Summary description

The ICT sector is one of the fastest growing sectors in the world economy, and it is essential that the EU builds on current excellence to become a dominant player, worldwide. A skilled workforce is an essential prerequisite. At present, the take up of ICT-related careers by women is very small; this has two important consequences. First is the loss to the economy of the talents of a significant part of the potential workforce; second is the direct economic implications for women, many of whom are excluded from very well paid jobs.

PREDIL’s central concern is on the harmonization of societal needs and pedagogical practices.

PREDIL is built on the premise that evidence based gender sensitive pedagogical methods and teaching approaches can be catalytic in increasing both the quality of educational provisions and pupils’ motivation in STEM related fields. In light of that the project’s goal is to increase understanding into the processes that underpin the great imbalance in take up of ICT by boys and girls at school and university level and on such a base to develop a coherent and comprehensive gender sensitive pedagogical strategy supported by a self reflective (diagnostic and self-observation tools) framework for in-service teachers in order to address and remedy the imbalance.

PREDIL is to be carried out by an eight member consortium (Greece, France, UK, Spain, Germany, Poland, Slovakia and Switzerland –being a silent partner) in a period of twenty-four months and in the frame of seven interrelated work packages.

 

 

Anticipated results

The project intends to map (via a discursive approach) current teaching practices onto pupils’ preferences with regard to ICT applications in the curriculum and in doing so develops support tools for teachers. In parallel mapped -via concept mapping type of methods, will be pupils’ perceptions of STEM and ICT related fields, their instructional needs with respect to specific subjects, their personal attributions for success/failure in these subjects, and appreciation of ICT processes and tools. The process helps to deepen understanding into pupils' mental representations of/on learning technologies, as well as defining indicators on ICT and learning. This study facilitates the formulation of the framework for encouraging (and supporting) teachers to reflection on classroom practices.
Semi- structured interviews, focus group discussions, structured discussion fora and on-line data collection methods will be applied. The analyses of evidences (data and discourse) will be considered both from quantitative and qualitative perspectives.
The principle tangible outcome is a set of Guidelines by which teachers can reflect on girls' instructional needs and personal attributions with respect to use of ICT in the learning/teaching process. These are to be localized in 20 European National contexts.
The research and validation procedures facilitate the setting up of a Network on the project's thematic orientation. This is supported by numerous activities aiming at the evolution of the Network into a CoP on gender and ICT. Transversal activities are integral parts of the project's workplan and include evaluation (both internal and external), quality assurance considerations, dissemination and exploitation. PREDIL also undertakes the development of a Resource Library and the organization of an International Event.

 

 

Target groups

Secondary level education teachers that use technology in their classroom practices, pupils of upper secondary education levels that use currently technology for learning in the frame of school curricula.