Germany - Policy example N° 4 - Austria Policy example N° 1 4


^ Germany - Policy example N° 4
Documentation: „Media competenz“ of young people
„Good-Practice-Example“N° 4


Germany, Federal State Thueringen


Program: „Medienkompetenzentwicklung“ (Development of „media competence“)


Name and full contact details of key informant:

Dr. Frank Giesel

Thueringer Kultusministerium

Referat 12

Werner Germany - Policy example N° 4 - Austria Policy example N° 1 4-Seelenbinder-Strasse 7

99096 Erfurt

Germany

Tel: +361 379 423 8

Fax: +361 379 410 4

E-Mail: FGiesel@tkm.thueringen.de

URL: http://www.thueringen.de/tkm/index.html

www.medienkunde.de


Duration of policy: 2000 - 2005


Aim of the project



^ Description of the project




^ Results/ Experiences







































Financing



Responsibility




^ Germany - Policy example N° 5
Title

Comenius action 2.1

EUROPEAN PRIMARY VILLAGE
European professional development concept for primary teachers based on modern Germany - Policy example N° 4 - Austria Policy example N° 1 4 technologies

(94145 – CP – 1– 2001 – 1 – FR – Comenius – C21)


^ Name and full contact details of key informant

Project co-ordinator:

Assoziation des Directeurs Diocésains des Pays de la Loire

Marie-Aline Vivier-Laroche

12, rue du Haut Pressoir

F-49010 Angers

National project Germany - Policy example N° 4 - Austria Policy example N° 1 4 co-ordinator in Mecklenburg-West Pomerania:

Landesinstitut für Schule und Ausbildung Mecklenburg-Vorpommern (L.I.S.A.)

Paedagogisches Regionalinstitut Greifswald

Ada Quade

Bahnhofstraße 33/34


Keywords

professional development concept, primary teachers, ICT, European dimension


^ Outline Germany - Policy example N° 4 - Austria Policy example N° 1 4, Summary

The project has a close connection to the state initiative Modern media, Teaching and Learning at school (2001 till 2005), which the government of Mecklenburg-West Pomerania and EFRE-supports with 27 mill. Euros.

Essential aims Germany - Policy example N° 4 - Austria Policy example N° 1 4 of the mentioned state initiative are:

 to improve the equipment of schools with hard and software,

 to intensify the in-service training for teachers,

 to establish and improve the Germany - Policy example N° 4 - Austria Policy example N° 1 4 co-operation with partners from the economy

Therefore, especially the equipment of primary schools with special 'media corners' and media rooms was promoted. Under these circumstances the planned in-service training for teachers was specified Germany - Policy example N° 4 - Austria Policy example N° 1 4 for primary teachers within the European Comenius-project.

The connection between an initiative of the Land Mecklenburg-West Pomerania and a European Program contributes to the value of this project:



^ Needs attend to, issues, problems solved

How can ICT support the teaching and learning of the European dimension in the primary classroom?


Aims and objectives

The in-service Germany - Policy example N° 4 - Austria Policy example N° 1 4 training concept consists of three parts:

(1) Using ICT in the primary classroom

The in-service training course is designed and carried out according to the needs of primary teachers - eg. presenting and trying out specific Germany - Policy example N° 4 - Austria Policy example N° 1 4 software for primary school children, communicate with colleagues and children from other European countries via e-mails, learn to design websites (for your school).

(2) European dimension

In the context of a former Germany - Policy example N° 4 - Austria Policy example N° 1 4 European project -without ICT- an analysis of the primary syllabus of all participating countries was carried out. In the result six so-called ANCTEDs (Areas of National Curriculum Teachable with a European Germany - Policy example N° 4 - Austria Policy example N° 1 4 Dimension) were formulated that show where in the curriculum and how the European dimension can be integrated into the primary classroom. The six ANCTEDs are

1. Living in a world of thoughts, feelings, ideas Germany - Policy example N° 4 - Austria Policy example N° 1 4 and dreams

2. Living in harmony with people around us

3. Living a healthy life

4. Looking at the world around us

5. Looking at our past

6. Living in a world of communication

Now these ANCTEDs are used in combination with Germany - Policy example N° 4 - Austria Policy example N° 1 4 ICT. The teaching of the mentioned ANCTEDs on the basis of ICT is practised in European school partnerships.

(3) internal evaluation

In comparison with other European countries the term evaluation has only a short tradition in German Germany - Policy example N° 4 - Austria Policy example N° 1 4 education. Primary schools in Mecklenburg- West Pomerania are obliged to develop school programmes, which also contains statements about internal evaluation. With the help of the COMENIUS project on хэнд a Germany - Policy example N° 4 - Austria Policy example N° 1 4 state-wide and also European exchange of experiences about internal evaluation of schools shall be initiated.


Implementation (programmes, methods, measures and actions)

 realisation of the European concept in European in-service training courses


^ Scope or level

European


Duration of policy

2001 till 2004


Target Group(s)

primary teachers


Partners involved (in the design, implementation Germany - Policy example N° 4 - Austria Policy example N° 1 4 and evaluation of the policy)

France, Ireland, Austria, Mecklenburg-West Pomerania


^ Financial support (e.g. public and/or private)

public


Perceived strengths

 combination of ICT and European dimension

^ Perceived weaknesses and areas requiring further improvement

 foreign language proficiency of primary teachers

 very early start of school partnerships without having enough information about the partners

Outcomes, specific achievements

up to now:

 national in-service training concept

in preparation:



Is this example suitable / recommended for further peer review?

The in-service training programme (ICT, European Germany - Policy example N° 4 - Austria Policy example N° 1 4 dimension) is as long necessary as primary teachers have a need in this field of qualification.


^ European dimension: how does this policy contribute to the objectives of education and training as set Germany - Policy example N° 4 - Austria Policy example N° 1 4 out in the detailed work programme?

 Beside the use of ICT the European dimension plays an essential role in our project. We want to make the teachers aware of the importance of talking Germany - Policy example N° 4 - Austria Policy example N° 1 4 with the children about living in a united Europe.

 The importance of the European education is also ascribed in the Education Law of Mecklenburg-West Pomerania of 2002.

 With the help of Germany - Policy example N° 4 - Austria Policy example N° 1 4 this project we want to show teachers how the European dimension can be presented each day in every lesson of a primary classroom.


Dr. Lehmann

L.I.S.A. MV


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