Global Challenges

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					  Overall Information of
  ICT in Education Programmes
  UNESCO Bangkok
UNESCO’s VISION of ICT in Education

                          Content and Pedagogy

          Collaboration                          Technical
                          TEACHER EDUCATION      Issues
          & Networking

                              Social Issues

 Source: UNESCO’s Planning Guide: Information-Communication
           Technologies in Teacher Education (2002)
                         UNESCO’s RECOGNITION
                             on ICT in Education

UNESCO recognizes the potential of ICT to
achieve EFA goals, in particular its ability to:

 Enable the inclusion of groups with no
  access to education
 Improve the quality of teaching & learning
 Increase the efficiency & effectiveness in
  planning & administration
        Scope of the ICT in Education Programmes
                   6. Research &
                   Knowledge               1. Education Policy

5. Monitoring &                                               Training
   Measuring                                                     of
    Change                                                    Teachers
  ICT-Teacher-Training Project: ICT-Pedagogy capacity
   building for in-service-teacher educators at individual level
  NextGen Project: Curriculum planning and capacity building
   for pre-service-teacher educators at institutional level

4. Non-Formal Education                   3. Teaching & Learning
              ICT in Education
              POLICY PROJECT

Build national capacities of member-states to
develop appropriate policies and plans
        3 Main Components
     2003-04             2004-05            2005-06

Assessment of needs
of policymakers

                  Development of
                  the Policy Toolkit

                                Training of policymakers
                                & educational planners
The Partners
     What the Toolkit Does
Assists decision makers, planners and developers in
the different processes of planning by providing:

1. Step by step guidelines
2. Forms to record data
3. Mechanisms to generate proposals, options and
4. Instruments to evaluate proposals, options and
5. A device to survey attitudes, skills, opinions & collate
     What the Toolkit Does
Assists decision makers, planners and developers in
the different processes of planning by providing:

6. A way to consult with specialists and experts
7. An systematic environment for deliberations,
   consultations and decision making
8. Standard, documented and replicable procedures
9. Efficient and organized system

cida-user1        toolkit
cida-user2        toolkit
cida-user3        toolkit
              Workshops Conducted

                                CHIANG MAI
                                SEPT. 2005

                                     JUNE 2006

SEPT. 2006
                    Plans in 2007

At least 2 regional workshops
(South and Central Asia)

More national workshops
(allows more people from MOEs to be trained)

Continue updating the Toolkit
(World Bank infoDev is investing for further development of the tool)
     ICT and Education Indicators
        UNESCO Institute for Statistics

            presentation prepared by:
   Ko-Chih Tung, Regional Advisor for the UIS
and Jon Kapp, Assistant Programme Specialist, UIS

   with contributions from Simon Ellis, UIS HQ
and the ICT in Education Unit, UNESCO Bangkok
World Summit on the Information Society (WSIS)
Global monitoring role of UIS
AIMS-UIS Asia and Pacific Regional Office
UNESCO Bangkok
UIS and Information Society:
  ICT and Education
  – establishing core global indicators for the Partnership
  – Potential for regular data collection for education statistics
  – ICT skills assessment through hhld survey:
      • Literacy Assessment and Monitoring Programme (LAMP) &
        Programme for International Assessment of Adult Competency
  Content and use of ICTs
  – work on Linguistic diversity
  – press and broadcast surveys
    AIMS-UIS Regional Office
Supporting capacity building in the areas of monitoring,
assessment and analysis of disparities in access to
Planning for and coordinating the EFA Mid-Decade
Assessment (2006-2007)
Developing manuals, guidelines and tools and instruments
for better study, analysis and reporting on education data
             Capacity building
  prior political commitment from Ministry concerned, based
  on a policy commitment in national development plans
  A co-ordinated approach including; regulators, NSOs,
  Ministries, ISPs/telecomms companies and NGOs
  Sustained assistance in a groups of countries over a
  numbers of years to change the institution as well as the
Need for stronger co-ordination
Need to co-ordinate statistical activities between regulators,
Internet Service Providers, phone companies, ministries,
and national statistics offices
Need to include ICT data collection in existing surveys
UNESCO’s help to countries in this major task
UIS statisticians permanently stationed in Africa, Asia and
Latin America
Performance indicators on ICT use in education

            UNESCO Asia-Pacific
            ICT in Education Programme
Our aim is to empower
  – Learners,
  – Teachers, educators
  – Principals, administrators
  – Leaders
         Scope of the UNESCO Programme

5. Monitoring &
             Monitoring & measuring the
              impact of ICT in education
             using performance indicators
    Monitoring and Measuring Change

Performance indicators
are required to:

 Monitor the use and assess
 the impact of technologies
 in education.

Indicators Project
 Developing, pilot testing and promoting the
  institutionalization of indicators for ICT use in education

 Assessing the impact of ICT use on the teaching-learning

 Pilot testing in India, Philippines and Thailand
             Major outcomes
National Reports completed (India, Thailand)
Multi-country Workshop report prepared for publication
Manual on using ICT performance indicators in assessing
the impact of ICT in education drafted for publication
              Output Objectives
The main objective of the manual is:

   – to provide practical guidelines on how to adopt/adapt the
     ICT indicators in measuring in turn the use and impact of
     ICTs in the educational system and in teaching and learning.
Definition, conceptual framework, purposes and criteria for validating
ICT for education performance indicators

Validated matrix of indicators specifying the purposes of each indicator,
source of data, how to collect, and the corresponding survey instruments for
collecting data

Synthesis of three countries’ experiences and survey reports in pilot
testing the performance indicators

Lessons learned in pilot testing the performance indicators
         Contents, continued…
Steps in using the validated set of indicators to measure impact of ICT
in education which cover survey design, data collection and processing

Ways in using the indicators to analyze the use of ICT in education

Ways of applying and mainstreaming indicators into the ICT for
education programme and in the educational management information

Advocacy for the integration of performance indicators into the
education system.
  Proposed Performance Indicators
Approximately 50 indicators,
classified in 5 categories:

   –   ICT-Based Policy and Strategy
   –   ICT Infrastructure and Access
   –   Curriculum/textbooks
   –   Teaching Professionals Use and Teaching
   –   Student Use and Learning
   Thai pilot survey ~ students
Percentage of students
                      with cell phone            20.1%
                      with computer at home 40.1%
                      with e-mail                 5.9%
Percentage of students who can
                      use a computer         22.7%
                use digital camera         7.8 %
                write a webpage           0.16%
Percentage of student using
                      internet for education     9.9%
                internet at school         9.0%
                internet every week        3.2%
Thailand pilot survey ~ Teachers
 ICT trained teachers 338,726 or 42.48%
 Teachers per 1 PC in Primary schools 20:1
            in Secondary schools 2:1
 Amongst teachers using ICT
         85% used for instruction
         15% used for administration
 Percentage of teacher with cell phone 79%
 Percentage of teacher with e-mail 13.7%
Other international data sources
Programme for International Student Assessment (PISA):
 – Important source of information on ICT for education at the primary and
   secondary levels
 – 2000 cycle: 28 OECD and 4 non-OECD countries participated
 – 2002 cycle: additional 11 countries participated
 – The PISA 2000 Technical Report: the first to provide a good picture of
   access, usage and impact of ICT in schools
UIS ICT and Education Paper
and the Core Indicators
 Was presented at WSIS Tunis
 To establish a core set of indicators for ICTs in Education
 Focussed on capacity of developing countries
 Minimise burden of data collection and response
 Use existing indicators to maximise existing data on survey
 design sampling etc.
 Use school survey based data which can largely be collected
 through administrative systems and linked directly to
 educational processes
Suggested Basic Core of
Indicators for ICT in Education
Basic Core:
1.% of schools with electricity (by ISCED level 1-3)
2.% of schools with radio used for educational purposes (by ISCED level 0-4)
3. % of schools with television sets used for educational purposes (by ISCED
    level 0-4)
4. Student to computer ratio (by ISCED level 0-4)
5. % of schools with basic telecommunication infrastructure or telephone
    access (by ISCED level 1-4)
6. % of students who use internet at school (by ISCED level 1-4)
                  Indicators- contd..

   Extended Core:
   (i) % of students enrolled by gender at the tertiary level in an ICT-
   related field (by ISCED level 5-6)
   (ii) % of ICT qualified teachers in primary and secondary schools (of
   the total no. of teachers)
(Note: all indicators should be collected by sex, grade and age)
       Challenges: Language
Language is the 1st barrier in using the Internet
UNESCO upholds rights of speakers of minority and
endangered languages in society and in education
Language presents many technical barriers eg. coding
  Other areas of education work
ICT skills assessment
     • LAMP; Literacy Assessment and Monitoring
       Programme. Includes questions on use and access to
     • PIAAC; Joint OECD/UIS adult skills assessment
       programme. First phase for implementation before
       2009 includes questions on ICT skills
For further information, please visit:

or contact the AIMS unit:
  Assessment, Information Systems, Monitoring and Statistics
  Unit (AIMS)
  Office of the Regional Advisor for the UNESCO Institute for
  Statistics (UIS)
  UNESCO Bangkok
  Mom Luang Pin Malakul Centenary Building
  920 Sukhumvit Road
  Bangkok 10110 Thailand
  tel: +66 2 391 0577 fax: +662 391 0866
Training and Professional
Development of Teachers and
Other Facilitators for Effective
Use of ICTs in Improving
Teaching and Learning
• ICT-TT: ICT-Pedagogy capacity building for in-
  service-teacher educators at individual level
• NextGen: Curriculum planning and capacity
  building for pre-service-teacher educators at
  institutional level
                     Key features and 3 phases
                                                    actions & scale-
                                       National up activities:
                                       training      case studies
                                       workshops 
            grass-rooted & practical project resources CD
                          Design for teacher  FOSS
              implementation approaches  Web-based
                          of training: educators at
                          training     9 countries    application
Regional guideline modules &                           …
Competency-Based Standard

      2003-04                2004-05           2005-07       2007
 UNESCO’s Publications    Mapping out          25-30 Ps, 5 Days
 International Experts    training materials   ICT-pedagogy as focus
 Grounded at regional     modelling of ICT-    Hands-on practices
 situations               pedagogy training    Key players & policy
                                               makers involvement
                                               Necessary localization
                         Main outcomes (1)
                          Regional guideline
                           Guiding philosophy & principles for policy
                            making, training and teaching practice
                           Competency-Based Standard
                           Four stages of ICT Integration

               Specializing                   Creating innovative
                                 Transforming & OFL environments
          In the use of ICT

          Understanding                         Facilitate learning using
 how and when to use ICT           Infusing
                                                multi-modal instruction

Learning how to use ICT                             Enhancing traditional
     in subject teaching                            teaching

Becoming aware of ICT                               Applying productivity tools

     (a) Stages of ICT usages                      (b) Pedagogical Usages of ICT
                                              Main outcomes (2)
                                                A Curriculum Framework
                                                 Training syllabi
                                                 Matrix on key players & UNESCO’s
                                                 training module
                                                 Suggested training methodology
                                    Five curriculum modules comprising the ICT-pedagogy integration curriculum

                                                 Target Trainees                          Related Standards
            Modules                                                                                                          Description

Module A: Integrating ICT               Those trainees moving from the         Designed based on the competency-based
productivity tools                      stage 1 to stage 2 of ICT-Pedagogy     standards for level 1 specified in the           …
                                        integration                            Guideline

Module B: Application of ICT in         Those trainees moving from the         Designed based on the competency-based
subjects/ areas teaching -              stage 2 to stage 3 of ICT- Pedagogy    standards for level 2 specified in the           …
learning                                integration, particularly, for those   Guideline ,with subject specific teaching &
                                        who m ore concerned on ICT usage       learning as m ain focus
                                        in subject-specific domains

Module C:                               Those trainees moving from the         Designed based on the competency-based
Infusing ICT across the                 stage 2 to stage 3 of ICT- Pedagogy    standards for level 2 specified in the           …
curriculum                              integration, particularly, for those   Guideline, with inquiry across curriculum
                                        who m ore concerned on ICT usage       as m ain focus
                                        in interdisciplinary them es

Module D:                               Those trainees moving from the         Designed based on the competency-based
Specializing in the use of ICT to       stage 3 to stage 4 of ICT-Pedagogy     standards for level 3                            …
create innovative and open &            integration
flexible learning environm ents

Module E: Pedagogical                   Trainee at all stages who would like   Designed based on the specifications on
knowledge, values; and                  to get systemic and deeper             pedagogy embedded in com petency-based           …
pedagogical practices                   understanding of a wide range of       standards for all levels
                                        pedagogies available
                                            Main outcomes (2)
                                               A Curriculum Framework

              A framework for Module A Integrating ICT Productivity Tools

                                                                                                                              Training Material
                        Objectives                                        Content               Training Methodology
                                                               A1 Basic Concepts of ICT        • Explanations of the basic   • Microsoft:
Af ter the training of module A, trainees should be able to:
                                                               A2 Using the Computer and       ICT concepts with             Integrating ICT Skills
• Demonstrate expertise in basic computer operation and
                                                               Managing Files                  diagrams, video and real      into Teaching and
utilizing computer peripherals
                                                               A3 Word Processing              objects, and field trips      Learning(for grades
•Demonstrate expertise in working with productivity tools,
                                                               A4 Working with a Spreadsheet   where necessary.              5-8); Using MS Office
such as word processing; working with a spreadsheet, a
                                                               A5 Working with a Database      • Flexible combination of     XP for Learning
database, presentation and e-mail
                                                               A6 Composing Presentations      vicarious learning (in        Projects (for grades 6-
•Apply productivity tools in learning context in authentic
                                                               with text and graphics          which, learners observe and   12)
environment: using spreadsheet to create class lists f or
                                                               A7 Information &                follow trainers’ operation)   • Integrating ICT
assessment or using presentation sof tware f or
                                                               Communication                   and enactive learning (in     productivity tools in
developing instructional lecture
                                                               A8 Social and Ethical Issues    which, learners engaged       learning practices
•Dif f erentiate f unctional differences of various digital
                                                               A9 Teachers’ Professional       into active thinking and      developed by Dr.
and non-digital technologies to support teaching and
                                                               Development and/with ICT        operation based on            Majumdar
                                                                                               authentic problems/ tasks);
•Apply active, intentional and collaborative learning
                                                                                               self-study/ operation &
principles while designing learning and teaching
                                                                                               cooperative learning or
                                                                                               team work.
•Develop positive attitudes of utilizing ICT f or learning
                                                                                               • Project/problem-based
•Demonstrate appropriate understanding about the related
                                                                                               ICT application
social and ethical issues, and using ICT in a legal and
                                                                                               • Hands-on lesson plan or
responsible way
                                                                                               courseware design
                 Main outcomes (3)
                       A Modeling on ICT-pedagogy Integration

                                    Pedagogy Knowledge,               Modular Content of Pedagogy:
                                    ideas, beliefs & values           Introduction; Project/ problem
                                                                      -Based Learning +Resources
                                    Pedagogical Skills, esp.
                                    Instructional Design

                                     Adaptation to content            Embedded Pedagogy:
                                                                      Contextual Knowledge; Skills;
                                    Fitting to learners               --Hands-on practice
               Module E

                                   Adaptation to local context

             Module D

              Module C

              Module B                    Applying

              Module A
                                        Emerging              ICT Usage
                                                           Main outcomes (4)
                                                                Suggested training methodology

                                                                                                                                                                   Requires      Context-
                                                   avoiding the                                                                                                                 action pairs
Inappropriate    as a               Teacher        Unexpected               Authentic         aims to make          Inquiry,         based on or            Contextualized
   training   result of          learned Inert                          training activities   trainees to       operate, and solve
                                                  outcomes that                                                                      oriented to              knowledge
   methods                         knowledge                                                                        problems

 teach         or teach                                                 Focus on creating                                                                           Requires    performance-
                                                                                                                                                                               knowledge pairs
pedagogy             ICT skill
                                                                                                                  Lend ideas from and provide modeling of
                     only as                                                                                                                                                      Situated
  as                                                                      Themes/tasks/
                                                                                                                         Authentic T-L                                           cognition
 Facts               Operation                                             as anchors         Have following
 & ends                steps                                                                  characteristics
                                                                             creates                                                                                           Constructivism

                                                                                                                        Complex enough                                         Apprenticeship
Master teachers or    Work like        Trainees       Explore           Examples for tasks
    experts                                                     in real context and a macrocontext                        Challenging
                                     work in groups

                                                                                                                      On the video or using                                       learning
Identify         Define                 Solve            Think from                                Look for                diagram
problems        problems              problems            multiple             Discuss             Relevant
                                                         perspectives                            information

                          Coach, guide & facilitate

Main outcomes (5)

A series of training modules
   ICT-pedagogy integration
   Instructional design
   Interactive powerpoint
   Webquest
   Blog
Main outcomes (6)
 Free and open-source software
 Multimedia resources for
 ICT integration
National workshops

Penang, Malaysia, 6-10 June 2005

Bangalore, India, 29 Aug – 2 Sept 2005
Beijing, China, 14-18 November 2005

Jakarta, Indonesia, 6-10 March 2006

Manila, Philippines, 5-9 June 2006

Chiangmai, Thailand, 28 Aug-1 Sept. 2006
To be continued …

Vietnam, March 2007

Mongolia, June 2007

Thank you!

  Regional Clearinghouse
      in Support of the
ICT in Education Programme
         Scope of the UNESCO Programme
             6. Research &
             Knowledge       1. Education Policy

5. Monitoring &
   Measuring                                 2.
    Change                                Training

4. Non-Formal Education      3. Teaching & Learning
  6. Research &

Collecting, creating & disseminating
 information & knowledge about
          ICT in education
 To support the ICT in Education
 projects by compiling, analyzing,
 repackaging and disseminating
 information and the lessons
 learned through the projects.
 To research and disseminate
 information about the use of ICT
 in education in the Asia-Pacific
Functions of the Clearinghouse
                    Conduct research on activities
                    and projects relating to the
                    use of ICT in education in the
                    Asia-Pacific region.
                    Repackage information and
                    provide resources that are
                    useful to targeted users.
                    Share knowledge and lessons
                    learned via publications and
Knowledge is shared
worldwide via…



 Print publications

              Website contents
 Information about the ICT in Education
 Details of the project activities and results
 Regional and country information
 E-library
 Searchable databases
 Portal for teachers
 Teacher training forum
          Website impact
The website enables people to gain easy and fast access
to the results of the ICT in Education Unit’s projects
and the knowledge gained.
Resources on the website are used by a wide range of
organizations, including schools, universities, project
managers, researchers, NGOs and international
agencies. This information can assist in policy
development and project planning.
                           Thank You

Ellie Meleisea
Editor and Assistant Project Officer (Clearinghouse)
ICT in Education Unit
UNESCO Bangkok
 Key results so far of the
UNESCO SchoolNet project
                   General Goals

                                         connectivity and
Demonstrating how ICT                    access to resources
can improve the quality of               through national and
education for all and equip              regional SchoolNet.
youth for Knowledge

                              Testing innovative
                              models in the use of
                              ICT in schools.
Objective 1: Document experiences and best practices in ICT use in
                     participating schools.
                     Activities Undertaken
 ► Held expert meeting which developed
 strategies and project implementation plans.
 ►Documented and synthesized case studies
 reflecting the experiences, innovative strategies
 and best practices among participating schools
 in ICT integration.
 ►Produced two volumes of “Lessons Learned”.
 ►Produced the SchoolNet Toolkit.
 ►Held workshop to compile final lessons-
 Objective 2: Formulate national plans for integrating ICT into the
     curriculum of each of the eight participating countries.

                    Activities Undertaken

►Held high-level officials and policy-makers meeting
at which support was gained through Memorandum of
Agreement (MoA).
► Organized a workshop for national ICT coordinators
to flesh out the MoAs and prepare the country plans for
each of the eight participating countries.
► Held national follow-up planning workshops with
pilot schools to develop a curriculum framework for
ICT integration into three subjects and work plan.
  Objective 3: Develop and adapt ICT-based materials, lessons &
                      educational software.
                    Activities Undertaken
►Examined school subjects and identified plans for
integration of ICT into teaching/learning these subjects.
►Workshops held to compile existing materials, adapt
and/or develop additional lessons.
►Translated locally-developed materials into English
for sharing and posting on the regional website.
►Produced a CD-ROM (and directory) containing ICT-
based materials.
 Objective 4: Enhance the capacity of school teachers and
      administrators to integrate ICT into teaching.

                  Activities Undertaken

►Held 10-day training for teachers in basic computer
►Held sub-regional training workshops for developing
ICT-based lessons (in three subjects).
►Held advanced training on ICT integration.
►Held training in telecollaboration and held Learning
Circles activities.
      Objective 5: Test the developed materials (in
            three subjects) in pilot schools

                Activities Undertaken

►Established connectivity and equipped pilot
schools in CLMV countries with ICT tools (new
and donated computers, printers, Internet,
►Pilot tested the materials in 3 subjects in all
►Revised materials based on best results.
Objective 6: Establish national and ASEAN-region SchoolNets to facilitate
       sharing and equal access to educational resources online

                        Proposed Activities

      ►Design national and sub-regional SchoolNet
      strategy, format and content.
      ►Train teachers and principals, webmaster and
      technicians on how to develop, maintain, monitor,
      update, contribute and operate SchoolNets.
      ►Set up and operate national SchoolNets.
      ►Set up ASEAN-region SchoolNet
                        Remaining objectives

 To evaluate and identify      To share lessons
 examples of best              learned in the project.
 practice, lessons
 learned and overall            To develop national
 project impact.                and regional             Develop
                                SchoolNet websites.      proposal for
                                                         follow up of
Enable ongoing                                           SchoolNet
                            Document and                 activities
telecollaboration and
                            disseminate best practices
cooperative ICT-based
                            generated from the project
projects among the
                            via a third edition of the
eight participating
                            SchoolNet “Lessons
                            Learned” report.
                         Remaining Objectives

Visit SchoolNet pilot               Train SchoolNet
schools to gain first-              stakeholders in using
hand knowledge of                   the regional
results of the                      SchoolNet website
implementation of
project activities.

         Engage external networks in the
         regional SchoolNet website
         implementation and dissemination
Comments and feedback from teachers and students who
     participated in telecollaboration activities.

“We feel very sad to say goodbye because we have had a
good chance to make friends, exchange knowledge and it’s
been very useful for all of us.”
Lanta Khetoukham and class, Laos

“We learned lot of things about the world that we live in. We
enjoyed learning things and communicating with other
students in other places. We are hoping to have more
activities in tellecollaboration.”
Ivy Jo Leopoldo and the First Year students of Cabancalan
National High School, Philippines
                       Thank you!



SchoolNet website: