This page is being updated as soon
as new documents are made available.
BELGIUM
Rapport d'observations, Ecole d'application Emile
André - Belgique, by Stéphanie Laurent
FRANCE
A French Primary School: « Les Réseaux
Buissonniers »
ITALY
Turtles, fairy tales and pen-friends: enhancing
socialisation, self-reliance and creativity in an Italian
primary school, by Rossella Magli
The Upper Secondary School, Norway 1996-1998, by
Inger Lise Stieng
UNITED
KINGDOM
MAILBOX UK - the British scene, by J. Jenkins
SWITZERLAND
SOCRATES' Mailbox Project, A Swiss contribution,
by Olivier de Marcellus, Dagmar Hexel and Marc Bernoulli
with the collaboration of Claudeline Magni and Pierre Dunand
Filliol
last update: 27.11.98; pdf
Additional mongraphs/sites and illustrations of the
observations done in the project can be found in this site's
page on observations
and research
results.
A
note on downloads and
copyrights.
L'école
Emile André n'a pas été choisie au
hasard pour les observations. Il est assez difficile, en
Belgique et surtout en Belgique francophone, de trouver des
écoles autant primaires que secondaires pourvues
d'accès Internet, et surtout faisant un réel
usage de ces accès. Pour ce qui est de la Belgique
francophone, l'arrivée d'Internet dans l'enseignement
est très récente.
This monograph is
available (in
French) as acrobat (pdf,
105 K), postscript
(ps,
170K) or rich texte format
(rtf,
142K).
I discovered les Réseaux
Buissonniers and MC's class through the World Wide Web.
Having found a good recommendation channel, I took my first
contact with MC by email. We arranged the period for the
observation and parallelly she asked me to inform and obtain
an agreement from the institutional body: the Regional
Direction of Education. I had to be agreed. I therefore sent
a mail to the Director with a Carbon Copy to MC asking for
an authorisation for observing her classroom. I received no
answer and two days before my arrival in Villard-de-Lans, we
decide by phone with MC to consider that this silence was an
implicit agreement.
This monograph is
available (in
English) as acrobat (pdf,
96K), and rich texte format
(rtf,
122K) files.
Quelques observations sur les usages des
Technologies de Communication au Lycée
Louise-Michel
Le lycée Louise Michel de Bobigny
(Seine Saint Denis) est l'établissement qui a
été choisi dans le cadre du projet MAILBOX
pour l'observation de pratiques télématiques
dans l'enseignement secondaire en France.
Localisé dans la banlieue nord de
Paris, il est rattaché à l'académie de
Créteil. Le lycée accueille 900
élèves, âgés pour la plupart de
15 à 19 ans. Ils sont répartis en
filières générales, à dominante
"littéraire" (L), "économique et sociale" (ES)
ou "scientifique" (S) et filières professionnelles,
orientées vers les sciences et technologies du
tertiaire (STT) ou les sciences médico-sociales
(SMS). Ces filières préparent au
baccalauréat en trois ans (seconde, première,
terminale). Il y a également une préparation
au brevet de technicien supérieur (BTS) "force de
vente", préparé en deux ans après le
baccalauréat.
Situé en zone dite "sensible", le
lycée Louise Michel dispose de moyens assez
importants, et notamment en informatique. Comme dans
d'autres domaines, l'activité informatique au
Lycée Louise Michel s'est développée
grâce au travail et la grande disponibilité
d'un petit nombre de pionniers. C'est l'un d'entre eux, D.
P., enseignant d'histoire et géographie, qui nous
présente cette activité et nous fait visiter
le lycée.
This monograph is
available (in
French) as acrobat (pdf,
73K), and rich texte format
(rtf,
77K) files.
An overview of ICT for schools in France is
availbale, in
French, on the site: « LMB
Actu Edition spéciale bilan NTIC Education
».
The following is
the story of a journey undertaken in the first months of
1997 in a small primary school in the village of Panico, 20
kilometres south of Bologna, in Italy. It is a very modern
story, with a beginning, and with an open end. The story
stops when the traveller has to abandon her journey, so that
she can tell others the story of her journey. Actually, the
story is not even a story, but an impressionistic journal
seeking to capture the ever-changing movements of a complex
universe. Its subjectivity may even make it resemble to
fiction more than to a scientific report. But that is a
matter of conventions. The story is true. And like in most
fictions telling a true story, there is a postface. A
postface usually aims at reassuring the audience that the
story ended the way it should: the good lived happily ever
after and the evil was defeated. Or, in more social
awareness raising stories, it may aim at reinforcing the
general feeling induced by the narration, be it positive or
negative. Neither is the case in this story. You will see
why.
Click
here for a postscript
version.
Never enough time: electronic literary exercises in an
Italian lower secondary school, by Rossella Magli
Choosing the "Guido
Reni" lower secondary school has been less adventurous for
the researcher than choosing her primary school. In fact, it
has been a rather "comfortable" solution. The school is well
located in the centre of Bologna: no trains to take, just a
bus from where I stay and a 10 minutes walk under the
arcades of Via San Vitale, one of the ancient beams
irradiating from the centre of the city to the ancient town
"belt" of walls.
But there were two more reasons to push me to this choice.
The first one: Giuliano Ortolani, whom I had identified
after a few calls from Liège as one of the initiators
of the Kidslink network, is a teacher there. To be more
precise, he is the "technological operator" for the school.
"Technological operators" are one of those transversal
figures in the Italian school system revealing the serious
demographic problem that the Country is experiencing.
Formerly a teacher of "Technical applications", he dad to
give up his post because of the reduction of the number of
classrooms in school, due to the dramatic decrease of birth
rate in Northern Italy, especially in Bologna . But since
teachers and professors are public functionaries and cannot
get fired, they are usually reconverted in other roles, in
the school itself, or in the Public Administration. Giuliano
Ortolani has then been sent from his former school, which
has been entirely suppressed, to the "Guido Reni".
Click here for
postscript,
rtf
and pdf
(Adobe Acrobat) versions.
top of page
An overview.
Click here for postscript
and pdf
(Adobe Acrobat) versions in English.
Click here for postscript
and pdf
(Adobe Acrobat) versions in Norvegian.
The Primary school, Norway 1996-1998, by Inger Lise
Stieng
This report on the
primary school is based on material collected in January and
April of 1997. The material consists of written
documentation, video recordings, observations, conversations
and interviews. The people and the environment mentioned in
the material have been kept anonymous. The report is
designed so that, together with the other reports written
about individual schools, it can be used as a basis for the
production of joint reports on the Mailbox projects.
The object of this report is to paint a picture of the
school's ICT efforts by presenting a cross-section of events
that occurred over a limited period of time within mainly
one specific grade.
The main focus in the Mailbox project is always: How do
pupils and teachers use ICT for school work ?
To get to the schools site, get
to the pages on the observation
sites.
Click here for
postscript,
rtf,
pdf
(Adobe Acrobat) downloads.
top of page
This background
note introduces the UK case studies. It was drafted in
August 1997, on completion of the MAILBOX observation, and
reports on the situation at the time of the research. It
should however be read in conjunction with Government
proposals relating to networking and schools available on
the UK Government web pages at www.open.gov.uk/dfee/dfeehome.htm.
Click
here for a postscript
version.
Hillmead Infants School - Brixton's Beacon of Light,
by J. Jenkins
http://www.rmplc.co.uk/eduweb/sites/hillmdin/index.htm
Click
here for a postscript
version.
The Netherhall School, Cambridge - through the technology
ceiling, by J. Jenkins
This report was
completed in August 1997. Since then, the school has
continued to develop its ICT activitie, rebuilding has
proceeded with associated changes, and at the end of October
1997 the school launched a new website. This provides a
great deal of information about the school and all its
activities. The site can be found
at www.netherhall.cambs.sch.uk.
Click
here for a postscript
version.
Shawlands Academy - communications technology as the
catalyst for transformation, by J. Jenkins
This report is of
visits made in February and March 1997. The school was then
at an early stage in its use of the
Internet.
Click
here for a postscript
version.
Richmond Park School - Chips with everything: a case of
integration, by J. Jenkins
The report on this
school differs somewhat from those on the other British
schools. The environment within the school differs. There is
a long history of using computers, off-line, to support
curriculum delivery. The school is already organised and
managed in a way suited to the integration of work with the
computers: Richmond Park pupils are physically disabled and
need special help to access the curriculum. Computers have
proved to be liberating for many of these children. This
report concentrates on the use of new communications
technologies, how they blend with existing use of computers,
and what they add to teaching and learning in the
school.
Richmond's park web site is to be found here:
http://www.btinternet.com/~richmond.park/index.html
Click here for a a
postscript file.
top of page
What pedagogical
options are being explored by the "pioneers" of ICT in
classrooms? How does actual practice compare with announced
intentions? Can children learn in really different ways
using ICT? In ways that are occasions for significant
"implicit" social learning (of autonomy, collaboration and
mutual aid)? In what conditions can ICT make for more
efficient learning, particularly of languages? Is learning
the technology itself a problem ?
Click to download
a
postscript file, a
«.pdf» file (Adobe
Acrobat), a
«.rtf» file.
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