12 Amendments of Georgios PAPANIKOLAOU related to 2013/2182(INI)
Amendment 28 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Emphasises that OER could create opportunities for education and training institutions, teachers, students and pupils to teach and learn in innovative ways; calls on educational institutions to create an organisationfurther assess the potential benvironment in which such innovation is welcomedefits of OER and their possible integration in the respective educational systems;
Amendment 36 #
Motion for a resolution
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Deplores the lack of differentiation in the Commission Communication between school levels as regards the deployment of new technologies and digital content for learning and teaching purposes; stresses that learners acquire different skills and competences depending on their age and that curricula and learning methods consequently vary according to the school level;
Amendment 38 #
Motion for a resolution
Paragraph 2 b (new)
Paragraph 2 b (new)
2b. Stresses that education policies should primarily aim at assisting learners in the development of crucial cognitive and social skills; calls on the Commission to further assess the impact on learners of deploying digital devices and contents for pedagogical purposes while ensuring their physical and psychological integrity;
Amendment 52 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Points out that ICT and OER are currently mainly used in higher education; encourages, where appropriate, their use in primary and secondary education;
Amendment 59 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Highlights that availability of and access to free high-quality and suitable online teaching material is crucial; calls on the Commission to monitor and analyse the copyright and licensing issues surrounding the use of OER;
Amendment 68 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Calls on the Member States to ensure coordinated and progressive education on internet safety in schools; recommends that complementary strategies be developed targeting parents, thereby strengthening the role of parental mediation; insists that the protection of the individual integrityphysical and psychological integrity, in particular as regards mental health, and personal data of teachers and learners using OER must be assured;
Amendment 77 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses that teachers at all levels of education have a key role in facilitatingfundamental role as regards monitoring the access to, and use of, online learning materials and in making digital skills a reality for all learnerby learners and in assisting them in acquiring digital skills;
Amendment 82 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Urges the Member States to support teachers in their professional development by offering modern curricula in their initial education, and by providing in-service training geared to help them acquire a high level of digital competenceprovide them with the necessary competences for the deployment of digitally-supported teaching methods;
Amendment 91 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Points out that basic literacy and numeracy skills are a prerequisite for developing digital skills and using OER effectively; in this context, calls on the Commission to further assess the impact of digital and/or online learning materials on the learning performance of learners according to their age and school level;
Amendment 97 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Highlights that ICT and OER can enrichsupport the teaching and learning of foreign languages at all levels of education and training; stresses that social interaction is a prerequisite for learning a foreign language;
Amendment 117 #
Motion for a resolution
Paragraph 17
Paragraph 17
Amendment 126 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Points out that digital technologies are not fully exploited in education and training across the Union; fears that this situation may lead to a further fragmentation of approaches and marketteaching and learning approaches;