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Developing and certificating teachers' digital and pedagogical skills – experiences from national initiatives in Denmark

Per Thorbøll UNI•C

Drivers of teachers’ digital and pedagogical skills •

Programmes dedicated to competency development

Other programmes and initiatives E.g some major steps: •

Computers in schools ;-)

Computers at home

The roll-out of (broadband) internet connections

Virtual learning environments, intranets

Interactive whiteboards?

IT competences integrated into the curriculum

IT at exams (the ’ultimate weapon’)



Programmes dedicated to competency development •

Many local, regional and national initiatives in 1980 – 2000

Learn IT (Danish: Lær IT) Part of the Governments ”IT-political action plan, 1995”

Pedagogical ICT Licence (1998, various versions)

EPICT - European Pedagogical ICT Licence® (2005 - )

Super structures to the Pedagogical ICT Licence (2005 – 2008)

E-learning modules (2009 -)

A number of initiatives from local authorities, regional centres, university colleges, private publishers etc.



Pedagogical ICT Licence Professional development of teachers (in-service training) in the pedagogical use of ICT • What do we want the teachers to learn? • How do they learn this? • How do we evaluate/assess whether they have learned what they are supposed to? These basic questions lead to a standard that


Ensures adequate ICT-integration - at all levels across all subjects

Is economically feasible, a sustainable model

Of even and high quality

Pedagogical ICT Licence in Denmark Number of participants

As per 010909

New (2008) Completed Launched 2009





Skole-IT f. lĂŚrerstuderende





Gymnasie-IT EUD-IT

6,093 1,052

(173) 115

4,493 463

SFO-IT Sprogcenter-IT SOSU-IT SUND-IT Seminarie-IT PĂŚdagogsem.-IT

3,637 1,330 776 523 543 109

2,283 1,238 667 435 265 56


Coverage Potential Coverage completed % teachers % 80,000



2/2001 2/2002

14,000 8,000

44 13

32 6

1/2001 1/2001 2/2001 1/2002 1/2003 1/2004

8,000 1,500 1,000 1,000 800 1,000

45 89 78 52 68 11

29 83 67 44 33 6

* Now closed and/or pooled to a generic, flexible Pedagogical ICT Licence



Key philosophy of the Pedagogical ICT Licence •

Teachers reflect upon their own teaching practice in relation to ICT

Work results in concrete lesson plans (learning scenarios)

All themes have a pedagogical/didactical basis

Course materials inspire and foster ideas on how you teach in, about and with ICT

Participate in teams

Through electronic communication and team assignments a facilitator challenges the teams on pedagogical and subject/discipline specific implementations of ICT

Teams often formed by teachers from the same school

The course is distributed within a structure of regional course providers


Evaluation and assessment - certification Teachers


The planning and documentation of learning scenarios (with the ICT skills of that particular module) is assessed in each module

During a course the team of teachers complete 8 modules

The process of planning and documenting the learning scenarios is done in collaboration with certified facilitators, who eventually approve the team’s 8 assignments.

Evaluation and assessment - certification Entry and exit levels differ‌ Pedagogical ICT Licence - No fixed level of competence

All teachers develop their competences.


Evaluation and assessment - certification Teacher Students


The assessment tool of student teachers is their individual portfolio documenting their competences.

The portfolio may include products, assignments, presentations, course descriptions etc., including pedagogical, didactical considerations and reflexions

Their teachers and an internal evaluator evaluate this portfolio

EPICT – European Pedagogical ICT Licence®



Now EPICT (IPICT, APICT) courses in many countries •

EPICT facilitators are the quality assurance


The facilitators are the instructors of the course. They guide and moderate the e-learning parts of the courses To ensure quality standards, first facilitators in any country are certified by the EPICT Group

Latest country – EPICT in Austria


Current status of EPICT – IPICT - APICT • Enlarge the EPICT consortium by January 1 2010 • Synergies with other initiatives, e.g. • UNESCO ICT Competency Framework for Teachers • Microsoft Educators Learning Journey (ELJ) • We invite any country or region to join



Impact of ICT on teaching and learning processes •

A number of independent studies: It works!

Most recent study in the Nordic countries Ramboll Management, May 2006 E-learning Nordic 2006- Impact of ICT on education 8000 respondents from Sweden, Norway, Finland and Denmark

• • •

”ICT generally has a positive impact on the teaching and learning situation”. Skole-IT has had a significant specific impact” However, some people expected that ICT could in some ways revolutionise the teaching and learning processes at school, and compared with this view, the impact must be seen as more limited.” Competence development must be close(r) to daily practice


Super structures to the Pedagogical ICT Licence •

Build upon the basic Pedagogical ICT competences

Pedagogical ICT facilitator

Teachers who are going to work as pedagogical ICT facilitators at their own schools

Central resource person in many schools, a mentor to colleagues

ICT-theme (Danish: it-tema) •

Selected themes, e.g. interactive whitboard, special needs etc.

Subject theme (Danish: FagTema) •

Your subject and how to improve it with ICT and media

Advanced level, demands on the participants



Pedagogical ICT facilitator Course headlines (150 hours) • • • •

Facilitation skills Learning resources and learning processes The school’s culture and organisational development Sharing information and knowledge

Requested skills • • • • •


Personal ICT skills covering a broad range of areas and applications Pedagogical competences with regard to the integration of ICT in education Facilitation skills Interpersonal competences Not technical skills

E-learning modules


New government initiative, launched this August

Get even closer to the teachers and the school’s daily life

Short e-learning modules for primary and secondary education

Must •

support the teachers’ subject didactic use of ICT

give concrete examples of how to use ICT for your subject

reflect the new curriculum – Common goals 2009 especially the ICT and media competences of the pupils

take advantage of web 2 tools

be free

be available on the web

The Challenge .…….

Competencies It development Pupils user competence





– experiences from national initiatives in Denmark Per Thorbøll UNI•C • Other programmes and initiatives • IT competences integrated into th...