Tab. 5 - Number of hours a week teachers teach the target class/group Gender

11 4 15 20.3%

7-10

11-20 1 1

3 14 6 7 9 2 41 55.4%

2 4 8 10.8%

21-49

1.4%

No answer

6.1.1.1. Number of students

Denmark Fyrom Greece Italy Spain United Kingdom Total

1 3

Denmark Fyrom Greece Italy Spain United Kingdom Total

25 to 50% 3 16 4 4 9 4 40 54.1%

No answer

51 to 75% 1

More than 75% 1

1 2 1 3 8 10.8%

3 4 8 10.8%

Denmark Fyrom Greece Italy Spain United Kingdom Total % lenghth of experience

No answer

6.1.1.3. Lenghth of experience 1 to 4 years

5 to 8 years

9 to 14 years

2 3 3 6 2 16 21.6%

Total

More than 15 years 3

16 1 5 3 1 26 35.1%

Total

6 22 9 10 14 13 74 100.0 %

% of time using ICT Tab. 8 â&#x20AC;&#x201C; Lenghth of experience with ICT Country

100.0 %

6 22 9 10 14 13 74 100.0 %

4 5.4%

6.1.1.2. % of time using ICT 5 to 24% 1 6 4 4 1 2 18 24.3%

Total

More than 50

1 4 3 1 1 11 21 28.4%

% number of students Tab. 7 - % of time using ICT Country

49 25 74 100.0 %

21-30 hours

â&#x2030;¤ 10 31-40 hours Female 19 10 18 2 Male 12 5 5 2 Total 31 15 23 4 % number of year 41.9% 20.3% 31.1% 5.4% teaching Tab. 6 - Number of of students: how many students are in the target class/group? Country

1 1.4% No answer

Teaching hours 11-20 hours

2 3 6 14 18.9%

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3 2 3 1 2 4 15 20.3%

2 1

3 4.1%

6 22 9 10 14 13 74 100.0 %

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6.1.1.3.1.

Tab. 9 â&#x20AC;&#x201C; Computer use in daily life

Country Daily Denmark Fyrom Greece Italy Spain United Kingdom Total % lenghth of experience

No answer

6.1.1.4. Almost monthly

Weekly

6 15 9 10 13 13 66 89.2%

4 5.4%

1 1.4%

6 22 9 10 14 13 74 100.0 %

1 3 4.1%

Total

A few times a year

- ICT ACCESS OF TEACHING Tab. 10 â&#x20AC;&#x201C; ICT access by teacher and students of the target class/group: when you use computers and/or Internet during class teaching in front of the students, which equipment is available? Infrastructure Yes No No answer Total Students are equipped with computers and/or Internet

Only the teacher use a computer and/or Internet

Both, teacher and students, use computers and/or internet

Tab. 11 - Access to infrastructure: under which conditions do you have access to the following in lessons with the target class/group? Permanen Access on No Infrastructure No access Other Total t access Demand answer Desktop computer without internet access 24 12 17 15 6 74 Desktop computer with internet access 51 19 2 2 74 Non-internet-connected laptop, tablet PC, netbook or mini notebook computer 7 18 31 10 8 74 Internet-connected laptop, tablet PC, netbook or mini notebook computer 28 24 16 6 74 E-reader (a device to read books and newspapers on screen) 5 9 52 2 6 74 Mobile phone provided by the school 4 4 60 1 5 74 Interactive whiteboard 39 15 20 74 Digital camera or camcorder 29 26 17 1 1 74 Computer laboratory 18 20 32 2 2 74

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Tab. 13 - Has the school provided students of the target class/group with a laptop (or tablet PC, netbook, notebook) for their own use this school year (1 to 1 type of initiatives)?

Tab. 12 - Has the school provided you with a laptop (or tablet PC, netbook, notebook) for your own use this school year? Yes Denmark Fyrom Greece Italy Spain United Kingdom Total

5 13 0 2 10 10 40

No 1 9 9 8 4 3 34

Tota l 6 22 9 10 14 13 74

Yes 2 7

Denmark Fyrom Greece Italy Spain United Kingdom Total

Tab. 13_1 - If yes, which ratio in pc per student ? 1 computer each 2 student 1 computer per group composed of more than 2 students 1 computer per student Total respondents

2 13 6 30

No 4 15 9 8 1 7 44

Total 6 22 9 10 14 13 74

10 15 10 35

Tab. 14 - Are the target class/group students allowed to use the personally owned devices listed below at school for learning? Devices Absolute value Laptop Tablet Netbook Notebook Smartphone Mobile

Yes 36 35 32 34 14 14

No 38 37 41 38 58 59

No answer 21 2 2 1

Total 74 74 74 74 74 74

Tab. 15 - ICT in school be used for students to: Strongly Activities Agree Disagree Agree Do exercises and practice 47 24 Retrive information 51 21 Work in a collaborative way 53 16 1 Learn in an autonomous way 48 21 2 Tab. 16 - ICT use in teaching and learning positively impact on students': Impact on students: Motivation 51 20 2 Achievement 40 29 2 Higher order thinking skills (critical thinking, analisys, problem solving) 33 38 2 Competence in trasversal skills (learning to learn, social competences, ect;) 37 30 2

-Ââ&#x20AC;?

Strongly Disagree

PROFESSIONAL DEVELOPMENT-

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No answer

Total 3 2 4 2

74 74 74 74

1 3

74 74

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Tab. 13 - ICT training compulsory: is partecipation in ICT training compulsory for a teacher in your subject? Yes No No answer Total Denmark 2 3 1 6 Fyrom 19 2 1 22 Greece 3 6 0 9 Italy 2 6 2 10 Spain 13 1 0 14 United Kingdom 7 4 2 13 Total 46 22 6 74 Percentages 62.2 29.7 8.1 100.0 Tab. 14 - Professional development: in the past two school years, have you undertaken professional developing byâ&#x20AC;Ś.? Yes No No answer Total ICT traning provided by school staff 50 23 1 74 Personal learning about ICT in your own time 64 9 1 74 Other professional development opportunities related to ICT 42 31 1 74

Tab. 15 - Professional development: in the past two school years, have you undertaken professional developing in the following area? 55 17 2 Introductory courses on internet use and general applications (basic) Advanced courses on applications (advanced word25 47 2 processing, complex relational databases, Virtual Learning Environments, ect) 26 45 3 Advanced courses on internet use (creating websites/home page, video conferencing, etc...) 42 30 2 Equipment-specific training (interactive whiteboard, laptop,...) 54 18 2 Courses on the pedagogical use of ICT in teaching and learning 29 43 2 Subject-specific training on learning applications (tutorials, simulations, etc...) 36 35 3 Courses on multimedia (using digiatl video, audio equipment, etc...) Partecipate in online communities (e.g. mailing lists, 44 27 3 twitter, blogs for professional discussions with other teachers

Tab. 16 -To what extent are you confident in the following activities? Activities A lot Some-what A little 53 15 3 Produce a text using a word processing programme 60 9 3 Use emails to communicate with others Capture and edit digital photos, movies or other graphics Create a database Edit a questionnaire online

None 2

74 74 74 74 74 74 74 74

No answer 1

Total 74

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Email a file to someone, another student or teacher Organise computer files in folders and subfolders Use a spreadsheet Use a spreadsheet to plot a graph Create a presentation with simple animation functions Create a presentation with video or audio clips Participate in a discussion forum on the internet Create and maintain blogs or web sites Participate in social networks Download and install software on a computer Download or upload curriculum resources from/to websites or learning platforms for students to use Teach students how to behave safely online Teach students how to behave ethically online Prepare materials to use with an interactive whiteboard

- FOCUS ON CLOUD Tab. 17 - Which cloud resources do you know and /or use? Cloud computing is a phrase used to describe a large number of computers connected through a realtime Internet communication Know or use at least one cloud resources 62 83.8 No experience with cloud resources 10 13.5 Don't answer this question 2 2.7 Total 74 100.0 Tab17_1 â&#x20AC;&#x201C; The knowledge of different cloud resources Dropbox Google Drive Skydrive Icloud It's learning Moodle Pogoplug Skype Messenger Facebook UbuntuOne

Tab. 18 - Have you experienced training for use of cloud solutions in school? 46 RuralSchoolCloud - Cloud Computing for School Networking & Learning

41 18 9 7 1 1 1 1 1 1 1

55.4 24.3 12.2 9.5 1.4 1.4 1.4 1.4 1.4 1.4 1.4

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Yes Absolute value Percentages

18 24.3

No 52 70.3

No answer

Total

4 5.4

74 100.0

Tab. 19 â&#x20AC;&#x201C; Opinions about cloud solutions in school: (12 respondents) Good, particularly for use with tablets. Ha sido una buena expieriencia. ha sido util I believe that is a good way to teach students a cooperative learning i feel iÂ´ll need even more training I just try to let them think about the possible usages and advantages of this resource It's important for a sharing work Moi gratificante Muy interesante, y gratificadora para el aprendizaje. Very good Very good and gratification

Tab. 20 - If you have experienced some, to what extent are you confident in the following SomeNo Activities A lot A little None what answer 17 15 8 3 31 Produce a text in a collaborative way to be used in didactical activity Produce a presentation in a 17 16 6 4 31 collaborative way to be used in didactical activity Produce a spreadsheet ina 6 17 13 6 32 collaborative way to be used in didactical activity Share a file to someone, another 24 15 2 2 31 student or teacher Organise computer files in folders and 25 11 4 3 31 subfolders Create a questionnaire to be share and 8 16 12 7 31 then filled by students and/or colleagues Tab. 21 - Cloud solutions training - Would you like to have training in the following fields? No Activities Yes No answer General knowledge of cloud solutions and approches 67 5 2

Total 74 74 74 74 74 74

Total 74

Use cloud solutions and approches for didactic purposes

Use cloud solutions for school management

Use cloud solutions for communication with families

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Tab. 22 â&#x20AC;&#x201C; Comments and suggestions: (7 respondents) I am very satisfied of receive this training of the cloud I think ICT is important to be used in classroom, but teaching is made up of many other things: pratical activities, relational competences, etc. I think ITC is important to be used in the classroom, but teaching is made up of many other things: practical activities, relational competences, etc. I think that it's possible to get the information of how to use the clouds if needed. Working in the cloud is very interesting. Thank you for the ideas that your questionnaire gave me! Video editing and use in lessons

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6.2. ANNEX – TOOLS USED FOR THE SURVEY: TEACHER QUESTIONNAIRE AND BEST PRACTICE REPORTING FORM

RuralSchoolCloud -‐ Cloud Computing for School Networking & Learning

Teacher Questionnaire

Provincia di Parma

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1. PERSONAL BACKGROUND INFORMATION Gender. Are you:

□female

□ male

Country Age Teaching experience_Including this school year, how long have you been teaching (at any school) Computer use in daily life How often do you use cloud solutions for activities other than work (e.g. organising photo, socialising, entertainment, contacting family and friends) Never

a few times a year

almost monthly

weekly

daily

□ □ □ □ □

Which cloud resources do you know and/or use (Drive, Dropbox , Skydrive, etc…) : Cloud computing is a phrase used to describe a large number of computers connected throiugh a real-‐ time Internet comunication

2. INFORMATION ABOUT THE TARGET CLASS/GROUP YOU TEACH

Subject taught: which subject do you teach to the target class? All subjects or almost (early stages of compulsory education) Language (mother tongue, not foreign languages)

Mathematics

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□ □ □

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Vocational training subject

□ □

Other Teaching hours: for how many hours a week do you teach the target class? Length of experience with ICT: for how many years have you been using........ at any school? % of time using ICT : Please estimate how large a percentage of your teaching time involves the use of ICT Number of students: how many students are in the target class/group? ICT access by teacher and students of the target class/group: when you use computers and/or Internet during class teaching in front of the students, which equipment is available? Yes No Students are equipped with computers and/or Internet Only the teacher use a computer and/or Internet Both, teacher and students, use computers and/or Internet

□ □ □ □ □ □

3. ICT ACCESS FOR TEACHING Access to infrastructure: under which conditions do you Access on Permanenet have access to the following in lessons with the target No access demand access class/group?

Other

Desktop computer with internet access

□ □

Non-‐internet-‐connected laptop, tablet PC, netbook or mini notebook computer

□

Internet-‐connected laptop, tablet PC, netbook or mini notebook computer

□

E-‐reader (a device to read books and newspapers on screen)

□

Mobile phone provided by the school

□

Desktop computer without internet access

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No access

Access on Permanenet demand access

□ □ □

Interactive whiteboard Digital camera or camcorder Computer laboratory

□ □ □

Other

□ □ □

Has the school provided you with a laptop (or tablet PC, netbook, notebook) for your own use this school year?

□

yes no Has the school provided students of the target class with a laptop (or tablet PC, netbook, notebook) for their own use this school year (1 to 1 type of initiatives)? yes no IF yes, which ratio in PC student ICT training compulsory: is partecipation in ICT training compulsory for a teacher in your subject yes no Are the target class/group students allowed to use the personally owned devices listed below at school for learning? Laptops

yes

Netbook

yes

Notebook

yes

Mobile

yes

Smartphone

yes

□ □ □ □ □ □

no no no no no

□ □ □ □ □ □

Tablet yes no Professional development : in the past two school years, have you undertaken professional development in the following areas? ICT training provided by school staff Personal learning about ICT in your own time Other professional development opportunities related to ICT 53 RuralSchoolCloud - Cloud Computing for School Networking & Learning

Yes

□ □ □

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Professional development : in the past two school years, have you undertaken professional development in the following areas? Introductory courses on internet use and general applications (basic) word-‐processing, spreadsheets, presentations, databases, etc.) Advanced courses on applications (advanced word-‐processing, complex relational databases, Virtual Learning Environments etc.)

Yes

□

Advanced courses on internet use (creating websites/home page, video conferencing, etc.)

□

Equipment-‐specific training (interactive whiteboard, laptop, etc.)

□ □ □ □ □

Courses on the pedagogical use of ICT in teaching and learning Subject-‐specific training on learning applications (tutorials, simulations, etc.) Course on multimedia (using digital video, audio equipment, etc.) Participate in online communities (e.g. mailing lists, twitter, blogs) for professional discussions with other teachers what extent are you confident in the following? To

A lot

Some-‐ A little what

None

Produce a text using a word processing programme

□

Use emails to communicate with others

□

Capture and edit digital photos, movies or other graphics

□

□ □ □

Organise computer files in folders and subfolders

□

Use a spreadsheet

□

Use a spreadsheet to plot a graph

□□

Create a presentation with video or audio clips

□□

□□ □□ □ □

Partecipate in a discussion forum on the internet

□

Create and maintain blogs or web sites

□□

□□ □□ □ □

Partecipate in social networks

□

Create a database Edit a questionnaire online Email a file to someone, another student or teacher

54 RuralSchoolCloud - Cloud Computing for School Networking & Learning

□ □

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Partecipate in social networks

□

Download and install software on a computer

□

Download or upload curriculum resources from/to websites or learning platforms for students to use

□

Teach students how to behave safely online

□

Teach students how to behave ethically online

□

Prepare materials to use with an interactive whiteboard

□

Agree

Disagree

Strongly Disagree

□ □ □ □

Strongly Agree

Agree

Disagree

Strongly Disagree

2. Achievement

□ □

3. Higher order thinking skills (critical thinking, Analisys, problem solving)

□

4. Competence in trasversal skills (learning to learn, social competences, etc)

□

ICT schoul be used for students to:

1. Do exercises and practise

2. Retrieve information 3. Work in a collaborative way 4. Learn in an autonomous way

Strongly Agree

ICT use in teaching and learning positively impact on students’: 1. Motivation

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FOCUS on CLOUD

Cloud computing is a phrase used to describe a variety of computing concepts that involve a large number of computers connected through a real-‐tima communication network such as the Internet. In Science, cloud computing is asynonym for distributed computing over a network, and means the ability to run a program or application on many connected computers at the same time. The phrase is often used in reference to network-‐based services, which appear to be provided by real server hardwaew, and are in fact served up by virtual hardware, simulated by software running on one or more real machines. Such virtual servers do not physically exist and can therefore be moved around and scaled up or down on the fly without affecting the en user, somewhat like a cloud, In commoin usage, the term”the cloud” is essentially a metaphor for the Internet. Marketers have further popularized the phrase “in the cloud” to refer to software, platfors and infrastructure that are sold “as a service”, i.e. remotely through the Internet. Typically, the seller has actual energy-‐consuming servers which host products and services from a remote location, so end-‐users don’t have to; they can simply log on to the network without installing anything. The major models of cloud computing service are known as software as a service, platform as a service, and infrastructure as a service.These cloud services may be offered in a public, private or hybrid network. Google, Amazon, Salesforce, and Microsoft Azure are some well-‐known cloud vendors Cloud Computing in education. Here is a link in an italian article adressing that issue and providing examples of educational use of cloud solutions: http://www.giuntiscuola.it/lavitascolastica/magazine/articoli/cultura-‐e-‐pedagogia/didattica-‐e-‐nuvole-‐il-‐ cloud-‐computing-‐a-‐scuola/ You can find webpage translator facilities at the following web address: http://www.lexicool.com/translate-‐web-‐page.asp. Articles about school in the cloud: http://www.wired.com/business/2013/02/a-‐school-‐in-‐the-‐cloud-‐and-‐the-‐future-‐of-‐learning/ http://www.cambridgeassessment.org.uk/insights/schools-‐in-‐the-‐cloud/ Have you experienced trainig for use of cloud solutions in school

□

yes no If you experienced some, please provide your opinion IF you have experienced some, to what extent are you confident in following? the Produce a text ina collaborative way to be used in didactical activity

A lot

Some-‐ what

A little

None

□

produce a presentation in a collaborative way to be used in didactical activity

□

produce a spreadsheet ina collaborative way to be used in didactical activity

□

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share a file to someone, another student or teacher

□

Organise computer files in folders and subfolders

□

create a questionnaire to be share and then filled by students and/or colleagues

□

Cloud solutions training ? Would you like to have training in the following fields Yes No General knowledge of cloud solutions and approaches Use of cloud solutions and approaches for didactic purposes Use of of cloud solutions for school management Use of cloud solutions for communication with families

□ □ □ □

Comments and suggestions: share with us all your ideas, doubts , informations:

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RuralSchoolCloud -‐ Cloud Computing for School Networking & Learning

Local context and experiences

Provincia di Parma

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CONTEXT OF THE PROJECTS Please, replicate the following form for each involved school School name and country: size of the school student ages teacher profiles ICT infrastructures available in the school, including connection speeds etc. teacher training methodologies -‐ How are teachers helped develop competences in ICT use? other relevant issues

DESCRIPTION OF LOCAL EDUCATIONAL PROJECTS BASED ON ICT EXPLOITATION Please, replicate the following form for each local project you want to report. This section has to be focused on those educational projects composed of several lessons and other kind of educational activities (not a single lesson) that have been carried out in the last two school years. Title of the project Summary (10 lines). Please describe objectives, process and achieved results

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Summary (10 lines). Please describe objectives, process and achieved results

Subject Age / School Year Teacher and school -‐ Who did it (teacher or group of teachers and where) What makes this a best practice? What was the situation before? What technology was used? How was it used (pedagogical methodology)? When did it happen? How was it evaluated and assessed? What are the quantifiable benefits? What are the key lessons learned? Has it been replicated by other teachers? To other disciplines? Is there information on how to replicate it? Is there documentation? In which languages?

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More information (link, web address, contacts, etc.) Where can we find more information?

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