INFORMATION AND COMMUNICATION TECHNOLOGY
Content
ICT and the Design of Teacher Training Programmes Workshop in Collaboration with Intel (Philippines):
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
introducing introd ucing the eSkwela eSkwela for Out of of School School Youth Youth initiative
Tim Unwin
Workshop Objectives • Und Underst erstandi anding ng ‘good’ ‘good’ practic practice e in the the use of of
ICT in Teacher Training • Knowledge of some recent case studies using ICT for teacher training • Reflecting on the use of ICT in teacher learning • Applications in the Philippines
Focusing particularly on out of school youth
© Tim Unwin
Outline of the Day (morning) • Introductions • Challenges in the use of ICT in teacher • training Identifying the use of ICT in teacher
training • Effective use of ICT in teacher training: an African perspective perspective • Enhancing practice in the Philippines © Tim Unwin
Outline of the Day (afternoon) • Case studies of ICT in Teacher Training from across the world • Training forofthose involved ICT for out school youth in the use of • Pra Practi ctical cal remind reminders ers - action actions s to take take
forward in everyday practice
© Tim Unwin
Introductions • Tim Unwin A geographer by training UK PM’s Imfundo Imfundo initiative initiative in Africa Africa 2001-200 2001-2004 4 Led the UK Launched the ICT4D Collective www.ict4d.org.uk
Core interest in the use of ICT for teacher training
Various school governing role Contributed to Master’s course at Institute of Education
• Yourselves…. Three questions about your neighbour:
Job role Key issue for today
Something unusual
© Tim Unwin
Presentation 1
Challenges in the use of ICT in education: implications for teacher training
Outline • A focus on challenges • Distance education and ICTs • Who is education for? • ICT4E not E4ICT • The importance of blended learning solutions • The complex roles of teachers And the ways that ICTs change these • Pre-Service and In-Service training • Teachers and accessibility © Tim Unwin
A focus on challenges • Teacher thesystem most importanttraining part of is thearguably education Yet it is often ignored Remarkably little support in donor activities Has featured surprisingly low in ICT programme priorities
Why? Not very visible Not well understood
© Tim Unwin
A focus on challenges • In 2002, UNESCO 3 million new teachers were estimated necessarythat if the MDGs
were to be delivered • 30,000 untrained teachers are working in
Ghana’s schools
• More teachers are dying of HIV/AIDS in
Zambia than are being trained • What is the situation in the Philippines?
© Tim Unwin
Distance education and ICTs Distance education has therefore often been • seen as a solution for teacher training And
ICTs as a means to deliver this
• Distance education (Perraton, 2000) can:
Provide trainee teachers with a general education Improve Imp rove teachers teachers’’ subject subject knowledg knowledge e Teach them about children, the curriculum and pedagogy Develop classroom skills
(see also UNESCO’s Teacher Education Through Distance Learning publications) © Tim Unwin
Distance education and ICTs • at Buta we need distinguish between dista dis tanc nce’ e’to an and d th the e ‘tec ‘techn hnol olog ogie ies’ s’ ‘education used used to to
deliver it
These are often conflated in the ICT4E literature
ICTs s too often often inter interpre preted ted as bein being g merely merely to do • ICT with computers and the Internet
Essential need to focus on blended learning solutions
Combination of text, radio, video, F2F, computers, Internet, multimedia
And to integrate political contextsit within local economic, social and © Tim Unwin
Distance education and ICTs • Distance solution education often seen as a cheap
With Wi th ICT ICTs s faci facililita tati ting ng thi this s
• But to deliver distance-based ICT-
enhanced education effectively is costly Content Connectivity Tutorial support
© Tim Unwin
Who is education for? • Pupils easy answ answer er - but only only parti partial al The easy • Teachers are also learners • Education as a contributor to economic
growth
The role of the ICT sector as a growth engine
• Communities
The social social ‘benefi ‘benefits’ ts’of of educati education on © Tim Unwin
ICT4E not E4ICT • Most ICT programmes have educational been technology led (E4ICT)
“For education education to reap the full benefits benefits of ICTs in learni learning, ng, it is essential essential th that at … teachers hav have e basic ICT skills skills and competen comp etences” ces” (UNES (UNESCO, CO, 2002 2002))
But what really are these skills?
What are the minimum skills levels required?
• Why do so many expensive computer labs remain empty?
Perhaps not because people don’t know how to use them
But rather because they cannot see a use? © Tim Unwin
ICT4E not E4ICT • What do teachers really need?
Do they really require expensive courses in Office packages for their teaching?
• An understanding of what different technologies
can provide in support of their educational objectives
Content Conte nt - info inform rmat atio ion n Netw Ne twork orkin ing g - commu communic nicat ation ion Bringing together
Knowledge to what can be done Knowledge of what they want to do
• Must focus on ICT4E © Tim Unwin
Blended learning solutions • Part of from a constructivist model of learning didactic to student centred teaching Shift • Most people talk about blended learning
Involving a diversity of media But still focus mainly on computers and the Internet
• Need to identify the most appropriate
technological solution for each context
Radio and TV Mobile telephony Multimedia digital resources on computers © Tim Unwin
ICTs an and d te teach cher er rol ole es • Teachers have a multiplicity of roles Butt ICT ICTs s ar are e thr threa eate teni ning ng • Bu Can be technologically complex Digital content is vastly more extensive than a teacher’s own knowledge
Imply a different model of ‘teaching’ From teacher to facilitator Often pupils know more about computers than do teachers
Need to accept concept of ‘sharing learning’
© Tim Unwin
Pre-service and in-service • Different place emphasi emph asis steacher on pre-training and in-servi in-ssystems ervice ce train training ing different
Important Import ant that that ICTs ICTs are integrat integrated ed across across the the system system
• General shift to in-service emphasis in affluent countries
Trainee teachers already have subject knowledge
through first degrees Linked to lifelong learning ICT’s ICT ’s role role in supportin supporting g conti continued nued learni learning ng
© Tim Unwin
Pre-service and in-service • Teacher training poorer countries ICTin resources and capacity Often limited
Often poor quality prior qualifications
• Strong arguments for beginning with pre-service
training in these circumstances
Creating infrastructures in teacher training institutions
Beginning with younger and sometimes more receptive teachers Using the resources, experiences and sites for CPD
and in-service delivery © Tim Unwin
Teachers and accessibili accessibility ty • Accessibility Essential foragendas “Education for All”
But oftentraining ignored in teacher
ICTs Ts have have very very • IC significant potential transform the lives ofto people with disabilities
© Tim Unwin
ICTs an and d te teach cher er rol ole es • Need forsclear change strate str ategie gies in intr introdu oducin cing gmanagement ICTs ICTs int into o teac teacher her
training A
focus on quality enhancement A shared experience
Considerable support networks Teachers cannot be good at everything!
• Certification and salary questions Importance of incentives © Tim Unwin
Activity 1
Using ICT for teacher training
Action • Line according to theway length of time education you have beenup involved in some in teacher • Divide lines half way and then pair off from
bottom of each half line (!) • In pairs, identify the five key issues that you think are use of most importance ensuring the effective of ICT in teacherintraining
Please write these down for later collection
© Tim Unwin
Feedback
The importance of ICT in teacher teacher training
Effective use of ICT in teacher training depends on:
© Tim Unwin
Effective use of ICT in teacher training depends on:
© Tim Unwin
Refreshment break
Presentation on 2 Presentati
The effective use of ICT for teacher training: learning from Africa
Outline • Society for Information Technology and
Teacher Education overview
• UNESCO frameworks • My own experiences on the ground in
Africa Principles of good practice Applying the principle
© Tim Unwin
SITE overview • Three key principles: Technology should be infused into the entire teacher education programme
Technology should be introduced in context Student teachers should experience innovative technology-supported learning environments in their own teacher education programme
• Why are these so often ignored? • For more information explore
http://www.aace.org/site/
© Tim Unwin
UNESCO (2002): themes and competences in ICT for TT Themes • Content and culture • Leadership and vision • Lifelong learning • Management of change
Competences • Pedagogy
Teaching practices
• Collaboration and
networking • Social issues
IPR Rights and responsibilities
• Technical issues as an
aspect of lifelong learning
© Tim Unwin
UNESCO (2002) framework • Model strategies for incorporating ICTs
into teaching
Web-based lessons Cyber guides Multimedia presentations Tele leco comp mput utin ing g proj projec ects ts Te Online discussions
Quality assurance
© Tim Unwin
UNESCO (2002) framework • development Essenti Ess ential al compone components nts to suppor supportt ICTs ICTs in teache teacherr
Shared vision
Access Skilled educators Professional development
Technical assistance Content standards and curriculum resources Student-centred teaching
Assessment
Community support
© Tim Unwin
UNESCO (2002) framework • Means of professional development Strategically supported workshops
Reciprocal Internationalmentoring technology transfer Collaborative action research Assistance from the private sector
• The importance of having a change
management programme in place
© Tim Unwin
Sharing African experiences • The computer tragedy • Principles of good practice • Towards a model for the
use of ICT on teacher training • Some conclusions
© Tim Unwin
The computer tragedy • Vast physical wastage underutilised Hardware
24/7 principles for sustainability! Glorified typewriters!
Hardware broken or ineffective High costs of Internet access
• Huge educational wastage
Insufficient relevant content Multimedia potential underused Networking and interaction ineffective because of lack of connectivity
© Tim Unwin
Six Principles of Good Practice 1. education’ Shift from Shift from ‘educ ‘educatio ation n for ICT’ ICT’ to ‘ICT ‘ICT for for •
Even the best programmes still focus on
•
giving teachers ICT (=computer) skills No need for long expensive courses in how to use Office packages Training in how to deliver technology enhanced learning
• •
The potential of multimedia
•
Things you cannot do already
© Tim Unwin
Six Principles of Good Practice 2. Int Integr egrati ating ng ICT ICTs s acr across oss the curric curriculu ulum m •
• •
Blending appropriate technologies throughout the curriculum Should not be restricted to a single course Getting the computers into the classroom not a special laboratory
© Tim Unwin
Six Principles of Good Practice 3. • Com Combin bining ingenhance prepre- and in-s in-servi ervice ce inself-esteem itiative tives s of Need to capabilities andinitia those currently in school • •
Has driven many recent initiatives School-based teacher development programmes (Kenya, Uganda, Tanzania)
•
But not all of these have been successful
•
Restricted costs mean that initial delivery can only be partial •
A case for beginning with pre-service training
•
And using these resources subsequently subsequently to develop inservice initiatives
© Tim Unwin
Six Principles of Good Practice 4. • Need for relevant locally produced content Everyone talks about it • •
But not many actually doing it! • •
Why?
Costs of developing good quality multimedia content Lack of expertise
• • Need to involve users in content Teacher networks of shared practicescreation • Potential of low-cost content solutions • •
What will the implications of m-learning be? How best to code content so that it is accessible in different ways?
© Tim Unwin
Six Principles of Good Practice 5. The need for real partnerships •
Complexity of processes requires shared expertise • Sharing of risks, but mutual benefits • Avoiding duplication of effort and reinventing reinventing the wheel • But great difficulty in shaping and managing •
partnerships Need for a clear partnership framework
© Tim Unwin
Six Principles of Good Practice 6. • Sustainability built in from the beginning Not just an afterthought •
E-education initiatives have always been costly • •
•
Who really benefits? Is it mainly the hardware and content development companies?
Few sustainability models really thought through • •
Open Source and Open Content (OER) solutions Importance of 24/7 usage supported by non-educational activities
• •
Community involvement Multifunctional resource centres (health, education…)
© Tim Unwin
Framework for ICT in African Teacher Training • Strategic leadership At
all levels Combining inspiration, knowledge and enthusiasm Importance of leadership by Ministries of Education And
ensuring they have sufficient human capacity
• Ownership and involvement of all stakeholders
All those involved in teacher educa education tion Teachers, HEIs, content developers, hardware Working collaboratively
© Tim Unwin
Framework for ICT in African Teacher Training • Integration within national ICT policies and implementation strategies
Must ensure that education in general and teacher
training feature prominently Need to ensure realistic implementation plans
• Shaping implementation within context of
infrastructure available
Must take note of infrastructure context
Be willing to have variable modes of delivery for different contexts (e.g. rural/urban)
© Tim Unwin
Framework for ICT in African Teacher Training • Awareness raising workshops workshops Letting users know what is possible
Administrators, heads of TTCs, teachers’ leaders The letting them discuss optimal solutions Training the trainers
Cascading the workshops downwards
© Tim Unwin
Framework for ICT in African Teacher Training • Elements of pre-service training
In College Acquisition
At
of basic ICT skills Self-paced learning/testing through CDs, or online Group discussion of digital content usage Filming of practice sessions EMIS training Group development of learning resources Inclusive use of ICT (for those with learning difficulties) Training in Learning/Content Management Systems (LMS/CMS)
a distance/teaching practice Email/telephone tutorials; sharing lesson plans
Internet support
© Tim Unwin
Framework for ICT in African Teacher Training • In-service teacher training Use of TTCs, District Education Offices, Lead Schools…
Building on elements Focus especially on of pre-service
Digital training resources at centres Self paced learning and testing Discussions of use of digital resources in classroom practices Tutorial feedback and support at a distance Peer sharing through web-based forums, Wikis, email.
© Tim Unwin
Framework for ICT in African Teacher Training • Sustainability through community-led agendas
Importance of involving local communities from inception to delivery
Role of teachers in local communities Wider community education possibilities
Also
delivering on economic, health, governance agendas agendas
Solving integrated information and communication needs of poor communities
© Tim Unwin
Activity 2
Enhancing practice in the Philippines
Activity • Four pre-selected groups Based on people with similar backgrounds (hopefully) • What aspects of current practice in the
Philippines reflect good practice elsewhere? • What are the key shortcomings of existing practice in the Philippines, and how might these be addressed? • Do note down key findings on stick-its for subsequent collation!
© Tim Unwin
Lunch
Feedback
The importance of ICT in teacher teacher training
Effective use of ICT in teacher training depends on: • More than hardware and software dependability
How well do we plan for ‘after-training’
Do we go back a year or so after the training
We assume people implement things
Need to check they use what they have learnt
• Very few will enhance their training
On-line training can help here
important for sustainability
• Focus on the solution before we look at the
problem
Hardware before problems (teachers need to know why
© Tim Unwin
Effective use of ICT in teacher training depends on: • Changing role of teachers How prepared are we to change our roles? • ICT as tools for meeting needs
How teachers can drive the technology
• When to use ICT tools
This is is really really important important - it w will ill modify modify teaching strategies
• Inculcating a paradigm shift
Is this a skill we need to develop first before ICT skills
© Tim Unwin
Effective use of ICT in teacher training depends on: • Infrastructure needs to be in place first first • Learning gained from training that cannot
be applied for reasons that cannot be helped
No opportunity for application
Hardware and infrastructure Lack of administrative support
Teachers do not fully appreciate the benefit of ICT
© Tim Unwin
Feedback
Optimising teacher training practices in the Philippines
Positive aspects of current practice • Government Project based
Teacher training in use of hardware ICT is always a part of programme delivery.
Increase accessibility for teachers to training
Learning centres across the country
• NGOs: Existing initiatives (teacher training: ICT literacy and
pedagogy; infrastructure) using effective partnerships - openne openness ss to worki working ng toget together her Existing multi-sector partnerships with community involvement for sustainability
PTA, Local Govt.
© Tim Unwin
Positive aspects of current practice • Teachers and TT institutions Universities offering DE through on-line
Teamwork in developing ICT materials Bridging pedagogy and practice Support from government and private sectors ICT skills taught to students at elementary level National framework for ICT in for education Standards and competencies ICT teachers and students Coherent networking (government agencies and NGOs) Good Internet connectivity Computer labs always full
© Tim Unwin
• Teacher training co-ordinators State university colleges • Mann e-centres being created High school projects
Computer laboratories
© Tim Unwin
Shortcomings Government perspectives: •
Underutilisation of hardware because of admin and accountability Projects are weak on sustainability
what happens AFTER the project
Lack of support groups to sustain Weaker harmonisation of efforts
Where is the weakest link?
• NGOs Implementation plans not yet disseminated
‘deeper understanding understanding and com commitment mitment of key players’ on appropriate/effective appropriate/effec tive use of ICT in E
Content developme Content development nt - culturally culturally relevant relevant Sustainability
© Tim Unwin
Shortcomings • Teacher Training policies Institutions/ED to support ICTs Lack of clear
Lack of incentives to use ICT in teaching
Focus on hardware content not pedagogy Lack of ICT facilities in some schools Lack of awareness and motivation Lack of foresight on application of ICT in E Lack of enhancement of training received
Provision of hardware for teachers Perhaps certification Performance incentives
Surprising given innovativeness
Lack of inclusion of ICT in TT curriculum
© Tim Unwin
Shortcomings • CICT lack of ICT curriculum in teacher training curriculum implemen ementabl table e master master plan plan for for Lack of impl teachers and teachers education
Lack of connectivity and infrastructure
© Tim Unwin
Presentation 3
ICT for Teacher Training case studies from across the world
Outline • China Gansu nsu Basi Basic c Edu Educa cati tion on Proj Projec ectt Ga • The Middle East Initiative Education Jordan • Europe Perspective from the UK A German perspective on providing e-service training to teachers Russian insight
A
© Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
• Education EU Gans Gansu u Support Basi Basic c
Programme (2001-2005) €15 million from EU € 2 million from China
• Focus on Gansu’s
poorest 41 counties • Key emphasis on teacher
training
From didactic mode to student-centred learning Using Usi ng ICTs ICTs but not driven driven by ICT agendas
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
© Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
© Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
• Education quality: Aim to improve the learning
environment for teachers and students by
Upgrading the qualification levels of under-qualified teachers in primary and junior secondary schools (a total of 1,640 teachers)
Providing desks and chairs for needy classrooms Supplying supplementary books for rural schools Increasing the access that rural teachers in 41 counties have to in-service in-service continuin continuing g professiona professionall resources resources and and
opportunities Buildi Bui lding ng teach teachers ers’’ and teac teacher her trai trainer ners’ s’ skills skills in the the us use e of ICT ICT (information and communication technologies) Establish Esta blishing ing ICT-support ICT-supported ed teachers’ teachers’ learning learning resourc resource e centres
(TLRCs (TLR Cs)) for for teac teache hers rs scho school ol-b -bas ased ed de deve velo lopm pmen entt Strengthen the capacity of key teachers to be trainers
Preparing teachers for the new curriculum and teaching methods.
© Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
• Capacity to improvecapacity the Building: management and Aim administrative and
performanc perform ance e of hea headte dteach achers ers and ed educa ucatio tion n administrators by:
Providing training Providing training and resourc resource e materials materials for headteac headteachers hers of primary and junior secondary schools in 41 counties on the managemen mana gementt of school schools s and school school developmen developmentt Providing Provid ing training training for headtea headteacher chers s in the managem management ent of
teachers’’ learning teachers learning resourc resource e centres centres (TLRCs (TLRCs)) Providing Provid ing training training for headteach headteachers ers and administra administrators tors in the use of computers Equipping project management offices at county and city level
and trai trainin ning g staff staffto to use them them Providing study tours for key staff within China and to Europe.
© Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
•
Monitoring and Evaluation: Aim to improve information management and the knowledge base needed for decisionmaking throu rough:
Conducting special studies as needed (Needs Assessment Study; Study Stu dy of Educat Education ion Cond Conditi itions ons;; Surv Surveys eys of of TLRC tech technol nology ogy performance and use) Establishing a Management Information System for use at the TLRC level Building evaluation and monitoring activities into project processes and activities Producing regular reports on project progress The maintenan maintenance ce of records records and samples samples of teache teachers’ rs’ work at TLRC level External monitoring and auditing of project activities Action Research studies conducted by participants Disseminating information through newsletters, website and the
media. © Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
• Some achievements June 2005 Successful completion of a by teacher training Diploma programme by 438 unqualified primary school teachers
686 Teacher Learning Resource Centres (TLRCs) using ICT established in township schools and county-level teacher training institutes in 41 counties. A wide range of training provided for teachers, headte hea dteach achers ers and tra traine iners rs Production of locally relevant learning materials for teachers, using print and video. Scholarships provided to 77,825 children from poor rural families to enable them to attend school. A core of teachers trained in the use of ICT and capable of supporting others
© Tim Unwin
QuickTime™ and a TIFF (Uncompressed) (Uncompressed) decompressor are needed to see this picture.
• Summary Core Features
A focus focus on areas areas and groups groups which which need need most help help in rural basic educat education, ion, and and on educatio educational nal equity equity and ensuring ensuring the rights of school-age children An emphasis on developing human resources and local capacity in teachers, teachers, headteachers, headteachers, administrators administrators a and nd teacher teacher trainers, rather than on equipment provision Implementation of a new model of school-based school-based training to suit the needs of rural teachers Development of policy as well as practice and close linkage with policy initiatives Innovative design and production of learning materials for rural teachers, teachers, combining combining print and video Close collaboration national and international consultant consultants, s, projectbetween staff, and the Provincial Department of Education
The appropriate use of new technology in rural contexts © Tim Unwin http://www.eugs.net/en/ Attention to sustainability
The Jordan Education Initiative • World Economic Forum Initiative • Key emphasis on
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
partnership
Collaboration with government Key role of private sector (Cisco)
• Importance of teacher
training • Film
QuickTime™ and a YUV420 codec decompressor are needed to see this picture.
© Tim Unwin
Socio-Economic Challenges in Jordan • Youth: 38 percent of five
million people are under the age of 15
• Economy: GDP per head low
at US$1700 • Growth: Dependant on human resources (few natural resources) • Knowledge, skills, and attitudes: Need to change for
global economy © Tim Unwin
JEI: The Beginning • Davos, January 2003: CEOs
and Chairmen of ICT companies commit to working together at the World Economic Forum (WEF) Over 30 organizations from global, local, public, and private sectors partner to create the Jordan Education Initiative (JEI) Participants include Jordan Government, Cisco Systems, Computer Associates, Fastlink, Telecom/Jordan Telecom, Hewlett-Packard, IBM,France Intel, Microsoft, MEPE, and USAID
© Tim Unwin
JEI: Developed Through PublicPrivate Partnership “By empowering our youth through this initiative, Jordan and its World Economic Forum partners can create a dynamic and practical program model of public-private partnership in the area of ICT that can ignite the engines of growth for future generations in Jordan and the region.” His Maje Majesty sty King King Abdulla Abdullah h II Ibn Hussein Hussein of the the Hashemite Kingdom of Jordan
© Tim Unwin
Contributions to JEI 1% Local Private Sector Jordanian 6% Government 11% 32%
International Donors
NGOs, Universities, Foundations
Global Private Sector
50%
Over US$22M contributed in cash and kind © Tim Unwin
JEI: Principles The Education Initiative has adopted four Jordan strategic principles: 1. Br Broad oad,, ambi ambiti tious ous bluep bluepri rint nt tha thatt uses uses ICT ICT as a catal catalyst yst 2. Fl Flexi exibl ble e st struc ructu ture re that that allo allows ws ffor or par partn tnerer-dri driven ven innovation 3. Ho Holilist stic ic educ educat atio iona nall chan change ge poli policy cy 4. Fas Fastt-tr track ack pr proj oject ect to in infor form m nat natio ional nal progr program ams s
© Tim Unwin
JEI: Objectives • The Jordan Education Initiative strives
to:
Improve the delivery of education to Jordan citizens through public-private partnerships Enhance the quality of education through the effective use of ICT Build the capacity of the local ICT industry Create a global education program model for replication in other countries
© Tim Unwin
JEI: Discovery Schools • Discovery (“pilot”) schools test
implementation of ICT-enable ICT-enabled d education and study results 100
schools identified to use and refine the JEI program model E-curricula development based on guidelines and standards established in a consultative process led by Cisco Teachers received laptops and data projectors Wireless LANs installed in schools Computer labs installed in schools Teachers trained in ICT, pedagogy, and use of content
Ongoing technology innovation and teacher evaluation by independent monitor training
Ongoing
© Tim Unwin
Cisco Contributions to JEI Discovery Schools • E-Curricula
Cisco funded development of Mathematics Online: Built
by Cisco Learning Institute and local firm Rubicon 2000 e-lessons, grades K-12 Pilot
started September 2004
• Teacher Training
Cisco and Cisco Learning Institute provided training: Subject
matter experts for content development Teachers for use of new content
• In-Classroom Technology
Cisco Cisc o prov provided ided W Wi-Fi i-Fi for 13 school schools s
© Tim Unwin
JEI: Summary of Results • of Results JEI: since creation Expertise
transferred to local organizations
Mathematics e-curriculum built and deployed in over 70 schools* Four additional e-curricula funded and in development Technology and training delivered to over 700 teachers and 70 schools * Discussions about replication of program model in other countries *May 2005
Scaleable High impact
Model for duplication
© Tim Unwin
UK Df exp per eriienc nce es and and DfES ex strategy • ICT ICTs s central centinral to to transf transform orming ing teach teaching ing and and learning schools
Part of very significant e-government agenda
2003 Secretary of Stateand “myroutinely vision isexploiting one whereICT schools are confidently, successful alongside other transformational measures”
• ICT in teacher education and practice thus only
a part of a wider package After
many years, still a long way to go!
National Grid for Learning programme launched in 1998
2003 report looking towards 2006
Drawing out some key dimensions relating to teacher training © Tim Unwin
UK Df DfES ES st stra rate tegy gy : tea teach cher er education dimensions • Use of ICT for teachers: Enhanced professional status rewarding e-learning practice
Access advice, guidance andpractice support on how ICTs support can besttobe used in classroom Access to ICT resources
More sophisticated use of pupil data Revitalised professional networks Automation of routine tasks
Opportunity to develop innovative learning Rounded approach to digital learning
© Tim Unwin
UK 2004 ICT in Schools Survey (DfES/Becta) • Addressed the the following themes themes:: Computers in schools Other ICT equipment Internet and email ICT-related staff confidence and training Use of ICT in school Perceived impact of ICT
Especially with SEN and behavioural problems
Management and funding
© Tim Unwin
UK 2004 ICT in Schools Survey: teacher training • Surprisingly not really addressed
In part because it is taken for granted
• Key issues
Training focused mainly on gaining ICT skills
c.90% of teachers had received ITC-training c.85% of staff felt they were e-confident c.90% of teachers had access to computers at home
Uses of ICT in the school
Management and administration In teaching and learning (c.46% of secondary schools made
regular use of ICT for teaching and learning) © Tim Unwin
Recent resources • Teac Teache hers rs’’ Port Portal al http://www.teachernet.gov.uk chers’ TV http://www.teacherstv.co.uk/ • Teache • Global Gateway http://www.globalgateway.org/ • Emp Emphas hasing ing the importan importance ce of of multim multimedi edia a
resources
Combining video, Internet, CDs, radio The importance of networking
© Tim Unwin
net@school: network training services for teachers • Bavarian example from Germany
Dillingen Dillin gen universi university ty net@ net@scho school ol For teahcer teahcers s who are respons responsibl ible e for maintain maintaining ing school networks
• Hierarchy of trainers
Train the trainers
Teachers then become trainers
• The programme
1 day introduction 4 weeks e-learning self study and tests 40 hours of lab work
3 months follow up support © Tim Unwin
net@school: network training services for teachers • Challenges
Maintaining local networks is difficult for teachers
They see it as additional to their t heir main function as a teacher
Should this function be taken over by others?
If so whom?
• Key finding:
“You have to be challenging to be able to support and you have have to challenge challenge yourse yourself” lf” (Manfr (Manfred ed Wolf Wolf,, 2004)
© Tim Unwin
Russia: Generation.ru • Begun 1999/2000 by the YUKOS oil company
But by April 2004 had spread to 40 Russian regions
• Core principles
Embedding ICT within the existing Russian educational reality Regional centres for Internet Education
Each with 4 computer classrooms
Based on partnerships between educationauthorities, public and business
© Tim Unwin
Russia: Generation.ru • Operations
Importance of a good working environment
Reduces uneasiness of teachers in working in new environments
The young teachers were more frequent users than the older ones
Much emphasis placed on training the administrators and management staff
They play a key role in shaping learning environments
Gender balance the same as in schools (80% female)
© Tim Unwin
Discussion time and questions
Activity 3 Reflections on the National Framew Fra mework ork Plan Plan for for ICTs ICTs in Ba Basic sic Education (2005-2010): teacher training implications and delivery
National Framework Plan for ICTs in Bas Basiic Edu Educa cati tion on • When used appropri appropriatel ately, y, ICT ICTs s can
improve motivation and engagement in the learning process; develop multiple intelligences through multimedia presentation of materials; facilitate concrete;comprehension of abstract concepts by making them more develop basic skills (reading, writing, arithmetic) by giving learners opportunities for practice; promote inquiry and exploration through the use of interactive learning resources; enhance information literacy, critical thinking, problem-solving, and other higher order thinking skills; facilitate collaborative and cooperative learning by providing tools for learners to communicate and work with other learners; and
develop lifelong learning skills, including learning how to learn (Haddad and Jurich, 2002) © Tim Unwin
National Framework Plan: ICTs to enhance teacher quality 1. Develop development programsICT-supported and ICT-basedprofessional resources to enhance the subject area knowledge, pedagogical content knowledge, and learning management skills of teachers and instructional managers.
Expand existing ICT-supported programs for upgrading the knowledge and skills of subject area teachers. Develop ICT-supported training programs for mobile teachers and and pilot instructional managers. Develop and deploy ICT-enhanced resources for teachers, such as video and audio tapes, and interactive multimedia materials.
© Tim Unwin
National Framework Plan: ICTs to enhance teacher quality 2.
Improve pre-service and in ICTcurriculum integration forin-service teachers, training instructional managers, and master trainers.
Support the Commission on Higher Education (CHEd), teacher education institutions (TEIs), and other concerned units in the integration integra tion of IC ICTs Ts in pre-s pre-service ervice tteacher eacher eeducation ducation.. Develop, based on existing local and international good practice, a national curriculum for in-service training in ICT integration. Rationalize the delivery of the in-service teacher training program to include various modalities (e.g., school-based or community-based training, training by distance education mode, school-university partnerships). Monitor and evaluate the delivery of in-service training to ensure
quality and maximum participation. © Tim Unwin
National Framework Plan: ICTs to enhance teacher quality 3.
Provide systematic support forand ICT-enhanced teaching at the school, community, division, regional levels.
Improve access to ICT equipment, hardware, and connectivity to enable teachers and instructional managers to innovate with ICTs. Provide instructional support, and other educational materials, especially to teachers teach ers who are non-majo non-majors, rs, teache teachers rs of multigrade classe classes, s, subject area teachers at the elementary level, and instructional managers in priority ALS programs. Establish mechanism for sharing of resources (including technical expertise)aamong teachers, instructional managers, and schools at the division and regional levels. Implement a recognition system for innovative and effective ICT integration in schools and in alternative learning programs. Foster the building of a community (online and offline) of teachers,
instructional managers, students, parents, education administrators and policy makers, researchers, technology experts, and other education sector stakeholders who support ICT-based innovations in the classroom. © Tim Unwin
National Framework Plan: ICTs to enhance teacher quality 4. Include ICT competencies in the formulation of the National Competency Competency Standards for Tea Teachers. chers.
Adapt national and international ICT competency standards for teachers to local context(s) of teaching and learning with ICTs. Acquire baseline information on the ICT competencies of teachers, instructional managers, and master trainers to determine capacity building requirements. Monitor compliance with the standards through, among others, a system of periodic assessments and accreditation of teachers, instructional managers, and master trainers.
© Tim Unwin
Movement • Pre-selected into four groups based on mixed
backgrounds • Each group to take one of the four themes • Identify:
The critical success factors necessary for its delivery
Potential difficulties and risks in delivery Issues that have not sufficiently been considered in the framework
© Tim Unwin
Refreshments
Opportunity to copy workshop material onto your USB sticks!
Feedback
Critical success factors • 1. ICT supported professional development
Competency Standards are widely accepted by stakeholders
Certification or Affordable and
competency assessment available infrastructure (HW,
connectivity)
Content is reusable Reuse of resources enabled by compliance with standards (SCORM), clear ownership & licensing of content Tools are widely available
Relevance and accuracy of content, via quality control © Tim Unwin
and validation
Critical success factors • 2. pre- and in-ser in-servic vice e ICT ICT trai training ning
Ownership of framework with clear roles and responsibilities
Provision of infrastructure Unified approach to implementation that allows flexibility for cultural issues
Improve delivery of regional accountability Training capability Collaborative and supportive environment for
teachers
© Tim Unwin
Critical success factors • 3. Systematic support for ICT-enhanced
teaching
Strong advocacy esp. at local government level to
ensure integration Strong Str ong link link pre- and in-se in-servi rvice ce TT Recognition and award to effective ICT integration
Improve F2F skills for those involved in instructional development Philippine Teacher Portal to share digital resources
© Tim Unwin
Critical success factors • 4. ICT competencies in standards formulation
Initiate national baseline survey of teacher competences
Creation of competency standards
Need for funding(!) and credible research groups P does not already have a set of standards Explore existing standards elsewhere to help formulate our standards Need to involve different stakeholders
Include competencies in implementing different accreditation schemes
© Tim Unwin
Main risks • 1. ICT supported professional
development
Resource mobilization Bad decisions because of failure to consider/ openly discussing alternatives or favoring narro nar row w se secto ctora rall inter interest ests s Corruption, leakage of funds
Tendency or bias towards spending on infra
rather than content © Tim Unwin
Main risks • 2. p prere- and in-se in-servi rvice ce ICT traini training ng Preparedness of teacher instructors to implement curriculum Resistance to change from teachers and admin Attitudes of Filipinos
Only good at the start/sustainability
© Tim Unwin
Main risks • 3. Systematic support for ICT-enhanced
teaching
Maintai Mai ntaining ning quality quality of teach teachers’ ers’ portal portal
Widening of rural-urban digital divide
Lack of policy will High cost of hardware/software Lack of funds, expertise and ownership
© Tim Unwin
Main risks • 4. ICT competencies in standards
formulation
Funding or lack of initiative to mobilise funds Not being able to arrive at a consensus on national competency standards Lack of integrity in accreditation process
Existing scheme is voluntary (not required)
© Tim Unwin
Insufficient attention on: • 1. ICT supported professional
development
Informed and active local school boards Inclusive down to level of barangay
• 2. prep reand in-se inservi rvice ce ICT traini tra ining ng Strengthening of R&D Mechanism for recognising innovation and best practice
© Tim Unwin
Insufficient attention on: • 3. Systematic support for ICT-enhanced
teaching
Technology obsolescence
Insufficient attention is paid to this Some public schools still have outdated equipment
© Tim Unwin
Insufficient attention on: • 4. ICT competencies in standards formulation
Wished to reformul reformulate ate wording wording - focus on national national competency standards as whole
Include competency standards in different levels of accreditation that exist to ensure implementation
In licensing of teachers include assessment of ICT competency standards
Need to create enabling laws and policies to ensure implementation.
© Tim Unwin
Focus on out of school youth: setting the context
Context • 2003 5.18 million out of school children aged 6-11 in in the Philippines • 3.94 million young people aged 12-15 out of
school • 2002-3 net enrolment rate 59% • Key reasons for being out of school (FLEMMS)
Working or looking for work (30%) Lack if interest in school (22%) High cost of education (20%)
42.3% of those not in school are not working © Tim Unwin
eSkwela project • Educational opportunities for people not in
school • Foc Focus us on eLearni eLearning ng with with relevan relevantt and interac interactiv tive e computer-based multimedia resources • Four components
Infrastructure Curriculum review Training Project monitoring and evaluation
© Tim Unwin
eSkwela Educators’ training • ICT literacy skills (5 days) based on national ICT
competency standards (CICT-HCDG) • Training in effective use of ICT in education (3 days)
Instructional model
Learner centred, inquiry based, self-paced
Thematic Blended Experiential
Practi Pra ctical cal traini training ng on eLearning eLearning models models (Sandiw (Sandiwan an
Centre for Learning) Relevant monitoring and alternative assessments © Tim Unwin
Discussion
Implications for training educators involved in eSkwela
Outline • What are the key issues that need to be
addressed in training the educators?
• What are the key skills the educators
need?
• What are the key differences between
educators and teachers?
How can ICT help develop these skills? © Tim Unwin
What are the key issues that need to be addressed? • graduate? Who do I need to be? Do I need to be a
What will the curriculum I am teaching be? Don’t want to teach them as in a school?
• Backgrounds
Existing technology and livelihood resource trainers use existing expertise
• I want to be comfortable working with them
Context and learning styles Balancing cognitive with functional
© Tim Unwin
What are the key issues that need to be addressed? • Many existing modules that are designed
to address OSY
Integrating ICT elements Need to review our statistics
• What is the limit of literacy And
in what languages Local dialects
Economic dimensions How to pay for clothes © Tim Unwin
What are the key skills educators need? • Speak their language • Empathy with their context • Subject matter competency i.e. they need to know the curriculum • Trust for young people
© Tim Unwin
What are the key differences between educators and teachers?
© Tim Unwin
How w ca can n IC ICTs Ts he help lp de deve velo lop p Ho these skills? • Local dialects
Not existing
• Videos/DVDs on context of OSY • Groups of various levels working with OSY and
poor communities exist in universities
Community development work Inventory of what exists at the moment Ateneo
(poor areas of Quezon city)
What about about a portal portal sharing sharing existing existing expertise expertise
© Tim Unwin
Presentation 4
Practical reminders on the use of ICT in Teacher Training
Outline • Enabling teachers to use effective ICT in in
the classroom
• Using ICT to train teachers Pre-service
In-service
• Support for teachers informally upgrading
skills and knowledge • Implications © Tim Unwin
Enabling teachers to use effe ef fect ctiive ICTs in cla class ss • How much ICT training do teachers really need?
How useful are standard Office packages?
• Much use of ICT in the classroom is still simple
audio-visual media presentation
How different is this from old slides and video?
• Enabling exercisesteachers to create student network
Not yet extensively done
Importance of easy to use EMIS systems
Especially student record management
© Tim Unwin
Using ICT to train teachers • Importance of simulating classroom
experiences
Use of audio-visual materials for discussion
• Monitoring of teaching practice
Both practice and in classroom context
• Networking With peer group
Shared experiences
With tutors
• Provision of relevant content in
accessible formats © Tim Unwin
Teachers informal upgrading of skills and knowledge • Upgrading knowledge of ICTs
Keeping abreast of latest software and hardware
• Content knowledge
Latest learning resources
• Computer assisted assessment methods • Teachers networks • Linked to issues of professional accreditation
For many teachers, enhanced qualifications are
essential for pay rises
© Tim Unwin
Implications • Use of ICT in Teacher Training requires
very considerable care and planning
• ICT is just one tool that teachers can utilise • It is the quality of the teaching, not the
quality of the quality the ICTs ICTs tha thatt is of most most importance
• Use of ICTs is not a cheap solution © Tim Unwin
Conclusion
Original workshop objectives • Und Unders erstand tanding ing ‘good’ ‘good’ prac practic tice e in the
use of ICT in Teacher Training • Knowledge of some recent case studies using ICT for teacher training • Reflecting on the use of ICT in teacher learning • Applications in the Philippines
Focusing particularly on out of school
youth
© Tim Unwin
Your own practices practices • How will you change your own
practices in using ICT for teacher training? • Please think of two things you will try to do differently as a result of today’s workshop
