Reinventing Learning in Portugal:
An Ecosystem Approach
Report of the 2013 CoSN Delegation to Portugal
Reinventing Learning in Portugal:
An Ecosystem Approach
Report of the 2013 CoSN Delegation to Portugal
CONTEXT
CoSN is committed to a global dialogue focused on the strategic uses of
technology for the improvement of teaching and learning in elementary
and secondary schools. To further that purpose, CoSN led a delegation
to Portugal from October 18-26, 2013. We thank Lightspeed Systems,
Microsoft and Pearson for the support that made this delegation possible.
The 2013 senior-level delegation continues CoSN’s long-term strategic
efforts as a global leader in promoting a conversation around issues
related to the successful use of ICT/technology in schools. CoSN also
organizes an annual International Symposium, and led delegations to
Europe (2002) Australia (2004), Scandinavia (2007), Scotland and the
Netherlands (2009), London and Paris (2011) and South America (2011).
“While CoSN’s mission is to help
North American education leaders understand the power of
education technology – or ICT in
education, as it is called globally
– innovation isn’t bounded by
the Atlantic and Pacific Oceans.
This visit to Portugal is a great
opportunity to see an example
of a global pioneer in digitally
based teaching and learning.”
Keith Krueger
CEO, CoSN
Why Portugal? Over the last decade, Portugal has put in place policies and
programs to provide all students and teachers with laptops, connectivity,
and free educational content as part of a larger initiative to help stimulate
economic development and transform society. Our goal was to provide
the delegation with a first-hand experience to learn about the innovative
and unique programs and practices surrounding the uses of education
technology in Portugal.
After a week of intensive meetings with leading international experts,
policymakers, educators and business executives, as well as visits
to schools and informal learning spaces, the delegation distilled its
experiences. We were awed by Portugal’s commitment to put a large
scale program in place and the energy and drive required developing and
implementing such a program. So what are the big “take aways”?
Reinventing Learning in Portugal: An Ecosystem Approach
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• Policies and strategies promoting ICT use in schools and at home
are integrated into a larger economic and social vision for change in
Portugal.
Portugal has a population of
about 10.6 million people, which
would make it the equivalent in
ranking to the 8th largest U.S.
state in population, with more
people than Georgia, Michigan
and North Carolina but fewer
than Illinois, Pennsylvania, Ohio,
Florida, New York, Texas and
California. Bordered by Spain
and the Atlantic Ocean, its area
of about 35,000 square miles is
comparable to that of Indiana,
Maine and South Carolina.
• Portugal adopted a comprehensive approach to transforming education
by using ICT as a catalyst. This approach included hardware, software,
teacher training, curriculum development and digital content in a
holistic approach.
• The Portuguese thought in terms of an ecosystem.
• Public private partnerships are foundational to this strategy and key to
the success of the Portugal program, particularly in terms of long term
sustainability.
What follow are our collective insights and thoughts based upon our
experiences in Portugal. Reinventing Learning in Portugal is not meant
to be an exhaustive study, but rather to highlight our observations and
experiences and pose some related questions for policymakers and
educators outside of Portugal, particularly in the U.S. and Canada, to
consider.
e SCHOOL IN PORTUGAL
Few countries have moved as quickly -- and comprehensively -- as Portugal
in its efforts to provide all students with laptops, connectivity, and free
educational content as part of a larger initiative to help fuel economic
development and transform society.
In 2005 the Portuguese economy was in decline experiencing stagnant
growth, a ballooning budget deficit, low productivity and weak
competitiveness in the world market. Students were scoring poorly
on international tests and less than 1/3 of households had access to
the Internet. In response to this reality, Prime Minister Jose Socrates
embarked upon a plan to invest heavily in technology as a way to move
the country into the 21st century.
The government launched its program with the National Technology
Plan for Education, Plano Tecnológico (2007). The overarching goal of
the plan was to build a knowledge-based society, modernize education
by increasing the use of computers and access to the internet and help
Portugal become one of the five most advanced European countries.
The plan focused on three areas – technology, educational content and
training. Though the leadership and vision for the program started at the
top with elected officials, clear roles and responsibilities were articulated
for key stakeholders -- the private sector, schools, teachers, students,
families and the community.
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The initial financing for the educational programs came from the
government’s sale of 3G mobile licenses through a spectrum auction. In
2001 and 2002, several companies purchased 3G mobile licenses from
Portugal’s government raising 460million Euros as part of the telecomm
operators’ commitment to economic development. Subsequent funding
is based on a model of shared financial responsibility involving the state,
beneficiaries and telecom operators.
With the Magellan computer
and the massive introduction of
ICTs in the Portuguese education
system, for the first time a whole
generation will grow up to have
strong English and ICT skills. This
new generation will be better
prepared and able to contribute more to the modernization
and development of Portugal.
Furthermore, with the Magellan
initiative, a PC will be introduced
in many homes for the first time,
thus also strongly contributing
to overcoming info-exclusion in
general.
Prime Minister Jose Socrates
(October 2008)
(Source: Mario Franco, e.School Program Show Case, World Bank, 2012)
The Program consists of five parts focused on specific groups:
• Oportunidades (Opportunities) for adult training
• Escola (School) for students in grades 5- 12
• Professor (Teacher) for all elementary and secondary teachers
• Juventude (Youth) for youth associations
• Escolinha (Little School) for students in grades 1-4
The Plan was implemented over a three-year period beginning with a
program to equip students and teachers at the primary and secondary
school levels with customized computers and internet access. Through
the Magellan Initiative (Magalhaes in Portuguese), 500,000 Magellan PCs
manufactured in Portugal were made available to primary-school students
(ages 6–11). These devices include local educational content and software
applications that are age appropriate. The eEscola program provides more
powerful education customized notebook computers to middle and high
Reinventing Learning in Portugal: An Ecosystem Approach
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school students in grades 7-12. School computer centers are equipped
with desktop computers which allows for remote IT management
and support. The connectivity typically includes wired and wireless
LAN and 3G.
Portugal Telecom (PT), one of
the corporate partners in the
educational initiative here, also
wanted to contribute in more
than the obvious ways. Their
Foundation took on this elegant
solution to support math education in school and at home:
provide high quality voice dubbing into Portuguese for the
Khan Academy math videos.
They also worked with Portugal’s
Mathematical Society to validate
and correlate the videos to the
national curriculum. According
to Teresa Salema with PT, the
next stop: Khan Academy Physics
videos! For more information, go
to http://tinyurl.com/o4n5lmy
Lynn McNally, Loudoun County
Public Schools
Distribution of the computers occurred on the same day in each
school. The devices were delivered with the necessary software and
age appropriate content. Classrooms and teachers receive the same
computers as their students. Instructional support with interactive
whiteboards reinforces the use of digital content and interactions between
students and teachers in the classroom. The students own the computers
and can bring them back and forth to school, allowing technology access
at home as a way of introducing and promoting digital literacy in families
and providing access to many low income families for the first time.
To support that larger goal of digital literacy for parents and other family
members, public information sessions took place in communities across
Portugal. Parents become stakeholders in the program because they
participate in the purchase of the computer based on income levels
with the poorest families (approximately 25%) receiving the computer
at no cost.
Teachers are being trained to incorporate technology into the curriculum
through a network of master teachers who then work with their
colleagues. To date 850 master teachers have been identified, trained and,
in turn help to provide training to 30,000 teachers across Portugal.
As part of the development and refinement of the program, Portuguese
companies are working to create digital content and learning platforms for use
throughout elementary and secondary grades. Students in Grades 1-4 can access
interactive educational resources through skoool.pt, a Portuguese-language site
while older students have access to Escola.pt
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To safeguard the fidelity to the plan, an independent entity, the
Foundation for Mobile Communications, is responsible for monitoring the
operations and finances, as well as ensuring ongoing cooperation between
the public and private sector and all parties involved. This arrangement
has been very successful and ensures that everyone can be involved and
focused on one goal - the success of the program - rather than splintering
into independent entities with separate or competing issues.
Initial Impact
The total investment of 1.1 billion Euros, equivalent to about $1.5 billion
U.S. dollars, has had far reaching effects. The reach and impact of the
program in education has been impressive. From 2008 to 2012, Portugal’s
eSchool initiative provided laptop computers and broadband access to 1.7
million elementary and secondary students, adults in training programs
and educators; this means that 17% of the total population and 42% of the
families throughout the country now have access to the Internet and the
productivity and communication tools to participate in a global knowledge
base and economy.
The program has also had impact beyond education by creating
opportunities for growth for technology companies and a supportive
climate for societal entrepreneurial projects. Because most of the software
and educational content associated with the Magellan project originates
in Portugal, there has been significant job and revenue growth. Portugal
is now a leader in Europe in eGovernment services and takes pride in the
fact that new company startups can be licensed to do business in Portugal
through an online application and within one hour – the fastest in Europe.
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eSCHOOL INITIATIVE BY THE NUMBERS
1.7 million students, teachers & adults reached
17% of the population benefitted
42% of families involved
1:2 computer to student ratio
Cost of 1.1billion Euros (approximately $1.5 billion U.S.)
1.2 million electronic communication subscribers
57% of the students reached
As part of the CoSN International Delegation this week,
I have been exposed to an
amazing ICT initiative in Portugal. Portugal serves as a shining
example of how a partnership
of government, industry and the
education community can create programs that are sustainable beyond the ever changing
political landscape. Portugal has
focused on delivering devices
and network access across the
country that benefits all citizens
and serves as a catalyst for disruptive changes in how learning
happens in schools and at home. The real genius in the program
is that the investments required
to launch this program are
spread across all the stakeholder
groups. These investments are
also tied to return on investment
for each of the groups to provide
economic incentive for government, community and industry
to provide ongoing support.
Bill Kilcullen, Microsoft
36% of teacher involved
AN ECOSYSTEM APPROACH
Ecosystem
A system of interdependency that stimulates interaction,
establishes a network among stakeholders, creates opportunities
for stakeholders, promotes “quid pro quo” dynamic among stakeholders, brings evidence to the value of the ecosystem itself,
promotes the exchanging of ideas.
In America we sometimes say that “It takes a village to raise a child” but
what we learned from Portugal is that it can also take an ecosystem.
Only through a well-designed and managed ecosystem that leverages
stakeholders and resources to make transformational change, can
we see benefits of educational reform extrapolate into benefits to all
stakeholders.
From the first meeting to the last meeting, our Portuguese hosts stressed
a systemic approach, including improving school infrastructure, leveraging
educational technology, working with government leaders, industry, and
the community to build the synergy for school reform. This is similar to
the message that we heard in our visit two years ago to South America.
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The number of 1:1 initiatives
in the U.S. is large and growing, and many initiatives have
a long history (e.g. starting in
2000 such as the Maine Learning
technology initiative involving
a very high number of students
and schools (e.g. more than
50 000 devices for around 300
schools in Maine). Experiences
are widespread and implementers can draw from long lasting
experiences. There seem to be
common challenges that concern all of us. The first one is
that each ICT initiative should
start with a “Why” Why are we
doing this in our school? What
are the underlying objectives?
Once this is clarified it will be
easier to plan for the “How” and
get every stakeholder involved- a
second challenge. In this process
of design it is not always easy
to align intentions from school
leaders, researchers, industry or
parents; therefore an ongoing
dialogue is needed.
…one of the most common issue
the U.S. and Europe face is the
mainstreaming and upscaling
of innovation and successful
technology integration. EUN is
developing strategies in this area
specifically with the iTEC project,
which has issued a series of recommendations for mainstreaming the results of innovative ICT
rich school pilots across national
education systems throughout
Europe.
Strategic Planning and Going to Scale
As we learned more about the program in Portugal and heard from
experts about other projects across Europe, we were struck by the
emphasis on strategic planning in the development and implementation of
these large scale and ongoing improvements.
In the U.S. we often see a multitude of pilot programs, short-term
grant funded initiatives, uncoordinated improvement efforts, priorities
associated with individuals and public policy driven by political winds that
can shift on Election Day. By contrast Portugal has incorporated extensive
planning and ongoing collaboration into its project.
From the start, the National Technology plan and eSchool required formal
partnerships and long-term collaboration among multiple public and
private interests. Two government agencies — the Ministry of Education
and the Ministry of Public Works, Transportation, and Communications —
led the planning and execution of the education initiatives. Government
agencies formed successful partnerships with the private sector , both
local companies -- JP Sá Couto, Optimus, Prológica, TMN, and ZON, as well
as multinational companies including Microsoft, Intel, Cisco, Vodafone,
and Ericcson.
1:1 INITIATIVES ACROSS EUROPE
Portugal’s accomplishments through its eSchool initiative are notable,
particularly when viewed within the context of other initiatives across
Europe.
Based on the 1:1 Learning study carried out by European Schoolnet (EUN),
there are 31 recent initiatives in 19 EU countries reaching 62,000 schools
and 17,500,000 students. Most of these initiatives are on a smaller scale
or involve local and regional pilots. Portugal, along with Spain and Turkey,
stand out as countries that are implementing their programs system wide.
Anja Balanskat, Senior Analyst
and Project Manager, European
Schoolnet
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LEARNING PORTUGUESE STYLE: INFORMAL AND FORMAL LEARNING
Our days were filled with meetings at the Portuguese Parliament, with leaders
in education, ICT policy, and the private sector. We were privileged to see how
policy translates into practice in both formal and informal settings and how
this related to the larger context of educational transformation.
The delegation visited two schools – one private and one public.
College Monte Flor, a private school, starts with preschool students and
continues to the age of 10. Organized around their vision of “One Child One
Future” we saw three year olds learning English and older students fully
engaged in technology enriched instruction. At Escola Básica do Parque das
Nações, a public school, we were greeted by a group of 9th graders who
served as our guides. Older students demonstrated and explained their
robotics project and discussed what they had learned from the project.
Lisbon also has several impressive informal learning spaces. Three of these are
the Pavilion Knowledge, Oceanário of Lisboa and Media Lab. Each provides
enriching learning for Portuguese students. Opened in 1998, the Oceanário
was the centerpiece of the 1998 World Fair. It is continuously developing
new educational activities and impressive displays – and hosts school groups
on a regular basis. The Pavilion of Knowledge – Ciência Viva is a dynamic
interactive science museum featuring hands-on interactive displays. Its
school program brings students to the museum for one week where they can
work alongside scientists, conduct experiments in the lab and use the entire
museum to delve into specific questions. The Media Lab, supported by Controlinveste, one of the largest media groups
in Portugal, runs workshops offering students the opportunity to work
alongside journalists for a day and publish their own newspaper. Students
conduct interviews with invited scientists, historians, and members of
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The popularity of the Media
Lab program and frequency
with which critical thinking,
communication, collaboration,
and creativity were mentioned
in other discussions indicates
that Portuguese culture has
embraced the development
of 21st Century Skills. And it
is apparent that those skills
played a role in the success
of Portuguese education
technology initiatives. Portugal’s
leaders found a way to work
across industries, create winwin funding solutions, and
transcend political affiliations to
ensure that their students would
benefit from, and participate in
our global digital society.
The half-day project-based
learning activity starts with
a question to the students:
“Do you like the idea of being
free?” In a country where media
was censored until the 1974
revolution, the notion of a free
press is not taken for granted.
The goal of the Media Lab is
to foster active, participating,
critical-thinking citizens. Through
the Media Lab activities,
students learn the importance
of being informed and to discern
what is relevant. In the 21st
Century, New Media changes
everything. ALL citizens can
have a voice. Through the Media
Lab experience, students learn
the difference between finding
facts versus understanding
information.
Paula Maylahn,
Paula Maylahn Consulting
parliament. They then write articles, develop headlines, edit videos, and work
on deadline to produce a 4-page newspaper. More importantly, the 20,000
students who participate in the program each year have access to free online
tools so that they can continue to create after they leave the Media Lab.
SUSTAINABILITY
The design and implementation of any technology program must include
a plan for sustainability from its inception to its end… and sustainability
means a clear value proposition for all stakeholders, multiple champions
of the program, outreach to families and communities, thoughtful
budgeting, robust infrastructure and adequate, age-appropriate training.
The CoSN delegation identified six factors in Portugal that were keys to
sustain the program.
Value Proposition for Key Stakeholders
Although meaningful instructional achievement for Portuguese students
and ICT literacy for families were overarching goals, it was also important
for stakeholders to see the value of the program for themselves and
their constituents. So in Portugal, a value case was developed for each
stakeholder. For example, telecoms would donate broadband services
because they saw that it would ultimately expand their market and
gain new customers. Media groups donated time and resources, as
Controlinveste did with Portugal’s Media Lab project, in the hope of
sustaining and expanding the user-base for their newspapers and
websites.
Lastly, stakeholders need to be engaged throughout the life of the project.
In Portugal, it was understood that the ongoing engagement and support
of the stakeholders was essential for sustainability.
Reinventing Learning in Portugal: An Ecosystem Approach
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There were so many people
saying…we cannot do it, but
Portugal had the political will
to pull diverse multi-political
parties together and locate the
resources to provide the needed
support. The public/private
partnerships were extremely
impressive. Infrastructure
upgrades required extensive
planning and required them to
build much technical expertise.
One of the key components
was exceptional leadership and
extensive political will.
Sheryl Abshire, Calcasieu Parish
School District
Champions in the Ecosystem
Inevitably, leadership changes occur in business, in government and
educational institutions. Education, community, government and industry
leaders need to be willing to discuss how the initiative will survive when they
are no longer in charge. It is important to note that when the government
changed in 2011 the program continued. The individuals who are part
of the original stakeholder partnership need to develop other champions
throughout the ecosystem. Industry leaders, for example, need to integrate
the goals of 1:1 computer access in the schools into their corporate vision.
And all stakeholders will need communication tools that champions can use to
advocate for the initiative within their respective organizations.
Local Community By-in
A key long-term stakeholder is the community. It should own the initiative,
and not just be the receiving end of a PR campaign. Families with children
need to see the impact 1:1 computer access has on student achievement,
families without children need to be willing to support initiatives with
their tax dollars, and local businesses need to see the overall benefit of
developing local youth who are career- and college-ready. Commitment
from the local community through either bond issues and/or political
pressure can help sustain initiatives at times of tighter budgeting or shifts
in priority at the next level of government.
Part of a Bigger Funding Vision
In Portugal, government leaders realized that an investment for education
alone would not justify the expenditures needed to do the project well.
Therefore, education initiatives became part of an overall eGovernment
strategy. To simplify access to information, Portugal created separate
portals for Citizens and Businesses. Out of 32 European countries, Portugal
rates first for providing online public services. Citizens can access things
like social security statements and even a ‘Fix My Street’ widget.
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Information Technology Management
1:1 is more than the initial implementation. A successful 1:1 initiative
is about establishing an integrated, end to end approach. The device is
merely the starting point. Consider the following phases, drawn from
lessons learned with successful programs represented in this report.
Phase One – Integrated Devices
Devices must be managed and that means building a plan that includes
policy, patch, application and inventory management. Some specific
examples include onsite service for the life of the device, bundling the
necessary management tools to include security, privacy, and safety risk
mitigation (e.g. Mobile Device Management system), with the initial
purchase, providing battery refreshes and screen replacement as part of
the initial purchase, and allocating general operating funds to cover theft
and non-warrantee repairs
Phase Two – Learning Content Management
In order to ensure that devices are more than electronic text books with a
limited life span, it is critical to have a plan for provisioning devices with
a core set of learning content from various sources such as local learning
management systems, local and shared learning repositories, web based
collaboration and sharing services and publisher resources. The plan must
include efforts to keep the content updated and refreshed to maintain
relevance as curriculum changes.
Phase Three – Classroom Management
The successful 1:1 program clearly identifies how classroom management
will take place and determines the various roles and responsibilities to
ensure the best and most effective use of technology in the classroom.
Lessons, assignments, projects, assessments and participation should all
be included. Care should be taken to minimize the burden on the teacher
in the classroom and allow the technology to enable the teacher to spend
more time as learning manager.
Phase Four – Personalized Learning Enabled by Technology
Personalized learning is just that, a personal, student level learning plan
that focuses on the success of each student in a way that meets their
individual learning needs. In this environment the student owns their
learning and moves forward through competency based progression.
The phases described above will be in constant motion throughout the life
cycle of any 1:1 program.
Although it is difficult to plan for advances in technology, sustainability
planning requires that you keep up with these changes, new devices,
programs and software.
The lesson is—plan for sustainability from the beginning.
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Professional Development
Just as technology and applications for its use continue to evolve, so
will the need for teacher professional development. It is not a one-off
practice and should be part of planning and budgeting. Ongoing training
“coaching” must be included in a sustainability plan. Portugal looked to a
model of peers training peers, but when asked what they would have done
differently, Portugal eEscola Program directors noted that they are now
looking to further develop their plans for continued, ongoing professional
development to include a coaching model.
SHAPE THE FUTURE
Our delegation had the unique opportunity to expand its knowledge
of global programs through a series of Shape the Future conversations
convened by Microsoft. We heard from leaders based in the UK, Turkey,
Russia, and Denmark – who are all focusing on the ways in which they
had approached educational transformation and used ICT to improve
education for students. Access to PC-based technologies are being
deployed in these countries to facilitate digital teaching and learning
skills, build relevant, personalized learning environments, and meet
education goals.
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REINVENTING LEARNING IN PORTUGAL: RESULTS
Portugal is seeing results in terms of educational achievement since the
rollout of the eSchola program. PISA 2009 Results: Students On Line.
Digital Technologies and Performance show progress by Portuguese
students in a number of areas.
• An increase of about 20 points on each of the PISA mathematics, reading and
science assessments, moving from well below to close to the OECD averages,
with Portugal being the only country that improved in all three areas over the
last two rounds of PISA testing.
• Portugal’s students were at the top of all countries on computer literacy and
the ability to use spreadsheets and presentation tools.
While it is always difficult to make causal connections, the timing of the
increased educational attainment does correspond to the start of major new
investments in ICT in Portugal.
In addition:
• There was significant growth in individuals using the Internet from 52% in
2006 to 91% by 2012.
• eGovernment has advanced in the percentage of basic public services for
citizens that are fully online from 44% in 2006 to 100% in 2010-- leading the
European Union.
• Technology exports have grown substantially.
(Source: Mario Franco presentation, October 2013)
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LESSONS LEARNED
While the Portugal experience is unlikely to provide a pure turn-key
solution for implementing an equally ambitious 1:1 initiative in the U.S. or
Canada (at the state, regional or large district level), the CoSN delegation
did leave Portugal with useful tools and insights for designing such a
program.
The following is a consensus list of design pillars for an ambitious
technology initiative and examples of action options that might be
considered.
Vision and Purpose: From the very start, any large scale ICT
initiative must answer the question “why are we doing this” in
a way that all stakeholders can identify and recognize their role
and/or benefit. In Portugal and elsewhere, we know that this
question was answered in a way that framed the initiative as one
that transcends classrooms and students and highlighted the
opportunities for communities and countries (or in the case of the
US, states) to increase their position in an increasingly competitive
digital world economy. The framing must create broad excitement
and mobilization in order to build the political will that will
ultimately be essential for the success of the initiative.
Technology – mobile devices and connectivity: 21st century
learning is characterized not only by the role computers play in
learning but also the learning that occurs beyond the four walls
of the classroom. The successful initiatives observed by the CoSN
delegation were built from this foundational idea that mobile
devices and connectivity belong in the hands of students at school
and AND at home. Both components – devices and connectivity
– demand public/private partnerships. Government leaders
need to be creative in leveraging device and telecommunication
companies’ self-interests in order to make them collaborative
partners in an initiative that reaches ALL students, families and
communities.
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Financing: Answering the “Why” question (Vision and Purpose)
is perhaps most important because large-scale education ICT
initiatives require a huge investment at a time when federal,
state and local education budgets are in crisis. The Portugal
experience in particular suggests that we must be open to multiple
stakeholders sharing in financing the effort: the state, districts,
private sector and families. Educators advocating for ICT initiatives
need tools for projecting Total Cost of Ownership and Value of
Investment often going beyond the benefits to education (e.g.,
Portugal significantly expanded eGovernment).
Training and Content: A large-scale education ICT initiative must
include changing the nature of teaching through the involvement
of, and support for, school leaders and classroom professionals
and through programs that prepare teachers and administrators.
Once again, public/private partnerships like Microsoft’s Partners in
Learning offer the prospect for rapidly scaling training for new 21st
century pedagogy and making it possible and affordable.
The hope and challenge is that more education policymakers and
politicians in the US and Canada will take the time and effort to try to learn
from the experiences of their counterparts in other countries. Portugal
has made a big and bold investment in ICT to reinvent and transform
education and there is much that we can learn from their experiences.
CHECKLIST FOR NORTH AMERICAN POLICYMAKERS
• Look and learn globally to see what other countries are doing,
how they have developed and implemented programs
• Take advantage of the resources available through multinational
organizations like OECD, EuropeanSchoolNet and UNESCO
• Articulate a clear vision and communicate this to all stakeholders.
Ask “why” are we doing this?
• Think in terms of a comprehensive approach :
the device +connectivity+content+professional development
• Create a plan that includes all the stakeholders in the development and
implementation on the project
• Work on building public private partnerships from the beginning
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APPENDIX 1: AGENDA
SUNDAY, OCTOBER 20
5:30 Orientation meeting with introductions, review of agenda for the week, identification of goals and outcomes
7:00 Opening dinner
MONDAY, OCTOBER 21
Global Perspectives on 1:1: Bring Your Own Device, mLearning and other
key global ICT trends
9:30- 10: 30 Setting the Stage with Gavin Dykes, Education World Forum
10:45-12:30 Panel 1: Mobile Learning: Steve Vosloo, Senior Project Officer: Mobile Learning Division for Teacher Development
& Higher Education Sector, UNESCO
Response by : Denise Atkinson-Shorey, CEO, e-Luminosity
and Bill Kilcullen, Public Sector Education Solutions,
US Enterprise Services, Microsoft
12:30- 2:00 Lunch: Informal discussion
2:00- 3:15 Panel 2: Research on 1:1, Anja Balanskat, Senior Analyst
and Project Manager, European Schoolnet
Response by: Mike Jamerson, Director of Technology,
Bartholomew Consolidated School (Indiana) and Glenn
Kleiman, Executive Director, Friday Institute for Educational
Innovation, NC State University College of Education 3:30- 5:00 Panel 3: Innovation, Stephan Vincent-Lancrin, Senior
Analyst, OECD Centre for Educational Research and
Innovation (CERI)
Response by: Sheryl Abshire, Chief Technology Officer,
Calcasieu Parish Public Schools (Louisiana) and Darryl
LaGace, Executive VP Global Business Development, Light
speed Systems
Reinventing Learning in Portugal: An Ecosystem Approach
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APPENDIX 1: AGENDA CONTINUED
TUESDAY, OCTOBER 22
10:30
Meeting at the Ministry of Education/AICEP (Responsible
for Economic Corporation and Portuguese Education
Technology Cluster)
Moderator: Mario Franco
Teresa Evaristo, Portuguese Ministry of Education and
Inês Araújo, AICEP
1:00
Lunch organized by FCM Foundation for Mobile
Communications
3:00 Meeting with Medialab – Theme: Media Literacy and
Critical Thinking
Alexandre Nilo Fonseca, General Director of Marketing,
Controlinveste
4:00
School Exchanges
Wednesday, October 23 9:30-12:00
Visit Local School – Colégio Monte Flor
12:30
Sponsored Lunch: Informal Conversation:
Lessons Learned and Observations
2:00-3:00
Connectivity and Collaboration in the Learning Society:
Roundtable Meeting organized by Telecom Companies
Moderator: Mario Franco
Speakers:
Cristina Perez, Director of Legal and Regulatory Affairs,
Vodafone
Inês Louro, Head of Business Development and Strategic
Planning, TMN
Filipa Carvalho, Director of Legal and Regulatory
Department, Optimus
Reinventing Learning in Portugal: An Ecosystem Approach
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APPENDIX 1: AGENDA CONTINUED
Wednesday, October 23 continued
3:15-4:15
Building the Learning Spaces of the 21st Century:
Roundtable Meeting with Private Sector
Moderator: Mario Franco
Joaquim Barradas, Leya
Jorge Sá Couto, JP – Inspiring Knowledge
Nuno Martins, Intel
Jerónimo Silva, Bi-Bright
Darryl LaGace, Lightspeed Systems
5:00
Visit the Oceanário de Lisboa Museum
7:30
Sponsored dinner
Thursday, October 24
9:00-11:00
Shape the Future Roundtable organized by Microsoft
11:30-12:30
Visit to Local School Escola Básica do Parque das Nações
1:00-4:00
Welcome and Lunch at the Portuguese National Parliament
Employability and Technology Access: Meeting with
Members of Parliament
4:30–6:30
Shape the Future Roundtable (con’t) organized by Microsoft
Friday, October 25
Discussion of findings and outline of report
Visit the Pavilion of Knowledge - Ciência Viva
Speaker: Rosália Vargas, Director of Museum
7:30
Closing dinner
Saturday, October 26
Transfer to airport and flight home
Reinventing Learning in Portugal: An Ecosystem Approach
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APPENDIX 2: CoSN SENIOR DELEGATION
Sheryl Abshire
Chief Technology Officer
Calcasieu Parish Public Schools
Lake Charles, LA
_____________
Barath Doshi
Secretary/correspondent - GT AVM
Director - GT Group
Chennai , India
_____________
Tom Gluck
Executive Director
Pennsylvania Association of
Intermediate Units
Harrisburg, PA
_____________
Adam Hall
CEO Nervanix
Fort Myers, FLA
_____________
Kathy Hurley
Board Member
CoSN
Arlington, VA
_____________
Mike Jamerson
Director of Technology
Bartholomew Consolidated School
Columbus, IN
Bill Kilcullen
Public Sector Education Solutions
US Enterprise Services
Microsoft
Cleveland, OH
_____________
Glenn Kleiman
Executive Director
Friday Institute for Educational
Innovation
NC State University College of
Education
Raleigh, NC
_____________
Beverly Knox-Pipes
Distance Education Consultant
Michigan
_____________
Keith Krueger
Chief Executive Officer
CoSN
Washington, DC
_____________
Darryl LaGace
Executive VP Global Business
Development
Lightspeed Systems
London, England
_____________
Gary Mainor
EVP
Assessment & Instruction
Pearson
Blomington, MN
Paula Maylahn
Paula Maylahn Consulting
Northvale, NJ
_____________
Lynn McNally
Technology Resource Supervisor
Loudoun County Public Schools
Round Hill, VA
_____________
Denise Atkinson-Shorey
President, CEO
e-Luminosity
Denver, CO
_____________
Anand Singhvi
Secretary , Takshila School
Chennai , India
_____________
Irene Spero
Chief Strategy Officer
CoSN
Washington, DC
_____________
Anand P Surana
Chief Executive Officer and
Co-Founder
ICEGEIN
India
_____________
Vikas Surana
Correspondent
Vidhyasagar Institutions
Chennai , India
Reinventing Learning in Portugal: An Ecosystem Approach
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APPENDIX 3: REFERENCES
Survey of schools: ICT in education
Overview and analysis of 1:1 learning initiatives/practical guidelines for schools
iTEC project
Future classroom lab
Creative Classrooms Lab (1:1 tablet initiatives in schools)
Shape the Future: Video
SHAPE THE Future Brochure (download)
Don Tapscott, Huffington Post on the Portuguese education transformation using technology (2009)
Rob Salkowitz, Schoolkid Laptops: How Portugal›s Doing It Right” (2009)
Case study on the Portuguese Magellan program (download)
Magellan brings advantages for underprivileged students
Big educational laptop and tablet projects -- Ten countries to learn from
Driving National Transformation and Competitiveness with ICT
Manifesto for a Networked Nation
Reinventing Learning in Portugal: An Ecosystem Approach
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Consortium for School Networking
1025 Vermont Avenue, NW, Suite 110
Washington, DC 20005
866.267.8747
www.cosn.org
[email protected]
Permission is granted under a Creative Commons Attribution + Non-commercial
License to replicate copy, distribute, and transmit this Report for non-commercial
purposes with Attribution given to CoSN.
© 2014, Consortium for School Networking (CoSN). Design: Graphic Minion Studios
The report was compiled and written by Irene Spero, Chief Strategy Officer, CoSN
Reinventing Learning in Portugal: An Ecosystem Approach