Global Challenges - PowerPoint PPT Presentation

About This Presentation
Title:

Global Challenges

Description:

Overall Information of ICT in Education Programmes UNESCO Bangkok fc.miao_at_unescobkk.org UNESCO s VISION of ICT in Education UNESCO s RECOGNITION on ICT in ... – PowerPoint PPT presentation

Number of Views:247
Avg rating:3.0/5.0
Slides: 72
Provided by: OPEY9
Category:

less

Transcript and Presenter's Notes

Title: Global Challenges


1
Overall Information of ICT in Education
Programmes UNESCO Bangkok
fc.miao_at_unescobkk.org
2
UNESCOs VISION of ICT in Education
Planning Management of Change
Leadership and Vision
Content and Pedagogy
Life Long Learning
Technical Issues
Collaboration Networking
TEACHER EDUCATION
Social Issues
Context and Culture
Source UNESCOs Planning Guide
Information-Communication Technologies in Teacher
Education (2002)
3
UNESCOs RECOGNITIONon 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

4
Scope of the ICT in Education Programmes
6. Research Knowledge Sharing
1. Education Policy
2. Training of Teachers
5. Monitoring Measuring Change
www.unescobkk.org/education/ict
  • 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

3. Teaching Learning
4. Non-Formal Education
5
ICT in Education POLICY PROJECT
  • Build national capacities of member-states to
    develop appropriate policies and plans

6
3 Main Components
Assessment of needs of policymakers
2004-05
2005-06
  • 2003-04

Development of the Policy Toolkit
Training of policymakers educational planners
7
The Partners
8
www.ICTinEDtoolkit.org
9
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
    scenarios
  4. Instruments to evaluate proposals, options and
    scenarios
  5. A device to survey attitudes, skills, opinions
    collate results

10
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

11
www.ICTinEDtoolkit.org
  • USERNAMES PASSWORD
  • cida-user1 toolkit
  • cida-user2 toolkit
  • cida-user3 toolkit

12
Workshops Conducted
CHIANG MAI SEPT. 2005
BANGKOK JUNE 2006
FIJI SEPT. 2006
13
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)

14
ICT and Education IndicatorsUNESCO Institute for
Statisticspresentation prepared by Ko-Chih
Tung, Regional Advisor for the UIS and Jon Kapp,
Assistant Programme Specialist, UISwith
contributions from Simon Ellis, UIS HQand the
ICT in Education Unit, UNESCO Bangkok
15
Context
  • World Summit on the Information Society (WSIS)
  • Global monitoring role of UIS
  • AIMS-UIS Asia and Pacific Regional Office
  • UNESCO Bangkok

16
Introduction
  • 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 (PIAAC)
  • Content and use of ICTs
  • work on Linguistic diversity
  • press and broadcast surveys

17
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

18
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.

19
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
  • UNESCOs help to countries in this major task
  • UIS statisticians permanently stationed in
    Africa, Asia and Latin America

20
ICT and Education
  • ICTs can be used in education to
  • improve administrative efficiency
  • disseminate teaching and learning materials to
    teachers and students
  • improve the ICT skills of teachers and students
  • allow teachers and students access to sources of
    information from around the world
  • share ideas on education and learning

21
ICT and Education, continued
  • ICTs can be used in education to
  • collaborate on joint projects
  • conduct lessons from a remote location
  • Data on availability of ICTs in formal
    education-- their costs and benefits, their use,
    equity of access, their impact on educational
    outcomes useful for educational planning
  • ICTs play equally major role in promotion of
    non-formal education older technologies too!

22
Performance indicators on ICT use in education
UNESCO Asia-Pacific ICT in Education Programme
23
  • Our aim is to empower
  • Learners,
  • Teachers, educators
  • Principals, administrators
  • Leaders

24
  • Vision
  • By 2008, all member states in the Asia-Pacific
    region will have
  • A national ICT in education POLICY.
  • ICT as a component of TEACHER TRAINING.
  • The beginnings of a process of developing
    relevant, multilingual and appropriate
    EDUCATIONAL CONTENT.
  • NETWORKS for sharing knowledge and experiences.
  • Key INDICATORS developed and used to monitor
    progress and to form strategies.

25
Scope of the UNESCO Programme
5. Monitoring Measuring Change
Monitoring measuring the impact of ICT in
education using performance indicators
26
Monitoring and Measuring Change
Performance indicators are required to
  • Monitor the use and assess the impact of
    technologies in education.
  • Demonstrate accountability

27
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

28
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

29
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.

30
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

31
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.

32
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

33
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

34
Thailand pilot survey Teachers
  • ICT trained teachers 338,726 or 42.48
  • Teachers per 1 PC in Primary schools 201
    in Secondary schools 21
  • 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

35
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

36
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

37
Surveys of Schools used
  • Asia Pacific Regional Survey on ICTs in Education
    (APRS)
  • Regional school assessments for
  • Latin America (LABORATORIO)
  • Francophone Africa (PASEC)
  • Anglophone Africa (SACMEQ)
  • Monitoring Learning Activities Survey in Africa
    (selected countries only) (MLA2)
  • OECD countries plus selected non OECD countries
    in future (PISA)
  • Other international assessments
  • Progress in Intl Reading Literacy Study (PIRLS)
  • SITES 1-2
  • Third International Mathematics and Science
    Survey (TIMSS and TIMSS-R)
  • UIS/OECD World Education Indicators- Primary
    School Survey - WEI-SPS

38
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)

39
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)

40
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

41
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

42
Languages results so far
  • No agreement on count of web pages by language
  • Potential for regional observatories
  • Press and broadcast surveys will examine the use
    of mixed channels including Internet for
    distribution
  • Work underway to assess the quality of existing
    data on languages and how UNESCO can improve it
  • UIS literacy assessment and communications
    programmes looking at functional context for
    languages and learning

43
For further information, please
visit www.unescobkk.org/aims www.unescobkk.org/ic
t 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
44
Training and Professional Development of Teachers
and Other Facilitators for Effective Use of ICTs
in Improving Teaching and Learning
45
2. Training of Teachers
  • 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

46
Key features and 3 phases
  • Following-up
  • actions scale-
  • up activities
  • case studies
  • resources CD
  • FOSS
  • Web-based application

National training workshops for
teacher educators at 9 countries
Regional guideline Competency-Based Standard
grass-rooted practical project implementation
approaches
Design of training training modules methods
  • UNESCOs Publications
  • International Experts
  • Grounded at regional
  • situations
  • 25-30 Ps, 5 Days
  • ICT-pedagogy as focus
  • Hands-on practices
  • Key players policy
  • makers involvement
  • Necessary localization
  • Mapping out training materials
  • modelling of ICT-pedagogy training

47
  • Regional guideline
  • Guiding philosophy principles for policy
    making, training and teaching practice
  • Competency-Based Standard
  • Four stages of ICT Integration

Main outcomes (1)
Creating innovative OFL environments
Specializing In the use of ICT
Understanding how and when to use ICT
Facilitate learning using multi-modal instruction
Learning how to use ICT in subject teaching
Enhancing traditional teaching
Becoming aware of ICT
Applying productivity tools
(a) Stages of ICT usages
(b) Pedagogical Usages of ICT
48
  • A Curriculum Framework
  • Training syllabi
  • Matrix on key players UNESCOs
  • training module
  • Suggested training methodology

Main outcomes (2)
Five curriculum modules comprising the
ICT-pedagogy integration curriculum
Modules Target 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
49
A Curriculum Framework
Main outcomes (2)
A framework for Module A Integrating ICT
Productivity Tools
Objectives Content Training Methodology Training 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 ICT A2 Using the Computer and Managing Files A3 Word Processing A4 Working with a Spreadsheet A5 Working with a Database A6 Composing Presentations with text and graphics A7 Information Communication A8 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
50
A Modeling on ICT-pedagogy Integration
Main outcomes (3)
51
Suggested training methodology
Main outcomes (4)
Requires
Requires
Lend ideas from and provide modeling of
Have following characteristics
work in groups
Coach, guide facilitate
Trainers
52
Main outcomes (5)
  • A series of training modules
  • ICT-pedagogy integration
  • Instructional design
  • Interactive powerpoint
  • Webquest
  • Blog

53
  • Free and open-source software

Main outcomes (6)
  • Multimedia resources for
  • ICT integration

54
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
Almaty, Kazakhstan, 2-5 October 2006
55
To be continued
Vietnam, March 2007
Mongolia, June 2007
Thank you!
m.lee_at_unescobkk.org fc.miao_at_unescobkk.org
56
Clearinghouse Project
Regional Clearinghousein Support of the ICT in
Education Programme
57
Scope of the UNESCO Programme
6. Research Knowledge Sharing
1. Education Policy
5. Monitoring Measuring Change
2. Training of Teachers
www.unescobkk.org/education/ict
3. Teaching Learning
4. Non-Formal Education
58
6. Research Knowledge Sharing
Collecting, creating disseminating information
knowledge about ICT in education
59
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.

60
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.

61
Knowledge is shared worldwide via
  • E-newsletters
  • CD-ROMs
  • Print publications
  • Website

62
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

63
Website impact
  • The website enables people to gain easy and fast
    access to the results of the ICT in Education
    Units 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.

64
Thank You
  • Ellie Meleisea
  • Editor and Assistant Project Officer
    (Clearinghouse)
  • ICT in Education Unit
  • UNESCO Bangkok
  • e.meleisea_at_unescobkk.org

65
Key results so far of theUNESCO SchoolNet
project
66
General Goals
67
Key Objectives of the UNESCO SchoolNet project
  • Document innovative and successful approaches,
    which serve as benchmarks for programme-planning
    and implementation. Share best practices and
    lessons learned.
  • Develop strategies dealing with integration of
    ICT into the national curricula of each
    participating country.
  • Develop an integrated ICT-based curriculum for
    each country, ICT-based teaching and learning
    materials and tools for science, mathematics and
    language subjects.

68
Key Objectives (continued)
  • Establish connectivity and test the use of ICT in
    24 schools in the eight participating countries.
  • Train teachers in computer literacy, use of ICT
    as teaching tools, use of the ICT-based
    teaching/learning materials, and
    telecollaboration activities.
  • Establish national and sub-regional SchoolNets
    for facilitating equal access to information and
    educational resources online.

69
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-learned.

70
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.

71
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.

72
Objective 4 Enhance the capacity of school
teachers and administrators to integrate ICT into
teaching.
Activities Undertaken
73
Objective 5 Test the developed materials (in
three subjects) in pilot schools
Activities Undertaken
74
Objective 6 Establish national and ASEAN-region
SchoolNets to facilitate sharing and equal access
to educational resources online
Proposed Activities
75
Remaining objectives
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.
76
Remaining Objectives
77
Comments and feedback from teachers and students
who participated in telecollaboration activities.
78
Thank you!
Contact Email fc.miao_at_unescobkk.org SchoolNe
t website http//www.unescobkk.org/education/ict/
schoolnet
Write a Comment
User Comments (0)
About PowerShow.com