3-14 July 2017 (including arrival and departure dates)in Tartu
Estonia has a well-deserved reputation as an advanced e-society. In 2007 it was the first country in the world to introduce nation-wide Internet voting in its national parliamentary election. Free and fast Wi-Fi internet connections are available in many public places across the country. In August 2014 a new general competence (digital competence) was added to the national curriculum. Education policy in Estonia now explicitly expects schools to play a major role in developing students’ digital competence.
The Centre has been and is involved in many international research and development projects in Educational Technology and ICT (e.g., FP7 projects Science Created by You (SCY), Go-Lab and Ark of Inquiry [as coordinator]). Research by members of the Centre has been published in many high-level research publications and a learning module developed in partnership with the FP7 SCY project received the Science Magazine Award for Inquiry-Based Science Instruction in 2014.
The aim of this course is to provide educators with innovative ways of implementing technology-enhanced activities in their own teaching environments. Participants of the course will have the opportunity to discuss their own unique educational contexts and make plans of how to best apply educational technology to meet their particular teaching and learning goals.
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This section provides an overview of the issues and strategies associated with using digital technology to find relevant information, select resources effectively and critically evaluate information on the Internet. Participants will be guided to consider their own unique educational contexts and work in groups to determine how a variety of digital solutions and strategies can be used to meet their particular teaching and learning goals.
This theme aims to introduce how systematically create digital content. We discuss and practice on different methods and learn how to use available tools for content creation. Special attention is given to copyright issues.
This course will support participants to develop a more reflective and critical stance towards the use of technology in the broader educational context as well as discuss it in an open-minded environment.
This section is intended as an introduction to the latest technologies for evaluating problem solving skills. Solving problems requires awareness and identification of a specific problem situation, general reasoning skills to plan and carry out a solution, and self-regulative skills to monitor and evaluate progress throughout the activity. Participants will explore how modern technology can be used to evaluate each of these problem-solving processes at a level appropriate for their current context.
4 July – arrival to Tartu
5-8 July - academic programme of lectures/seminars, study visits or cultural programme
9-10 July – independent work with study materials and home assignments, individual cultural programme
11-14 July – academic programme of lectures/seminars, study visits or cultural programme
15 July – departure Timetable (may change sligthly)
10:00-12:00 morning sessions (lecture / seminar)
13:00-15:00 afternoon sessions (lecture / seminar)
15.00-16.30 / 16.00-17.30 study visits or cultural programmeThe programme of 4 ECTS includes 32 academic hours of classroom work, 20 hrs. of study visits or cultural programme and 52 hrs. of independent reading and practical assignments. Minimum 2,5 weeks before the start of the programme, the students receive reading materials via online link that they need to work through according to the instructions.
is based on the accomplishment of the study goals of the programme: active participation in the class and group work; quality of the design, recommendation or research plan created by course participants during the programme to apply technology in their unique teaching environments. Evaluation will be based on whether the work includes a clear description of a pedagogical problem to be solved, justification and supporting references of why technology can help to solve it, logical explanation of how implementation will occur, and considers a broad range of digital competences that will be improved by the intervention.