This May twenty five reporters of Gazeta Wyborcza, Poland’s best read quality daily, got back to their schools — primary and secondary, public and private all over the country — to check how did they embrace new technologies.
Reporters had to spend there a week going to classes, doing homeworks, talking to pupils, teachers and parents. Some of them finished their education there 30 years ago. Imagine the challenge!
Readers could follow reporters’ expedition on their blog, give them tips, share experiences.
Sadly, they found that Polish schools are “museums of chalk”, as one of teachers wrote in a letter to editors.
Grzegorz Lorek, a biology teacher from a city of Leszno, claimed: “Schools pretend the Internet does not exist. Some teachers don’t have even e-mail addresses. I am also a ‘digital immigrant’ as I grew up in the world before the Internet revolution. And my pupils are ‘digital natives’. They live in a sort of an avatar. When they go to school, they get out of their avatar for a while and what do they find? Me — a teacher at the chalk board. I work in the museum of “the chalk reality”. How can I teach them to live in the new brave world?”
We believed Mr. Lorek’s testimony was so important that we quoted his letter on the front page of Gazeta when we started our week-long series called “School 2.0″. The headline read: “The end of the chalk age”.
From May 17 to 22 we published 25 articles about it in the nation-wide edition and 205 articles in 21 local editions of Gazeta. All stories, photos and videos were posted in a new section on the newspaper site.

Findings of Gazeta’s reporters embedded into schools

Over 91 per cent of pupils in Poland have a computer at home and most of them have an Internet access. But some teachers still ask kids to write — for example — a definition of a metaphor as their homework and then surprisingly get the same answer copied from Wikipedia!
Gazeta’s journalists surveyed 2,081 pupils and learned that 71 per cent used the Internet when doing their homeworks. 45 per cent admitted their homeworks are fully based on information found online!
Nobody has taught them how to use this information critically, how to evaluate and compare sources. Where were the teachers?
When reporters talked to them, they so often seemed to be helpless or overwhelmed by the speed and variety of changes in the society.
One history teacher complained: “I ask pupils what’s the source of knowledge today and the answer they give is: ‘You log in to Wikipedia and copy”. I ask who’s been at a library recently? I hear: ‘Me, I logged in to www.library.pl’.”
But is it any wrong?
Another teacher — the Polish literature specialist — cried: “Six-graders don’t remember an alphabet as they use computer dictionary tools to write. They speak abbreviations, their sentences get poorer and poorer. The language of text-messaging has entered the everyday conversation.”
She and the others didn’t know how to include new technologies and Internet tools into their practice. They didn’t know any good examples of good practices. They didn’t know if there were any teaching materials available, where to find them and how to use them.
During our research the social impact of new technologies seemed often to be out of radar of school authorities with one exception. Schools reacted quickly when noticed about pathologies like privacy breaches on the Polish Facebook, any pictures or videos showing misbehaviors etc. The problem was they did nothing to prevent them. There were no lessons on Internet safety, privacy, or copy rights! Only 28 per cent of pupils told us their teachers had given any lesson about the guidelines to use the Internet.
But there is hope. We found out that teachers — however afraid — wanted to change their practice, learn more and share with pupils.
It is a paradox — almost all Polish schools have computers but they are rarely used during lessons other than computer science. It’s one of the reasons why teachers usually tell pupils what the rainforest looks like instead of showing it to them or sharing a link to YouTube.
Another reason is that nobody really cares if teachers innovate at work. “Despite all the governmental programs and official statements being innovative does not help teachers in their careers”, claimed our leading writer on education Aleksandra Pezda. “Their main goal is to prepare kids to national exams. And these exams are still very traditional. For example teachers fight with kids using computers to prepare homeworks claiming they would have to write exams by hand! Is this really the main problem of our age?!”
All these revelations made us think how to bring a change together with teachers, parents and pupils themselves.

From School 1.0 to School 2.0

We asked numerous independent experts, non governmental organizations and companies to help us. We want to prepare over this summer and introduce this fall new teaching materials to Polish schools, train their teachers and provide them an online platform to share experiences and good practices.
It’s going to be the largest and the most expensive social campaign this year just after our “Humane healthcare” activity. We’re now securing sponsors and merit partners.
We count on participation of at least 7,000 schools that have engaged into our earlier educational campaigns called School with Class. We run them for many years together with the Center of Civic Education, a non-governmental organization.
We are going to start in September by announcing a new Codex of School 2.0, a list of issues and ideas how to include new technologies in education.

• When and how to use computers at schools and homes to help pupils succeed in education and their adult lives?
• How to use Internet tools creatively, safely and responsibly?
• How can new technologies help students to work together on their projects?
• How to improve communication between teachers, pupils and parents?
• How should they adjust lesson plans, homework tasks, exams?

The Codex will not serve as a final list of orders for schools. Its aim is rather to start internal debates at schools and then to inspire them to adopt the results of these debates.
Schools will get a set of new teaching materials for free and will be able to apply for online training programs for their teachers. The most active ones will get additional support and become Labs 2.0.
All teachers will be free to start their own projects — plan and run innovative Lessons 2.0 or other activities — and to share their experiences with others on the Internet platform. We’re going to name Teachers 2.0 — the most creative and innovative — over the school year.
The best case studies will be presented at the national conference for teachers we want to organize next June. We will call this event Festival of Schools 2.0. It will include professional discussions and presentations to young people.
Additionally, the best Polish experts will work on sample exam questions to help the authorities in opening Polish exam system to innovations. We will invite schools to participate in the trail exams. We’ve got some experiences in such trials — we organize them every year in association with Operon, a leading publisher of schoolbooks. Over 300,000 students took our trial exams in 2009.
Last but not least we will publish a guide for teachers and parents about all the Internet tools that kids have been using already and that could be applied in education also — like wikis, blogs, Twitter-like feeds, Facebook-like networks, photo and video sharing sites etc.

Why it is a newspaper that may help

We believe in building bridges across generations. We don’t build ghettos for young readers and try to engage them into the regular newspaper and our campaigns instead. It works — we are happy with one of the youngest readerships across Polish newspapers: 53 per cent of Gazeta Wyborcza’s readers are younger than 40 and almost every fifth

young Pole aged 15-29 reads Gazeta at least once a week. In 2008 the World Association of Newspapers awarded us with the title of the World Young Reader Newspaper of the Year.
Education is on our radar for many, many years. We were supporting reforms of the system in 90s and 2000s. Our campaign called “Schools with Class” is widely recognized among educators. Many teachers are our readers. As we know and trust each other, there is just a small step to do something together again.
We are not afraid of the Internet world. We have embraced it many, many years ago and today our online portal Gazeta.pl is the fourth largest website here after Google, a Polish clone of Facebook and a TV-owned portal. It attracts 11,8 mln users in a month. It’s 66% of all 17,8 mln Polish Internet users (Poland has 38 mln inhabitants in total.)
And finally, here at Gazeta we believe that our mission is broader than just delivering honest news. We initiate and support nationwide social campaigns like “Kids get home” , “Poland runs”, “Dad’s return”, “Transparent Poland”, “Let’s save Rospuda”, “Humane birth”, “Humane healthcare”, “Loose weight with us”. Readers know our campaigns bring the real change and so they are happy to get involved.

If you want to learn more about this and other social campaigns of Gazeta Wyborcza, meet me from September 29 to October 1, 2010, in Kraków at the INMA/OPA Europe Newsmedia Conference. I am one of the organizers as the Vice-President of INMA in Europe — Grzegorz Piechota

”Many young people don’t have newspapers at home, so they cannot read them even if they want. That’s why we deliver our newspaper for free to schools and universities,” explained Mr. Barbot working for the largest regional daily newspaper in France.

Ouest-France has a circulation of nearly 800,000 copies – twice as much as the best selling nation-wide title Le Monde.

”After two years of delivering free copies of newspapers to school, we see that there is no copies left. So they take it, they read it,” continued Mr. Barbot.

But does he really believe that after having Ouest-France for free will these young readers start to buy the newspaper?

”It’s another thing. Young people are used to free information. But we had some tests with subscription for young people and had good results,” answered Mr. Barbot.

Ouest-France offered readers aged 18-24 to subscribe one issue per week for free for a year and after that period they could continue their subscription, but they had to pay.

”We had very good 15-per cent transformation rate. It is a good result for a direct marketing campaign,” answered Mr. Barbot.

Watch full interview with Herbe Barbot, made at the INMA Outlook 2009: European conference in Vienna, October 1-3, 2008.

Video brought to you by Artur Karda and Agnieszka Mazus, multimedia reporters at Media Regionalne, Polish part of Mecom Group. Read more about Mecom here.

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