NATIONAL EDUCATIONAL STRATEGY FOR INFORMATION AND COMMUNICATION TECHNOLOGIES

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NATIONAL EDUCATIONAL STRATEGYFORINFORMATION
AND COMMUNICATIONTECHNOLOGIES

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Authors
staff1.Dr Avram Eskenazi, head of the working
group, Institute of Mathematics and
Informatics, Bulgarian Academy of Sciences
(BAS)2.Dr. Petia Assenova, National Institute of
Education3.Pencho Mihnev, - Expert on IT,
Ministry of Education and Science4.Iliana
Nikolova, Ass. Professor, University of Sofia,
Faculty of Mathematics and Informatics5.Alexan
der Lakyurski, University of Sofia, Central
Institute for Teacher Education6.Marionela
Simova, Expert, National Institute of
Education7.Yana Taneva, Expert, National
Institute of Education8.Dr Elissaveta Gurova,
Committee of Posts and Telecommunications9.Boris
Markov, Ministry of Industry and Industrial
Development10.Dr Nikolay Iliev, Bulgarian
Association of Information Technologies,
DATECS11.Georgi Topuzov, International Data
Group, Computer World Journal12.Sergey
Magdichev, Head of Department, Ministry of
Education and Science13.Mariana Nikolova, Head
of Department, Ministry of Education and Science
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(No Transcript)
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Other contributions to the Strategy by

• 1.Tsvetana Ivanova, Expert in Vocational
  Education, Ministry of Education and Science
• 2.Dr. Jordan Tabov, Ass. Prof, Institute of
  Mathematics and Informatics, BAS
• 3.Albena Vutsova, National Scientific Research
  Fund, MES
• 4. Dr Stanyo Stanev, Director of the National
  Institute of Education
• 5.Vladimir Stoychev, University of Sofia
• 6.Katya Mineva, Expert, National Institute of
  Education
• 7.Slava Pelova, Teacher in Informatics, 31st High
  School for Foreign Languages and Management,
  Sofia
• 8.Lyubka Todorova, Expert, National Institute of
  Education
• 9. Dr. Petar Petrov, Faculty of Primary and
  Pre-school Education, University of Sofia
• 10.Dr. Elena Sachkova, Ass. Prof., Faculty of
  Pedagogy, University of Sofia

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Four Basic Principles for ICT Education

• Integration of ICT in the complete educational
  activity and culture
• Contemporary education on Information and
  Communication Technologies (ICT) - an opportunity
  for everyone
• Leading role of the individual in the
  technological changes
• Life-long learning

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1. Contemporary education on (ICT) - an
opportunity for everyone

• Given the role of ICT in the information society
  the school should provide conditions for
  development of functional computer skills for all
  students completing their secondary education.

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2. Integration of ICT in the complete educational
activity and culture

• The education on ICT and their use in the school
  should
• -not only help the achievement of specific
  educational goals
• -but also should assist the improvement of
  instructional and educational quality as a whole.
• ICT should be integrated in multiple school
  activities and forms.

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3. Leading role of the individual in the
technological changes

• Each person
• - should have an active and critical attitude
  towards the technology development,
• - should know it
• - should be able to use and direct it in
  conformity with the law
• - should not allow the technological changes to
  be the main factor determining the social
  development.

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4. Life-long learning

• In the information society
• - knowledge is a strategic resource
• - learning is a strategic process.
• Each individual will need to learn during
  his/her whole life in order to maintain high
  level of professional qualification.
• ICT play a significant role in this process.

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Goals of ICT Education and their use in school
practice

• Three basic contexts
• Personality-social context
• Professional context
• Pedagogical context.

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Personality-social context

• All students should acquire general knowledge
• and good skills for using computers and
• information technologies as a basis for their
• complete development as people living in a
• dynamic social environment with an
• enormous information flow.

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1. Information Skills

• functional computer skills
• communication skills
• communicative skills in an ICT environment
• social, ethical, legal and health aspects

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2. Intellectual Development

• cognitive skills
• problem solving skills, including non-standard
  ones (for students with higher interests and
  abilities)
• structural and algorithmic thinking and a precise
  way of expressing
• skills for searching and organizing information -
  to be accumulated and exchanged
• esthetic feeling
• positive motivation for learning
• criticism
• assessment of his/her own activity and the
  results from it
• analysis of his/her own learning process and
  ability for optimization of learning strategies.

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3. Skills, Abilities and Capacity for Independent
-Life-long Learning

• acquisition and use of technological components
  connected with distant learning
• using means and program applications for
  computer-based, computer-aided, computer-guided
  instruction and learning
• using specific means and program applications for
  instruction of disabled people and people with
  learning problems
• providing equal opportunities for learning.

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4. Personal Development

• confidence in their own strength and abilities
  concerning ICT
• ability and skills for co-operation and work in a
  team
• civil consciousness.

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Professional Context

• The professional context addresses the
  necessity all students to be prepared to use
  computers and information technologies in their
  future work or professional carrier.

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Pedagogical context

• Through the use of ICT potential the
  educational process aims at
• providing better understanding and better
  curriculum acquisition than those acquired
  through traditional methods and means
• creating a learning environment for simultaneous
  education of a large number of students as well
  as for individual education
• providing conditions for research activities
  assisting the creative development of students
• assisting the diversification of education
• providing better conditions for co-operation and
  work in a team
• providing conditions for shifting the center of
  learning from the teacher to the student.

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ICT in the curriculum
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Fundamental level modules

• F1. Introduction to ICT
• F2. Operating environments
• F3. Computer-aided word processing
• F4. Data bases
• F5. Spreadsheets
• F6. Graphics computer environments
• F7. Social, ethical and legal aspects of ICT use
• F8. Selection of Software tools.

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Advanced level modules

• A1. Programming
• A2. Programming and software development
• A3. Typing skills
• A4. Advanced word processing (desktop publishing)
• A5. Work in a local network
• A6. Global Net. Work with Internet
• A7. Web documents design
• A8. Computer graphics
• A9. CAD applications
• A10. Organization and public presentation of
  information

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Advanced level modules (cont.)

• A11. Multimedia
• A12. Computer modelling and simulation
• A13. Expert systems
• A14. Robots and feed-back devices
• A15. Computer music
• A16. Computer-aided processing of statistical
  data
• A17. ICT in the library
• A18. Computer architecture
• A19. Dedicated applications.

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Modules to be moved to the fundamental level in
future

• A5. Work in a local network
• A6. Global net. Work with Internet
• A10. Organisation and public presentation of
  information
• A11. Multimedia
• A17. ICT in the library

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Advantages of the module organization
Publishing/ advertising activities
Computer-aided word processing
Graphics computer environments
Desktop publishing
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ICT in the Vocational education

• ICT education in vocational schools should be
  oriented according to the following professional
  spheres
• Industrial-technical
• Economic, trade, administrative or service
• Agricultural.
• For all professions the curriculum or the School
  Council determine the compulsory ICT modules
• This Strategy suggests the distribution of school
  modules for vocational education.

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Integration of ICT in the other disciplines

• Work with gifted students

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Teachers Education

• The basic principles of the system should be
• voluntary participation in the continuous
  education
• flexibility of the forms and topics of education
• free selection of the form and topics of
  education
• credit system of education (collecting credits
  for separate completed modules until reaching
  certain sufficient total credit)
• separation of the education and certificationth
• accreditation of educating units willing to train
  teachers
• competition of the groups providing the
  instruction for the centralized financing
• binding the qualification results to the statute
  and payment of the teacher.

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Hardware and Software

• Management and financing

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Distribution of the hardware by educational
levels
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Distribution of the hardware over the time
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Distribution of the software over the time