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Being a Teacher in the Knowledge Society Prof.
Bernard CORNU (INRP, France) 1st ELFE
Conference, Brussels, 22 November 2004
INSTITUT NATIONAL DE RECHERCHE PEDAGOGIQUE
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• Information and Communication Technologies (ICT)
• Not only a tool to improve teaching and learning
• but profound changes
• in Society, in Education, in Knowledge, in
  accessing Knowledge, in the Teaching Profession

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Digitalized information  0  and  1  We have
moved from computers and computer science and
from communication technologies to ICT and
networks IT process CT transport moving,
interactive, multimedia, hypermedia
ICT
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Information Facts, comments, opinions, expressed
through words, images, sounds... It can be
stored, circulated... Knowledge The output of
the reconstruction of information by a person,
according to his/her history and context. It
depends on the person.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Information society A society in which
information is a good that one can exchange, buy,
sell, store, transport, process. The society of
the digital divide. Knowledge society A human
society, in which knowledge should bring justice,
solidarity, democracy, peace... A society in
which knowledge could be a force for changing
society. A society which should provide universal
and equitable access to information.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Information can be transmitted, knowledge must
be acquired, constructed. Integrating ICT in
order to build the knowledge society.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
The four pillars of Education Learning to
know Learning to do Learning to live together,
learning to live with others Learning to be
(Jacques DELORS, 1996)
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Integrating ICT in order to build the Knowledge
Society Learning to know ICT and Knowledge,
accessing Knowledge Learning to do New
capacities, do through ICT Learning to live
together New communication, the
 e-citizen  Learning to be in the knowledge
society personal development
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• ICT change knowledge itself
• Each discipline, its concepts, processes,
  methods, resources available
• The Knowledge Society needs new kinds of
  Knowledge, that cannot reduce to traditional
  disciplines

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• disciplines
• transverse knowledge
• complex knowledge
• An example Edgar Morin
• (Seven complex lessons in education for the
  future)

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
1. Detecting error and illusion Teach the
weaknesses of knowledge what is human knowledge?
Teach its errors, its illusions Teach to know
what to know is! 2. Principles of pertinent
knowledge One must be able to take into account
global and fundamental problems, in which partial
and local knowledge will then be used. The
knowledge cannot be split into disciplines. One
must be able to consider the objects of knowledge
in their context, in their complexity, in their
whole.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
3. Teaching the human condition Teach the unity
and the complexity of human nature. This needs
input from biology, from human sciences, from
literature, from philosophy. Teach the
relationship between the unity and the diversity
of what is human. 4. Earth identity Teach
knowledge at a worldwide level. Teach the history
of the planetary era, teach the solidarity
between all the parts of the world.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
5. Confronting uncertainties Sciences have
established a lot of certainties, but they also
have revealed many uncertainties. Teach the
uncertainties in physics, in biology, in
history. 6. Understanding each other Teach
understanding understanding in all its meanings,
mutual understanding between human beings. And
teach what misunderstanding is. It is a crucial
basis for peace education. 7. Ethics for the
human genre Teach the world. Teach the ethics of
humanity preparing citizens of the world. Teach
how democracy relates to the mutual control
between society and individuals.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
From chain to pyramid and to network..
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• Network
• Nodes (information, people, knowledge, )
• and edges (links)
• - Complexity
• The  world wide web 
• Several paths from one node
• to another
• Interactive, evolutive
• Sub-networks,
• network of networks...
• - Circulate in a network
• - Changes in hierarchies

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Communication one to one one to all
(media) all to all From hierarchical communica
tion to networked communication New kinds of
hierarchies
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• Education in a networked society
• Education needs networks of knowledge
• The links (the edges) contribute to the
  elaboration and acquisition of Knowledge

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• Education in a networked society
• Take into account
• new knowledge
• access to knowledge
• communication in a network
• new teaching, new learning
• new tools, new resources, new pedagogies
• new space and time
• new teaching profession

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• ICT change the way one can access knowledge.
• - find appropriate paths in complex networks.
• - validate the knowledge found
• find appropriate knowledge
• A major role for the Teacher help the pupils
  circulate in the network of knowledge.

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Individual / collective intelligence and
capacities the networked society needs and
reinforces a collective intelligence.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Example ants

• Building bridges
• Transporting heavy loads
• Finding the shortest way
• Regulating the temperature
• Stigmergy indirect communication
• through the environment

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Internet is mainly a tool, the more recent we
found for perfecting our intelligence through
cooperation and exchange The true revolution of
Internet is not at all a revolution of machines,
but of communication between human beings
Internet enhances our capacity for collective
learning and intelligence Each community
realises that it is one of the dimensions of the
production of human sense Internet forces us to
experiment new ways of being together The ethics
of collective intelligence, consisting in
interlacing different points of view (Pierre
LEVY, 2000)
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• Collaborative work
• Virtual communities
• Semantic web
• communication
• collaboration
• collective learning
• collective competencies
• collective memory
• collective intelligence

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• An aim for education build a collective
  intelligence a role for Teachers.
• The classroom is the first place where
  collective intelligence can be built and used.
• Develop collective intelligence of pupils
• Develop the capacity for collaborative work
• Use collaborative work

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Time / Space eLearning Blended Learning
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• e-Learning
• from "CAL"
• to distance-learning
• then e-Learning
• not only technology, but a new conception of
  teaching, training, learning
• Managing differently time and space
• Internet and virtuality
• individualisation and collaboration
• Interactivity interactive content
• interactive tutoring

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
The school of the future The OECD
scenarios Schooling for tomorrow what Schools
for the future?, CERI, OECD, 2001 "status-quo"
extrapolated "re-schooling" "de-schooling"
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1. Knowledge Society 2. Networked Society 3.
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Knowledge Society
OECD scenarios / "status-quo" extrapolated 1.
Robust bureaucratic school systems status-quo,
bureaucracy, uniformity, resistance to
change ICT used, but not integrated ICT may
lead to the end of the "status-quo" (together
with the lack of teachers)
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
OECD scenarios / "status-quo" extrapolated 2.
Extending the market model dissatisfaction, the
 market law  demand driven, diversification,
new providers and professionals,
cyber-training, inequality, competition ICT A
tool for training ICT exploited ICT and
competition
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
OECD scenarios / re-schooling 3. Schools as
core social centres education, a public good
schools centres of community, equity,
citizenship ICT for communication between
partners, in and out of school ICT a tool for
citizenship
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
OECD scenarios / re-schooling 4. Schools as
focused learning organisations (centred on
 knowledge  rather than  society ),
competence development innovation research and
development ICT widely exploited ICT integrated
in teaching and learning ICT a tool for
learning, analysis, communication
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
OECD scenarios / de-schooling 5. Learner
networks and the network society dissatisfaction
of school systems, cooperative networks, home
schooling, no reliance on teachers ICT for
networking ICT and independency from time and
space
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
OECD scenarios / de-schooling 6. Teacher
exodus - the meltdown scenario School systems
disintegrated, status-quo lack of teachers ICT
to replace teachers Companies involved in ICT in
education
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• OECD scenarios
• Variables and commands
• Attitude and expectation towards schools
• Mission and objectives of schools
• Organization and structures
• Geopolitical dimension
• Teachers

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• New competences
• teaching in the knowledge society
• teaching in the networked society
• developing a collective intelligence
• Technology
• new pedagogical possibilities
• new management of time and space
• new knowledge
• new networked form of knowledge
• new expectations of Society

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• Ethical competences
• ICT and "Education for all"
• Digital divide and divides in education
• globalization
• commercialisation of education
• property rights, cyber-crime, privacy...

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Expectations of the Society
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society

• Teachers have two major roles
• Forming citizens in a world marked by
• change and dominated by the ephemeral
• transmit the basic values of society and
• the universal values of humanity.
• Instilling knowledge, when knowledge
• has changed and accessing knowledge
• has changed.

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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
ICT confirm the essential and core role of the
teacher be the MEDIATOR between knowledge and
the student the face-to-face relationship betwee
n the teacher and the pupil remains
essential The human dimension of
teaching supported and enhanced by technology
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
 Always more  or core competences? A
collective Competence (a team profession ability
for cooperative working, collective
intelligence) An evolutive Competence (Lifelong
Training Permanent competence to acquire new
competences). Diversity of competences ability
for diversity.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Teacher more and more a profession! A
profession that needs a professional training, a
higher education research based initial
training. Competences in the framework of Life
Long Learning. A permanent professional
development, in partnership with the actors of
Education and Schools.
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1. Knowledge Society 2. Networked Society 3.
Collective Intelligence 4. The school in the
Knowledge Society 5. Being a Teacher in the
Knowledge Society
Competences for working with Knowledge
networked knowledge, complex knowledge, in the
Knowledge Society Competences for working with
Human Beings individually and collectively,
building a  collective intelligence  Competence
s for working in the Society social, political,
ethical responsibility A profession of
intellectual freedom
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Conclusion

• - ICT have first EMERGED as
• new concepts, new tools, new resources
• - APPLYING ICT to teaching
• INTEGRATION of ICT into education
• TRANSFORMATION of education

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Conclusion
ICT can no longer be simply considered as tools
for improving teaching and learning a profound
transformation has started, towards the Knowledge
Society. Teachers are the main agents of this
transformation.
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Thank you bernard.cornu_at_inrp.fr
INSTITUT NATIONAL DE RECHERCHE PEDAGOGIQUE