ICT-enabled knowledge acquisition; 2008 by thi72215

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									                                    Bureau of Public Information                                                                             BPI/EPP/2008/PI/60M/02
                                    memobpi
                                                           ICT-Enabled Knowledge Acquisition
                                                          The Communication and Information Sector's work on ICT-enhanced
                                                          knowledge acquisition is anchored within the "knowledge mandate" and
                                                          Constitution of UNESCO. It seeks to develop an integrated work stream,
                                                          inter-relating with other emphases and competencies within UNESCO.
                                                          This capacity-building work focuses on four tracks: (1) content
                                                          development, (2) communication infrastructure, (3) capacity-building
                                                          and (4) innovative applications.



                                            The knowledge transfer process in the                 of on-line connectivity, virtual environments
                                            digital age is composed of various basic              (choice of delivery media) and group-ware
                                            ingredients. "Knowledge transfer" refers to           methodologies can contribute to building a
                                            learning in the broadest sense, including             tradition of life-long learning. The trend is
                                            lifelong learning, professional training              now towards multimedia systems combining
                                            including – in the case of CI Sector - training       text, data, sound, all types of image (single
                                            of journalists, librarians, decision-makers,          frame, video, 3-D) and even touch and other
                                            community workers, knowledge workers and              senses (virtual reality). Although multimedia
                                            any audience for "learning" or, simply, for           have mainly been successfully applied to
                                            knowledge acquisition.                                entertainment and to very specialized
                                                                                                  training (e.g. flight simulators), their potential
                                            On the path towards building knowledge                for contribution to "mainstream" education is
ICT-Enabled Knowledge Acquisition




                                            societies, we need to understand both the             enormous provided that new paradigms
                                            legacy and potential of knowledge as                  evolve for conceiving, developing and
                                            applied to UNESCO’s objectives. The                   financing such applications.
                                            presumption that
                                            knowledge is a key                                                      The shared presence of
                                            driver of social and                                                    "virtual   communities"
                                            economic                                                                holds particular promise
                                            development         -                                                   for          educational
                                            which       includes                                                    applications     -    but
                                            notions of cultural                                                     unexplored issues need
                                            identity,                                                               to be addressed by
                                            empowerment,                                                            educators, information
                                            inclusion        and                                                                   scientists,
                                            human        security                                                   psychologists and even
                                            and dignity - is a                                                      philosophers, as well as
                                            core foundation of                                                      pursuing        technical
                                            UNESCO’s                                                                questions as to how the
                                            mandate.                                              associated new ICTs can be applied with
                                                                                                  the limitations of developing country
                                            Today, ICTs afford an exciting opportunity to         situations.
                                            begin questioning some of the basic
                                            assumptions and choices that were                     A Holistic Approach to ICT-Enabled
                                            predicated on them and to re-open                     Knowledge Acquisition
                                            discussions around the nature of learning,
                                            the content of learning and the role of               Knowledge acquisition is a life-long process
                                            facilitators and places for learning. Learning        which can be significantly enhanced through
                                            modes are set to become a diversified                 the appropriate use of emerging ICTs. On
                                            mixture of self-instruction, group work and
                                                                                                  this basis, CI activities focus on capacity
                                            tutoring. This process will be complicated
                                            and difficult, particularly as there are many         building and professional development,
                                            different audiences of learners to be                 digital content creation, digital content
                                            targeted - students, skilled workers, general         standards and repositories, policies and
                                            public, young children, out-of-school,                regulatory frameworks, connectivity and
                                            primary age, secondary, tertiary, etc.
                                                                                                  networking infrastructures, and underlying
                                            The solution lies essentially in the                  business models.
                                            organizational, pedagogical and cultural
                                            realms, but ICTs can have a key enhancing             In order to tackle this range of issues, a
                                            role if applied correctly. The new concepts           spectrum of strategic partnerships has been




                                                             This information sheet is not an official UNESCO document.
                                        It aims to provide the public with information on the theme of “ICT-enabled Knowledge Acquisition”
                                         forged with Academia, major IT private            (c)   providing a detailed description of the
                                         sector corporations and NGOs. The focus is              specific skills to be acquired by
                                         on projects with global impact rather than              teachers within each skill set/module.
                                         small-scale, limited-impact activities, as        A Second Phase
                                         illustrated by the following example.
                                                                                           The second phase of the ICT-CST project
                                         Competency Standards for Teachers                 involves the establishment of a UNESCO
                                                                                           mechanism to endorse training programs for
                                         To live, learn, and work successfully in an       compliance with the UNESCO standards.
                                         increasingly complex, information-rich and
                                                                                           The complete guidelines for submission,
                                         knowledge-based society, students and
ICT-Enabled Knowledge Acquisition




                                         teachers must utilize technology effectively.     evaluation and endorsement will be
                                         Within a sound educational setting,
                                         technology can enable students to become:         published on the UNESCO website
                                                                                           dedicated       to       this     project:
                                         (1) Capable information technology users          http://www.unesco.org/en/competency-
                                                                                           standards-teachers.
                                         (2) Information seekers, analysers, and           The UNESCO ICT-CST proect receives
                                         evaluators,
                                                                                           support from numerous partners, both in
                                                                                           academia and in the IT private sector, most
                                         (3) Problem solvers and decision makers
                                                                                           notably, from Microsoft, Intel, Cisco, the
                                                                                           International Society for Technology in
                                         (4) Creative and effective users of               Education (ISTE) and Virginia Polytechnic
                                         productivity tools
                                                                                           Institute and State University (Virginia
                                                                                           Tech).
                                         (5) Communicators, collaborators,
                                         publishers, and producers

                                         (6) Informed, responsible, and contributing
                                         citizens                                                           To find out more

                                         Today’s classroom teachers need to be               Contact: Mr Tarek Shawki:
                                         prepared to provide technology-supported
                                         learning opportunities for their students.          t.shawki@unesco.org
                                         Being prepared to use technology and
                                         knowing how that technology can support             Related Documents:
                                         student learning have become integral skills
                                                                                             (1) "ICT-Enabled Learning - Pocket Guide, (2)
                                         in every teacher’s professional repertoire.         "Building Knowledge Societies", February 2006.

                                         The ICT-CST (Competency Standards for
                                         Teachers) project provides a complete               In Focus:
                                         framework for ICT Competency Standards              http://portal.unesco.org/ci/en/ev.php-
                                         for teachers by                                     URL_ID=25740&URL_DO=DO_TOPIC&URL
                                                                                             _SECTION=201.html

                                         (a)   addressing the underlying “Policy             UNESCO and partners help teachers bring
                                               Framework”                                    technology to the classroom

                                         (b)   examining the components of                   UNESCO to launch ICT Competency
                                               educational reform and developing a           Standards for Teachers at Moving Young
                                               matrix of skill sets for teachers which       Minds Conference
                                               correspond to various policy
                                               approaches and education reform
                                               components.




                                                For further information, contact the Bureau of Public Information, BPI
                                    UNESCO, 7 Place de Fontenoy, 75007 PARIS, tel. +33 (0)1.45.68.16.81 (16.82) - bpi@unesco.org

								
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