overall information of ict in education programmes unesco bangkok
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Overall Information of ICT in Education Programmes UNESCO Bangkok. [email protected]. UNESCO’s VISION of ICT in Education. Planning & Management of Change. Leadership and Vision. Content and Pedagogy. Life Long Learning. Technical Issues. Collaboration & Networking. - PowerPoint PPT PresentationTRANSCRIPT
UNESCO’s VISION of ICT in Education
Source: UNESCO’s Planning Guide: Information-Communication Technologies in Teacher Education (2002)
Content and Pedagogy
Social Issues
Technical Issues
Collaboration& Networking
TEACHER 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
UNESCO’s RECOGNITIONon ICT in Education
Scope of the ICT in Education Programmes
1. Education Policy
2. Trainin
g of Teacher
s
3. Teaching & Learning4. Non-Formal Education
5. Monitoring &
MeasuringChange
6. Research & Knowledge Sharing
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
ICT in Education ICT in Education POLICY PROJECTPOLICY 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 PartnersThe Partners
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w.I
CTin
ED
toolk
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rg
1. Step by step guidelines2. Forms to record data3. Mechanisms to generate proposals,
options and scenarios4. Instruments to evaluate proposals,
options and scenarios5. A device to survey attitudes, skills,
opinions & collate results
Assists decision makers, planners and developers in the different processes of planning by providing:
What the Toolkit Does
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
What the Toolkit Does
Assists decision makers, planners and developers in the different processes of planning by providing:
www.ICTinEDtoolkit.org
USERNAMESPASSWORD
cida-user1 toolkitcida-user2 toolkitcida-user3 toolkit
Workshops Conducted
CHIANG MAISEPT. 2005
BANGKOKJUNE 2006
FIJISEPT. 2006
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)
Plans in 2007
ICT and Education IndicatorsICT and Education IndicatorsUNESCO Institute for StatisticsUNESCO 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 HQand the ICT in Education Unit, UNESCO
Bangkok
Context
World Summit on the Information Society (WSIS)
Global monitoring role of UIS AIMS-UIS Asia and Pacific Regional
Office UNESCO Bangkok
IntroductionUIS 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 (PIAAC)
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 education
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
Requires: 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 staff.
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 educationPerformance indicators on ICT use in education
UNESCO Asia-Pacific ICT in Education Programme
Our aim is to empower– Learners,– Teachers, educators– Principals, administrators– Leaders
Monitoring & measuring the impact of ICT in
education using performance indicators
5. Monitoring &
MeasuringChange
Scope of the UNESCO Programme
Monitoring and Measuring Change
Monitor the use and assess the impact of technologies in education.
Demonstrate accountability
Performance indicators are required to:
Indicators Project
Developing, pilot testing and promoting the institutionalization of indicators for ICT use in education systems.
Assessing the impact of ICT use on the teaching-learning process.
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.
Contents 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 system.
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 studentswith 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%
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%
Thailand pilot survey ~ Teachers
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
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
UIS ICT and Education Paper and the Core Indicators
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)
Suggested Basic Core of Indicators for ICT in Education
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 ICTs
•PIAAC; Joint OECD/UIS adult skills assessment programme. First phase for implementation before 2009 includes questions on ICT skills
For further information, please visit:www.unescobkk.org/aimswww.unescobkk.org/ict
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 BangkokMom Luang Pin Malakul Centenary Building920 Sukhumvit RoadBangkok 10110 Thailandtel: +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
• 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
2. Trainin
g of Teacher
s
2004-05 2005-07
Regional guidelineCompetency-Based
Standard
National training workshopsfor teachereducators at9 countries
Designof training: training modules & methods
Following-upactions & scale-up activities:
case studies
resources CD
FOSS
Web-based application
…
UNESCO’s PublicationsInternational Experts Grounded at regional
situations
Mapping out training materialsmodelling of ICT-pedagogy training
25-30 Ps, 5 Days ICT-pedagogy as focusHands-on practicesKey players & policy
makers involvementNecessary localization
2003-04
grass-rooted & practical project implementation approaches
Key features and 3 phases
2007
Regional guideline
Guiding philosophy & principles for policy making, training and teaching practice
Competency-Based Standard
Four stages of ICT Integration
Main outcomes (1)
(a) Stages of ICT usages (b) Pedagogical Usages of ICT
Specializing In the use of ICT
Understanding how and when to use ICT
Learning how to use ICT
in subject teaching
Becoming aware of ICT Emerging
Creating innovative & OFL environments
Facilitate learning using multi-modal instruction
Enhancing traditional teaching
Applying productivity tools
Applying
Infusing
Transforming
A Curriculum Framework
Training syllabi
Matrix on key players & UNESCO’s
training module
Suggested training methodology
Main outcomes (2)
Five curriculum modules comprising the ICT-pedagogy integration curriculum
ModulesTarget Trainees Related Standards
General Description
Module A: Integrating ICT productivity tools
Those trainees moving from the stage 1 to stage 2 of ICT-Pedagogy integration
Designed based on the competency-based standards for level 1 specified in the Guideline
…Module B: Application of ICT in subjects/ areas teaching - learning
Those trainees moving from the stage 2 to stage 3 of ICT- Pedagogy integration, particularly, for those who more concerned on ICT usage in subject-specific domains
Designed based on the competency-based standards for level 2 specified in the Guideline ,with subject specific teaching & learning as main focus
…
Module C: Infusing ICT across the curriculum
Those trainees moving from the stage 2 to stage 3 of ICT- Pedagogy integration, particularly, for those who more concerned on ICT usage in interdisciplinary themes
Designed based on the competency-based standards for level 2 specified in the Guideline, with inquiry across curriculum as main focus
…
Module D: Specializing in the use of ICT to create innovative and open & flexible learning environments
Those trainees moving from the stage 3 to stage 4 of ICT-Pedagogy integration
Designed based on the competency-based standards for level 3 …
Module E: Pedagogical knowledge, values ; and pedagogical practices
Trainee at all stages who would like to get systemic and deeper understanding of a wide range of pedagogies available
Designed based on the specifications on pedagogy embedded in competency-based standards for all levels
…
A Curriculum Framework
Main outcomes (2)
A framework for Module A Integrating ICT Productivity Tools
Objectives Content Training MethodologyTraining Material
Available
After the training of module A, trainees should be able to:• Demonstrate expertise in basic computer operation and utilizing computer peripherals •Demonstrate expertise in working with productivity tools, such as word processing; working with a spreadsheet, a database, presentation and e-mail•Apply productivity tools in learning context in authentic environment: using spreadsheet to create class lists for assessment or using presentation software for developing instructional lecture•Differentiate functional differences of various digital and non-digital technologies to support teaching and learning•Apply active, intentional and collaborative learning principles while designing learning and teaching materials•Develop positive attitudes of utilizing ICT for learning•Demonstrate appropriate understanding about the related social and ethical issues, and using ICT in a legal and responsible way
A1 Basic Concepts of ICTA2 Using the Computer and Managing FilesA3 Word Processing A4 Working with a SpreadsheetA5 Working with a Database A6 Composing Presentations with text and graphicsA7 Information & CommunicationA8 Social and Ethical Issues A9 Teachers’ Professional Development and/with ICT
• Explanations of the basic ICT concepts with diagrams, video and real objects, and field trips where necessary. • Flexible combination of vicarious learning (in which, learners observe and follow trainers’ operation) and enactive learning (in which, learners engaged into active thinking and operation based on authentic problems/ tasks); self-study/ operation & cooperative learning or team work. • Project/problem-based ICT application• Hands-on lesson plan or courseware design
• Microsoft: Integrating ICT Skills into Teaching and Learning(for grades 5-8); Using MS Office XP for Learning Projects (for grades 6-12)• Integrating ICT productivity tools in learning practices developed by Dr. Majumdar
A Modeling on ICT-pedagogy Integration
Main outcomes (3)
ICT UsageP
edag
og
y
ability
ICT-Pedagogy Integration
Module A
Module E
Module B
Module C
Module D
Pedagogy Knowledge, ideas, beliefs & valuesPedagogy Knowledge, ideas, beliefs & values
Pedagogical Skills, esp.Instructional DesignPedagogical Skills, esp.Instructional Design
Adaptation to contentAdaptation to content
Fitting to learnersFitting to learners
Adaptation to local contextAdaptation to local context
Embedded Pedagogy :Contextual Knowledge; Skills; --Hands-on practice
Embedded Pedagogy :Contextual Knowledge; Skills; --Hands-on practice
Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources
Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources
Ped
ago
gy(ab
ility)
EmergingEmergingEmergingEmerging
ApplyingApplyingApplyingApplying
InfusingInfusingInfusingInfusing
TransTransformationformation
TransTransformationformation
Suggested training methodology
Main outcomes (4)
aims to make trainees to
Requires
Authentic training activities
Inquiry, operate, and solve
problems
based on ororiented to
Contextualizedknowledge
Context-action pairs
Requires performance-knowledge pairs
avoiding the Unexpected
outcomes that
Teacher learned Inert
knowledge
as aresult of
Inappropriatetrainingmethods
as
pedagogy
Facts & ends
or teach
ICT skill
Operation steps
teach
only as Situated cognition
Focus on creating
Constructivism
Apprenticeship
Flexiblecognition
Theme-basedlearning
Lend ideas from and provide modeling of
Themes/tasks/problems/projects
as anchors
Authentic T-L problems
On the video or using diagram
Interesting
Examples for tasks in real context and a macrocontext
Complex enough
Challenging
Data-embedded
creates
Have following characteristics
Trainees ExploreWork likeMaster teachers or experts
Identifyproblems
Defineproblems
Solveproblems
Think from multiple
perspectivesDiscuss
Look for Relevant
information
work in groups
Trainers
Coach, guide & facilitate
A series of training
modules
ICT-pedagogy integration Instructional design
Interactive powerpoint
Webquest
Blog
…
Main outcomes (5)
Free and open-source software
Main outcomes (6)
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!
Clearinghouse Clearinghouse ProjectProject
Regional ClearinghouseRegional Clearinghousein Support of the in Support of the
ICT in Education ProgrammeICT in Education Programme
Scope of the UNESCO Programme
1. Education Policy
2. Trainin
g of Teacher
s
3. Teaching & Learning4. Non-Formal Education
5. Monitoring &
MeasuringChange
6. Research & Knowledge Sharing
Collecting, creating & disseminating information &
knowledge about ICT in education
6. Research & Knowledge Sharing
Objectives 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 region.
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 Internet.
Knowledge is shared worldwide via…
E-newsletters
CD-ROMs
Print publications
Website
Website contents
Information about the ICT in Education programme
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 YouThank You
Ellie MeleiseaEditor and Assistant Project Officer (Clearinghouse)ICT in Education UnitUNESCO [email protected]
Key results so far of theUNESCO SchoolNet project
General Goals
Demonstrating how ICT can improve the quality of education for all and equip youth for Knowledge Societies.
Testing innovative models in the use of ICT in schools.
Improving connectivity and access to resources through national and regional SchoolNet.
► 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-learned.
Objective 1: Document experiences and best practices in ICT use in participating schools.
Activities Undertaken
Objective 2: Formulate national plans for integrating ICT into the curriculum of each of the eight participating countries.
►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.
Activities Undertaken
Objective 3: Develop and adapt ICT-based materials, lessons & educational software.
►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.
Activities Undertaken
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 literacy.
►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, furniture).
►Pilot tested the materials in 3 subjects in all schools.
►Revised materials based on best results.
Objective 6: Establish national and ASEAN-region SchoolNets to facilitate sharing and equal access to educational resources online
►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
Proposed Activities
Remaining objectives
To develop national and regional SchoolNet websites.
To share lessons learned in the project.
To evaluate and identify examples of best practice, lessons learned and overall project impact.
Enable ongoing telecollaboration and cooperative ICT-based projects among the eight participating countries
Document and disseminate best practices generated from the project via a third edition of the SchoolNet “Lessons Learned” report.
Develop proposal for follow up of SchoolNet activities
Remaining Objectives
Visit SchoolNet pilot schools to gain first-hand knowledge of results of the implementation of project activities.
Train SchoolNet stakeholders in using the regional SchoolNet website
Engage external networks in the regional SchoolNet website implementation and disseminationactivities
“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
Comments and feedback from teachers and students who participated in telecollaboration activities.
Thank you!
Contact:
Email: [email protected]
SchoolNet website:http://www.unescobkk.org/education/ict/schoolnet