Fengchun MIAO Programme Specialist of ICT in Education UNESCO HQs ICT in Education Policy...

Fengchun MIAO Programme Specialist of ICT in Education

UNESCO HQs

ICT in Education Policy Development and Review:

A Sector-wide Framework and Good Examples

Outline

I. UNESCO ICT in Education Programme and its Deliverable

II. Policy Planning Framework: Orienting ICT towards educational results

III. Institutional Capacity Building Strategy: Analyzing and filling in the capacity gap

Standard setterCapacity builderLaboratory of IdeasClearing houseCatalyst of international cooperation

UNESCO ICT in Education Programme

Overall Goal of ICT in Education Programme UNESCO is to assist member states in harnessing the potentials of ICT towards achieving quality education for all goal

UNESCO ICT in Education Programme

Focus areas of UNESCO ICT in Education Programme

6 cross-cutting focus areas: -policy -teacher training -teaching and learning -non-formal education -monitoring and measuring -open educational resources

(OER) 3 emerging areas: -Open and Distance Learning -ICT as a Subject Area -mobile phones and social media for in-formal learning

Example of Standard Setting

• ICT Competency Framework for Teachers (ICT-CFT)• ICT in Education Indicators (UIS)

(a) Stages of ICT skills (b) Pedagogical Usages

Emerging

Applying

Infusing

Transforming

• ICT Transforming Education: A Regional Guide to guide the teachers to move upwards the four-stages of ICT-Pedagogy Integration

The most popular ICT in Education Toolkit: www.ictinedtoolkit.org ICT in Education policy analysis -Transforming Education: The Power of

ICT Polices17 workshops for 29 countries covering 400+ policymakersLong-term assistance in helping Member States develop National ICT

in Education Master Plans.

Example I of Capacity Building: ICT in Education Policy Project

Example II of Capacity Building: Capacity Building of ICT in Education Project

2 highly interactive e-learning modules developed: Module 1 – ICT in Education Essentials, and Module 2 – ICT in Education Decision-Making

Target audience: MOE officials, Specialists of international organizations, & teacher trainers

E-Learning modules for all educators & professionals working on ICT in education: CD-ROM Online Modules

Example III of Capacity Building: Institutional Capacity Building for the Next-Gen Teachers

Over goal: Building the institutional capacity of the TEIs in designing and providing the training on ICT-integration for pre-service teachers Over 50 TEIs from 16 countries Dean’s ForumsCurriculum-Development Workshops and follow-up technical assistances

Capacity building workshops for teacher educators Where TEIs are:

Current situation

How e-ready•Training content•Trainers

•Institutional evolution

•Broadening to other TEIs

•Scaling up to national policy

Curriculum

Leadership

Instructors' Capacity

UNESCO’s Main deliverables ofin building institutional capacity of TEIs

Inter-TEIs

cooperation(ICT)

sta

ndar

ds

and

curri

culu

m

auth

oriz

atio

n

TEI-School partnership

IV. KFIT Project based learning and telecollaboration

MOE Other TEIs

Local schools

Example IV of Capacity Building: “3Is” Project Based Learning and Telecollaboration

Exploring effective models of using ICT to support student centered pedagogy and promote higher-order thinking with specific focus on “3Is” (interdisciplinary, inter-school, and intercultural): Building teachers’ capacity on ICT-pedagogy

integration and capability of designing and facilitating student-centered ICT-based activities,

Strengthening partnership between teacher educators and teachers, and

Developing school-based curriculum package (and the whole-school supporting strategy).

Example of Laboratory of Ideas: Policy Analysis and Case Studies

Policy review and analysis – Transforming Education: The Power of ICT Policies

Case studies on- ICT for education of in-emergency or post-disaster children- ICT graduate employability, The use of ICT in Higher

Education and ODL, - Teacher training courses on ICT- pedagogy integration, …Mobile phones for education – in cooperation with Nokia:- Mobile phones for literacy education- Mobile phones for teaching and teachers development- Policy promotion on mobile learning

Example I of International Cooperation

• Global Broadband Commission and WSIS Forum for inter-ministerial cooperation to lower the Broadband cost and to promote e-learning

• Asia-Pacific Ministerial Forum on ICT in Education to facilitate North-South-South knowledge sharing

• Cooperation with the World Bank for the global symposium on ICT in Education and other events

• Cooperation with private sectors

Open Educational Resources (OER)

Open Educational Resources (OER) are teaching, learning or research materials that are in the public domain or released with an intellectual property license such as Creative Commons that allows for free use, adaptation, and distribution.

Global OER Community Wiki: http://oerwiki.iiep-unesco.org/ "Taking OER Beyond the OER Community: Policy and

Capacity“in partnership with the Commonwealth of Learning (COL)

Guideline of using OER in Higher Education.

Encouraging and Disseminating Innovative Practices

The UNESCO Prize for the Use of ICTs in Education by the Kingdom of Bahrain

E-School Award to be launched Documentation and publication of selected innovative practice

UNESCO ICT in Education Website and Social Media

UNESCO ICT in Education Website: http://www.unesco.org/new/en/unesco/themes/icts

Twitter: http://twitter.com/#!/UNESCOICTs

Facebook: http://www.facebook.com/UNESCOICTinEducation

e-Newsletters of ICT in Education-Print publications; CD-ROMs; Online Community

What sort of ICT for what sort of education?

What sort of education for what sort of life?

II. Policy Planning: Orienting ICT towards educational results

ICT in Education Policy: Catch up or lead the way?

ICT in Education policy,

is NOT to follow the ICT trends,

is to set the educational trends inspired and enabled by ICT

ICT in Education Policy:Catch up or lead the way?

ICT in Education policy planning,

it is NOT to drive education to follow ICT trends or let it driven by ICT.

it is to build education to harness ICT.

you do so, education and ICT win-win;

you fail, education will be consumed or misled by ICT

Scope of a National ICT in Education Master Plan

by governments as cost-effective education delivery media for all throughout life (EFA)

by teachers as pedagogy-enabling tools for student-centered pedagogy (Beyond EFA)

by administrators as efficient educational management system (EMIS)

by TVET sector as emerging subject areas for ICT skill trainings (21st Century Skills)

ICT in education projects are well placed in national education policy & strategies, supported by public funds and implemented and monitored by responsible agencies:

Onion Model for ICT in education Policy PlanningOnion Model for ICT in education Policy Planning

High-quality life & learning for students

Partnerships and resources mobilization: public & private; upfront and sustainable; formal & non-formal

National policy & master plans, ICT standards, management mechanism, and monitoring indicators (UIS)

Infrastructure improvement; hardware, software, and resources procurement & refurnishing

ICT in education programming is like to peel an onion, one layer after another while under systematic planning, and sometimes with tears...

Capacity building: planners & administrators, researching or training institutions, teacher educators & teachers,

Education practices: classrooms, families, communities; fix/flexible time & space

ICT in Education Policy: Using educational needs to harness ICT’s promises

Educational Need

ICT’s Promise E-Readiness & Reality

Sector-wide Policy and Master Plan

Decision Making & Policy Planning

Monitoring, Evaluation & Assessment

Better learning & human outcomes

ICT promotes (adds) learning outcomes and human ethics

•Curriculum standards

•Teachers’ competency & pedagogy

•Assessment

•Teachers’ ICT competency• ICT as new learning outcomes• ICT enhanced learning outcomes of core

subjects • ICT enable 21st-century skills•E-safety and e-ethics

Efficient educational management

ICT improves educational management

•Human & ICT of different Edu. ADMs

•EMIS and evidence-based policy making•School-home-community portal• ICT for in-emergency & post-crisis edu.

Universal access to education

Universal access to ICT enables universal access to education

• ICT readiness•Schooling

conditions

• ICT for literacy education•Equal access to educational resources • ICT for life-long learning opportunities•An ubiquitous learning portal

E-Inclusion and E-Equity

For policy makers,ICT in Educationis NOT a matter of “WHY NOT”. It is a matter of “HOW RIGHT”,and how to “make the right a rightfor all children and all citizens”.


Your country’s urgent/major EFA needs/issues? What are the root causes?

E-readiness of out-school children or drop-out youth? Can ICT hit the root causes?

Priority areas or projects to be put into your national ICT in Education Master Plan?•Mid & long-term objectives?•Public funds available?•Other pre-conditions?

Educational Need






conditions


Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis




conditions


EFA issues: 60 million illiterates; Gender divide (M 63% F 36%)Root causes: Low efficiency of traditional literacy approaches + High relapse into illiteracy

Mobile phone is the highest penetrating ICT (>100 Ms subscribers) handy communicative tool for Islamic females: can be used anytime and anywhere without need to meet F2FLimited capacity: 160 scripts per SMS; limited memory – not suitable for initial literacy education

Using SMS to retain females’ literacy rates Total cost of ownership (TCO)per head: Phone ($ 33), SIM card ($3), 600 SMS by literacy center in 4 months ($7.2), sending SMS by user ($4.8), hiring a teacher (5 months per head) ($7.2) , total $55.2

Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis (cont.)




conditions


Main Implementation Steps:Step 1: Refresh basic literacy course (1st M)Step 2: Learning how to use mobile phones and Starting to

receive and send SMS (2nd M)Step 3: Receiving and sending SMS, reading and practice on

the working book (2nd – 5th M)Step 4: Reporting to literacy centers and having weekly or

monthly tests (2nd – 5th M)

Lessons learned from the results

C: 0-50 B: 51-69 A: 70-100 n=100

Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis (cont.)

High literacy retaining Strong confidence of getting

literate and perception of being connected

Impact on female family members (sisters and mothers)

Enhanced security of youth and women

Mobile phone is only a supplemental devise

Mongolia Radio for Gobi Women’s Literacy: Your analysis?




conditions


• Launched in 1996, provides literacy and numeracy education to 15,000 nomadic women: Through re-equipped four radio stations; one in Ulaanbaatar, three in Gobi; Topics include livestock rearing techniques; family care; income generation using locally available raw materials; and basic business skills for a new market economy

Source: UNESCO (2003), Meta-survey on the Use of Technologies in Education in Asia and the Pacific 2003-2004

Too expensive to reach large-scale un-reached populations?

Self Filming by Children of Nomadic Tribes for Literacy Education- India




conditions


• Implemented by Developmental Informatics Lab, Indian Institute of Technology Bombay, Mumbai

• Topics: objects from the immediate environment including the individual “pals” (tents), animals, the journey from the tent to the village/town, the family, the community activities, health & hygiene activities, school life

Too low attendance or motivation for literacy education programme?

ICT equalizes the access to high-quality educational resources: Case from China

• Using diverse ICT solutions to deliver quality education for all by the end of 2010– Government planned to connect 95% of schools to

Internet; to equip all schools with basic educational technologies, covering 160 million students (15 billion USD spent)

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conditions


• Model 1: Teaching & Learning CD-Rom Playing Portal– Targeting 110,000 village-based classrooms, ICT solution: TV set,

DVD player, a complete set of curriculum-based CD-Rom• Model 2: Educational Satellite Receiving & Playing Stations

– Targeting 380,000 rural primary schools, ICT solution : Model 1 + satellite receiving and playing facilities

• Model 3: Computer Classrooms with Internet– Targeting 40,000 rural lower secondary schools, ICT solution: Model

1 + Model 2 + computer classrooms with internet connection

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ICT equalizes the access to high-quality educational resources: Case from China (cont.)

ICT broadens the basic education - Case from India: National Open School

• Largest open school in the world in terms of enrollment, courses offered and the geographical areas covered at the secondary level

• Network of 13 regional centers and more than 1,400 study centers spreading all over India

• During 2007-08 admission year, 340,342 students enrolled, 28.96% (sec.) and 36.69% (sr. sec.) certified

Source: UNESCO (2003), Meta-survey on the Use of Technologies in Education in Asia and the Pacific 2003-2004 with updated data from http://www.nos.org/




conditions


E-Learning and ODL broadening and transforming higher education

• Open Universities: Accredited online colleges or universities are transforming the way HE is offered and accessed

• Open Educational Resources (OER): UNESCO and more than 800 universities (including Stanford, Yale, MIT, Oxford,

and UC Berkeley) have active iTunes U sites.

• HE going open and global: Top universities offering free courses online forces HE institutions to go more open and global.




conditions


Open Universities: Open your universities or open your students to ODL?

• Cambodia and Mongolia are planning to establish their first national open universities

• Small Island Countries: Is the commonly recognized accreditation for online courses a solution?

• China’s Radio & TV universities are turning into open universities




conditions


Korea U-Learning: Digital Textbooks and U-Campus service




conditions


Highest spending on educationTop ranking in TIMSS and PISA, while learning interest and motivation going lowerWhat’s the next: Future School 2030 Project

What are the long-term continuous e-readiness?ICT in Education Master Plan 1 (MP1) to MP4

U-Learning and U-Campus: Korea´s Ubiquitous learning environment and all Korean textbooks to go digital by 2015

E-readiness of Korea U-Learning Strategy

• Cyber Home Learning System (CHLS) and Educational Broadcasting Service (EBS) for economically and geographically disadvantaged students; PC support project for low-income families

• 17 Cyber Universities for adults to promote lifelong learning • Online digital textbook (http://www.edunet4u.net) and pilot testing

u-classes

Policy-readiness of Korea U-Learning Strategy

Source: The 1st Asia-Pacific Ministerial Forum on ICT in Education, UNESCO Bangkok

Policy-readiness of Korea U-Learning Strategy

Source: KERIS

Digital Textbooks?

Is your country ready?

Where shall you start?


Educational Need







•Assessment



Expected education outcomes to achieve employment, personal fulfillment, social inclusion, and active citizenship.

What ICT-related or enabled outcomes?What (e-)learning environment can your country afford?Are teachers ready?

Starting from curricular review/reform, assessment development, ICT standard & teacher training, or hardware & internet?

CPD & support strategies? E-Safety?


Educational Need







•Assessment



ICT improves learning outcomes of traditional core subjects Teachers’ ICT competency; CPD on ICT-pedagogy integration

ICT enable interdisciplinary skills: critical thinking, problem solving, innovation and creativity learning environment + pedagogical design and facilitation

ICT as new competencies: ICT or digital literacy, advanced ICT skills Curriculum and assessment development

Curriculum review and/or reform in response to ICT-related skills (basic education & TVET)

Info

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cogn

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Ethi

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CurriculumMethodology:

Infusing into subjects or cross-subject content or activities

Separate core subjects or modules

New modules in existing subjects

Curriculum review and/or reform in response to ICT-related skills (basic education & TVET)

Possible Initiatives or Projects:•Curriculum review: National definition on ICT-related/enhanced learning outcomes Curriculum review (reform) assessment development (UNESCO Focus)•Curricular options- A: ICT as separate subjects- B: ICT integrated into other subjects or interdisciplinary activities

- C: A+B

• ICT as a subject area: Can start from primary stage, but mostly from secondary level. Focuses on more systematic and advanced ICT skills

• China ICT Curriculum Structure for Upper Secondary Schools: Based on the ICT courses starting from primary schools, the curriculum is to prepare students to enter ICT-rich society or HE.

Artificial Intelligence Artificial Intelligence

Algorithm and

Programm

ingAlgorithm

and Program

ming

Multim

edia applicationM

ultimedia application

Internet technique application

Data m

anagement

technologyD

ata managem

ent technology

ICT Literacy ICT Literacy

ICT Curriculum Structure for Upper Secondary Schools

Dual tracks for digital literacy and ICT competencies

• OECD’s assessment of students' digital reading competencies in PISA [http://www.pisa.oecd.org]

How to measure students’ ICT-related skills?

• ICT in/across other subjects: Focuses on information literacy, and knowledge deepening and creation based on Information literacy Key Data on Learning and Innovation through ICT at School in Europe 2011

• UNESCO is pilot testing a PISA-like survey on students’ ICT literacy upon graduation from upper secondary schools

How to measure innovative teaching: Preview of Preliminary Survey Results, 2011

Innovative Teaching and Learning (ITL) ResearchThis is the second year of a multi-year global research program designed to investigate the factors that promote the transformation of teaching practices and the impact those changes have on students’ learning outcomes across a broad range of country contexts.

• These selected preliminary results are based on teacher and school leader survey data from Finland, Indonesia, Russia, Senegal, Mexico, and England.

• Please note that datasets are not yet complete, so reported results may change.

• Final reports from this year will include survey data from Australia as well as data from other methods (LASW and qualitative data).

• Future years of this project will build on the methods described here to build tools for schools to reflect on their own practices and to make the definitions of “innovative teaching and learning” concrete and actionable for teachers.

47

How do we measure innovative teaching?• The teacher survey contains groups of

related items—scales—related to each of the elements of innovative teaching practices from the ITL Research conceptual framework.*

– * Project-based learning is not included because the scale used in the pilot year did not perform well.

• The scales describe teacher-reported frequency of each of the practices listed in the table.

• Sub-construct scores are combined to represent scores on the 3 main constructs (student-centered pedagogies, extension of learning beyond the classroom, and ICT integration).

• These, in turn, are combined and weighted equally to create an overall index of Innovative Teaching Practices.

Construct Sub-construct # of items

Student-centered pedagogies

Knowledge-building 6

Self-regulation and assessment 4

Small group work 3

Personalized and individualized learning 6

Extension of learning beyond the classroom

Extended classroom community 7

Global awareness/ cultural understanding 3

ICT integrated into teaching and learning

Teacher ICT use 11

Student ICT use 14

Innovative Teaching Practices Index

49

Innovative teaching practices and students’ 21st century skills

Teachers who report more frequent use of innovative teaching practices also tend to report that their students exhibit stronger 21st century skills.

Survey data show a strong correlation between teacher reports of their own innovative teaching practices and their estimates of their students’ 21st century skills. Analysis of actual learning activities and student work (to come) will be a more objective measure of this relationship.

School-level factors associated with innovative teaching practices

• The teacher survey measured teacher reports of a number of school-level practices and policies that might be related to innovative teaching. Of these:

1) Frequency of teacher collaboration had the strongest association with innovative teaching practices, followed by

2) Degree of school-level support for teacher collaboration, then

3) Incentives and appraisals for innovative teaching.

Frequency of teacher collaboration 51

• Teachers who report more frequent collaboration tended to score higher on the innovative teaching practices index.

• These charts describe collaboration about instruction, and collaborative practices related to continuous improvement.

Source: teacher survey

Support for teacher collaboration• Teachers who reported that their schools offered high levels

of support for professional collaboration tended to show higher levels of innovative teaching.

Source: teacher survey

Incentives and appraisals for innovative teaching 53

• Teachers who reported that their schools offered incentives and appraisals for innovative teaching practice tended to show higher levels of innovative teaching.

Student access to computers in the classroom

Student access to at least one computer in the classroom (desktop or laptop) is a strong predictor of ICT integration into teaching and learning.

One computer + LCD projector on wheels in Bangladesh + self-generated resources

One Computer in a Multi-grade Classroom, Asuncion National High School, Davao del Norte, Philippines

ICT solution to low-end schools

The Audio Support System

A TV Monitor connected to the computer for presentation

One computer unit for the 58 Grade 5 & Six 6 pupils


Educational Need







•Assessment



Digital-native Net Generation is challenging digital-immigrant teachersA Net Generation Survey of 8,000 college students: •97% own a computer, 94% own a cell phone, 76% instant messager •Logging on an average of 35 Hs/week, 75% doing school-work while

instant messaging; •28% own a blog and 44% read others’ blogs; 69% have a(source: The Pew Research Center for the People and the Press)

Next Generation of Teachers for NET-Generation Students

• Most students give highest rating to “50 percent lecturing and 50 percent interactive activities” class structure. (Source: Educating the Net Generation, EDUCAUSE, 2005)

• Most students give highest rating to “50 percent lecturing and 50 percent interactive activities” class structure. (Source: Educating the Net Generation, EDUCAUSE, 2005)

• But as digital immigrants, most of teachers are lack of competency or motivation to integrate ICT into daily pedagogy, and are short of On-the-Job Training and support in facilitating students’ meaningful use of ICT

© HowStuffWorks

UNESCO ICT Competency Framework for Teachers (ICT CFT)

To help Member States develop national ICT Competency Standard for Teachers and provide guidelines for planning teacher education programmes, UNESCO has developed the ICT-CFT

CURRICULUM AND ASSESSMENT

BASIC KNOWLEDGE

KNOWLEDGE APPLICATION

21ST CENTURY SKILLS

PEDAGOGY TECHNOLOGY INTEGRATION

COMPLEX PROBLEM SOLVING

SLEF MANAGEMENT

POLICY AND VISION

TECHNOLOGY LITERACY

KNOWLEDGE DEEPENING

KNOWLEDGE CREATION

ICT BASIC TOOLS COMPLEX TOOLS PERVASIVE TOOLS

ORGANIZATION & ADMINISTRATION

STANDARD CLASSROOMS

COLLABORATIVE GROUPS

LEARNING ORGANIZATION

STEACHER PROFESSIONALDEVELOPMENT

DIGITAL LITERACY

MANAGER AND COACH

TEACHER AS MODEL LEARNER

ApproachComponents

POLICY AWARENESS

POLICY UNDERSTANDIN

G

POLICY INNOVATIONI

How to apply the CFT: Localizing UNESCO ICT CFT or developing your own standard?

1. ICT-CFT and E-Readiness: ICT Competency Standards should not be taken as mandatory standards for teachers in developing countries without sufficient e-readiness

2. ICT CFT and Teachers Pedagogical Content Knowledge: Teachers’ ICT qualifications should be pivoted around pedagogy.

3. Teachers’ ICT competency is not the determinant factor for knowledge deepening and knowledge creation. Policy environment and other enabling factors are more critical.

1. ICT-CFT and E-Readiness: ICT Competency Standards should not be taken as mandatory standards for teachers in developing countries without sufficient e-readiness

2. ICT CFT and Teachers Pedagogical Content Knowledge: Teachers’ ICT qualifications should be pivoted around pedagogy.

3. Teachers’ ICT competency is not the determinant factor for knowledge deepening and knowledge creation. Policy environment and other enabling factors are more critical.

TPCK: Structure and Teachers’ Development

Shift of teachers’ qualification: Pedagogical content knowledge (PCK)Technological PCK(TPCK)

ICT CompetencySubject & Professional Competencies

Integrating ICT in lesson

planning; Use of multimedia tools

Authoring toolsMultimedia tools

ICT-based Generic Pedagogical Skills

(Present, guide search for information, create

content, facilitate)

Productivity toolsInternet (information searching & online community); E-mail

Teachers experience good pedagogy as a

student

Specific learning tools; Web 2.0Mind Mapping; WebQuest

AutonomousProfessional

Learning Skills

ICT-basedSubject-Specific

Pedagogical Skills(Conceptual

learning, organization of

ideas, tele-collaboration)

Enhancing daily life, teaching, and traditional

management using ICT

Technological Pedagogy

Creation of LMS,

interactive tools, gaming

ICT for Pedagogical Innovation(Facilitating students learning with and/or through ICT)

ICT Integration in subject teaching (Teaching with ICT)

Teachers’ Learning about ICT

ICT for Pedagogical Transformation(Enabling & managing deeper learning through ICT)

Designing ICT enabled lesson plans and digital

materials, creating pedagogically proper

learning environment

Designing ICT enabled lesson plans and digital

materials, creating pedagogically proper

learning environment

Enabling blended learning environment

Enabling blended learning environment

Four stages of Teachers’ Development on ICT-pedagogy Integration

(a) Stages of ICT usages (b) Pedagogical Usages of ICT

Specializing in the use/design of ICT

Understanding how and when to use ICT

Learning how to use ICTin subject teaching

Becoming aware of ICT Emerging

Creating & managing ubiquitous & interactive e-learning environments

Facilitating blended learning within or across subject areas

Enhancing traditional teaching

Applying productivity tools

Applying

Infusing

Transforming

ICT Usage

Pedagogy

ability

ICT-Pedagogy Integration

Module A

Module E

Module B

Module C

Module D

Pedagogy Content Knowledge: beliefs & valuesPedagogy Content Knowledge: beliefs & values

Pedagogical Skills, esp.Instructional DesignPedagogical Skills, esp.Instructional Design

Subject Specific Pedagogy Adaptation to contentSubject Specific Pedagogy Adaptation to content

Learners Sensitive Pedagogy AdjustmentLearners Sensitive Pedagogy Adjustment

Context Adaptive Pedagogical TechniquesContext Adaptive Pedagogical Techniques

ICT Usage

ICT-Pedagogy Integration

Embedded Pedagogy ：Contextual Knowledge; Skills; --Hands-on practice

Embedded Pedagogy ：Contextual Knowledge; Skills; --Hands-on practice

Modular Content of Pedagogy: Introduction; Problem -Based Learning +Resources

Modular Content of Pedagogy: Introduction; Problem -Based Learning +Resources

Pedagogy

(ability)

Emerging

Applying

Infusing

Transformation

Step1 Standard Setting: China Educational Technology Standards (CETS) was developed and endorsed at 2004 Step2 Standard Adoption: CETS was adopted as a new set of compulsory criteria for Teacher’s CertificateStep3 Syllabus and Training Programme: Government invested in and monitoring the development of in-service teacher training coursesStep4 Public Training Providers: Government selected local training (and exam) centers through bidding process who are entitled funds and authorized certificationStep5 Coherent Teacher Education: Pre-service teacher training courses reformed accordingly

Total Ownership of an ICT Competency Standard for Teachers: China’s Experiences

A “4-14-N” structure was designed for CETS4: 4 Dimensions (1st Indexes) ；14: 14 second indexes；N: N numbers of performance indicators for

different target groups: 41 indicators for teachers 46 for Administrators 44 for Technology Coordinators

CETS: Content and Framework

AWARENESS AND ATTITUDE Awareness of Demand of ICT Awareness of Implementation and

Innovation of ICT Interest and Attitude of ICT

IMPLEMENTATION AND INNOVATION Instruction Design Implementing Lesson Integrating ICT into the Curriculum Collaboration and Communication Learning and Professional Development

CETS: Content and Framework

KNOWLEDGE AND SKILLS Basic Concepts Basic Skills Information searching, processing

and presenting Information security and evaluation　　

SOCIAL RESPONSIBILITES Social Ethics Rule of Law Social Responsibilities Humane Care Information security and evaluation　　

Awareness and AttitudeAwareness and Attitude

Implementationand InnovationImplementationand Innovation

Awareness of Educational Value of ICTAwareness of Educational Value of ICT

Self-Consciousness of Using ICTSelf-Consciousness of Using ICT

Assessment and Self-ReflectionAssessment and Self-Reflection

Concepts of Life Long LearningConcepts of Life Long Learning

Basic Knowledge and Information LiteracyBasic Knowledge and Information Literacy

Basic ICT SkillsBasic ICT Skills

Applying ICT AppropriatelyApplying ICT Appropriately

CETS

for T

each

ers

CETS

for T

each

ers

Knowledge and SkillsKnowledge and Skills

Designing and Implementing LessonsDesigning and Implementing Lessons

ICT-Supported Teaching and Management ICT-Supported Teaching and Management

ICT-Enhanced Research and Professional Development ICT-Enhanced Research and Professional Development

ICT- Mediated Communication & Collaboration ICT- Mediated Communication & Collaboration

Social ResponsibilitySocial Responsibility

Applying ICT EquitablyApplying ICT Equitably

Applying ICT EffectivelyApplying ICT Effectively

Self-Regulating PracticeSelf-Regulating Practice

CETS for Teachers

CETS-based In-service Teacher Training Courses on ICT-pedagogy Integration

Course A

Course B

Unit 1 OrientationActivity 1 Experiencing ICT in Education Activity 2 Introduction to the Training Package Activity 3 Collection and Management of Individual and Group Information Unit Exercise and ReflectionUnit 2 Re-cap Educational Technology Activity 1 Key Concepts of Educational TechnologyActivity 2 Concepts and Methodology of Instructional DesignActivity 3 PPT on My Understanding of Educational TechnologyUnit Exercise and ReflectionUnit 3 Application of Teaching Media and Resources Activity 1 Understanding Values of Teaching MediaActivity 2 Processing and Compilation of Digital Learning ResourcesActivity 3 Searching Educational Resources Activity 4 Evaluating Educational Resources Activity 4 Applying Digital Educational Resources Legally and AppropriatelyUnit Exercise and ReflectionUnit 4 ICT-enhanced Expository-Based LearningActivity 1 Analysis of Sample Lessons Activity 2 Design and Development of Lesson PlansActivity 3 Peer Review on Lesson PlansActivity 4 Understanding and Applying Learning Assessment Unit Exercise and Reflection

Unit 1 OrientationActivity 1 Experiencing ICT in Education Activity 2 Introduction to the Training Package Activity 3 Collection and Management of Individual and Group Information Unit Exercise and ReflectionUnit 2 Re-cap Educational Technology Activity 1 Key Concepts of Educational TechnologyActivity 2 Concepts and Methodology of Instructional DesignActivity 3 PPT on My Understanding of Educational TechnologyUnit Exercise and ReflectionUnit 3 Application of Teaching Media and Resources Activity 1 Understanding Values of Teaching MediaActivity 2 Processing and Compilation of Digital Learning ResourcesActivity 3 Searching Educational Resources Activity 4 Evaluating Educational Resources Activity 4 Applying Digital Educational Resources Legally and AppropriatelyUnit Exercise and ReflectionUnit 4 ICT-enhanced Expository-Based LearningActivity 1 Analysis of Sample Lessons Activity 2 Design and Development of Lesson PlansActivity 3 Peer Review on Lesson PlansActivity 4 Understanding and Applying Learning Assessment Unit Exercise and Reflection

Training Course (A) for Teachers at Applying Stage

Unit 5 ICT-enhanced Inquiry-Based Learning Activity 1 Analysis of Sample Lessons Activity 2 Understanding and Applying RubricActivity 3 Design Inquiry-Based Learning ActivitiesActivity 4 Presentation and Peer Review on Lesson PlansUnit Exercise and ReflectionUnit 6 Planning Facilitation and Organization of ICT-enhanced Lessons Activity 1 Analysis of Sample Plans Activity 2 Creation of Implementation PlansActivity 3 Peer Review on Implementation PlansActivity 4 Evaluating Students’ PerformanceActivity 4 Management of Teaching and Learning Information (Portfolios) Unit Exercise and ReflectionUnit 7 Infusing ICT across Curriculum Activity 1 Understanding Integration of ICT and CurriculumActivity 2 Discussion on Key Issues and Strategies of Infusing ICT across CurriculumActivity 3 Upgrading Integration of ICT in Lesson PlanningUnit Exercise and ReflectionUnit 8 Documentation and Sharing of Training Outcomes Activity 1 Compilation of e-PortfoliosActivity 2 Design and Development of Learning WebpagesActivity 3 Publication of Training OutcomesActivity 4 Peer Review on Training OutcomesUnit Exercise and ReflectionAnnex I Sample lessons or lesson plans; Annex II Related Resources

Unit 5 ICT-enhanced Inquiry-Based Learning Activity 1 Analysis of Sample Lessons Activity 2 Understanding and Applying RubricActivity 3 Design Inquiry-Based Learning ActivitiesActivity 4 Presentation and Peer Review on Lesson PlansUnit Exercise and ReflectionUnit 6 Planning Facilitation and Organization of ICT-enhanced Lessons Activity 1 Analysis of Sample Plans Activity 2 Creation of Implementation PlansActivity 3 Peer Review on Implementation PlansActivity 4 Evaluating Students’ PerformanceActivity 4 Management of Teaching and Learning Information (Portfolios) Unit Exercise and ReflectionUnit 7 Infusing ICT across Curriculum Activity 1 Understanding Integration of ICT and CurriculumActivity 2 Discussion on Key Issues and Strategies of Infusing ICT across CurriculumActivity 3 Upgrading Integration of ICT in Lesson PlanningUnit Exercise and ReflectionUnit 8 Documentation and Sharing of Training Outcomes Activity 1 Compilation of e-PortfoliosActivity 2 Design and Development of Learning WebpagesActivity 3 Publication of Training OutcomesActivity 4 Peer Review on Training OutcomesUnit Exercise and ReflectionAnnex I Sample lessons or lesson plans; Annex II Related Resources

Training Course (A) for Teachers at Applying Stage (cont.)

Unit 1 OrientationActivity 1 Sharing of Stories on Using ICT in Teaching Activity 2 Introduction to the Training Package Activity 3 Team Building and e-Portfolio Creation Unit Exercise and Reflection: Blog; Mind Mapping Tools Unit 2 Seminar on Infusing ICT across Curriculum Activity 1 Understanding Integration of ICT and CurriculumActivity 2 Diagnostic Study on Effectiveness of ICT-pedagogy IntegrationUnit Exercise and Reflection Unit 3 Integration of ICT in Unit Planning Activity 1 Understanding and Analysis of Unit PlanningActivity 2 Planning Integration of ICT in Unit-level LearningActivity 3 Creation of Mind Map of Unit PlanningActivity 4 Finalization of Integration of ICT in Unit-level LearningActivity 5 Unit Plan Sharing and Peer ReviewUnit Exercise and Reflection Unit 4 Design of Inquiry Based LearningActivity 1 Mapping Out Key ConceptsActivity 2 In-depth Analysis of Inquiry Based LearningActivity 3 Design Inquiry Based Learning ActivitiesActivity 4 Presentation and Peer ReviewUnit Exercise and Reflection

Unit 1 OrientationActivity 1 Sharing of Stories on Using ICT in Teaching Activity 2 Introduction to the Training Package Activity 3 Team Building and e-Portfolio Creation Unit Exercise and Reflection: Blog; Mind Mapping Tools Unit 2 Seminar on Infusing ICT across Curriculum Activity 1 Understanding Integration of ICT and CurriculumActivity 2 Diagnostic Study on Effectiveness of ICT-pedagogy IntegrationUnit Exercise and Reflection Unit 3 Integration of ICT in Unit Planning Activity 1 Understanding and Analysis of Unit PlanningActivity 2 Planning Integration of ICT in Unit-level LearningActivity 3 Creation of Mind Map of Unit PlanningActivity 4 Finalization of Integration of ICT in Unit-level LearningActivity 5 Unit Plan Sharing and Peer ReviewUnit Exercise and Reflection Unit 4 Design of Inquiry Based LearningActivity 1 Mapping Out Key ConceptsActivity 2 In-depth Analysis of Inquiry Based LearningActivity 3 Design Inquiry Based Learning ActivitiesActivity 4 Presentation and Peer ReviewUnit Exercise and Reflection

Training Course (B) for Teachers at Infusing Stage

Unit 5 Development and Application of Thematic Learning ResourcesActivity 1 Understanding Thematic Learning ResourcesActivity 2 Designing Thematic Learning ResourcesActivity 3 Creating a Website of Thematic Learning ResourcesActivity 4 Publication of Websites and Peer ReviewUnit Exercise and Reflection Unit 6 Designing Unit-based Learning Assessment Activity 1 Understanding Learning AssessmentActivity 2 Analysis of Unit-based Learning Assessment PlansActivity 3 Applying Multiple Assessment in Evaluating Unit Learning Outcomes Unit Exercise and Reflection Unit 7 Organization and Facilitation of Unit-based Learning Activity 1 Creation of Unit Implementation PlansActivity 2 Reflection on Lesson Implementation and Action StudyUnit Exercise and Reflection Unit 8 Sharing of Outcomes and Reflection over Training ProcessActivity 1 Compilation of Training OutcomesActivity 2 Publication of Training OutcomesActivity 3 Reflection over ProcessUnit Exercise and Reflection Annex I Sample lessons or lesson plans Annex II Related Resources

Unit 5 Development and Application of Thematic Learning ResourcesActivity 1 Understanding Thematic Learning ResourcesActivity 2 Designing Thematic Learning ResourcesActivity 3 Creating a Website of Thematic Learning ResourcesActivity 4 Publication of Websites and Peer ReviewUnit Exercise and Reflection Unit 6 Designing Unit-based Learning Assessment Activity 1 Understanding Learning AssessmentActivity 2 Analysis of Unit-based Learning Assessment PlansActivity 3 Applying Multiple Assessment in Evaluating Unit Learning Outcomes Unit Exercise and Reflection Unit 7 Organization and Facilitation of Unit-based Learning Activity 1 Creation of Unit Implementation PlansActivity 2 Reflection on Lesson Implementation and Action StudyUnit Exercise and Reflection Unit 8 Sharing of Outcomes and Reflection over Training ProcessActivity 1 Compilation of Training OutcomesActivity 2 Publication of Training OutcomesActivity 3 Reflection over ProcessUnit Exercise and Reflection Annex I Sample lessons or lesson plans Annex II Related Resources

Training Course (A) for Teachers at Applying Stage (cont.)


Educational Need



Efficient educational management

ICT improves educational management

•Human & ICT of different Edu. ADMs

•EMIS and evidence-based policy making•School-home-community portal• ICT for in-emergency & post-crisis edu.

• National and local level: A comprehensive e-governance to enhance efficiency and quality of general civil services of education sector; Sharing data and information among education administration organizations and other government departments

• School level: Enhancing micro-level education administration and strengthening school-home-community communication

OpenEMIS of UNESCO (http://ptf.com/download/openemis_user/6210970) piloted in Mongolia

NEIS16 Metropolitan ㆍ ProvincialOffices of Education

General Affairs

General Affairs

Academic Affairs

G4C Service(Home-Edu)

Staffs (MPOEs, LOEs)(MPOEs, LOEs)

Teacher/Non-teaching staff(Schools)(Schools)

Parents/CitizenParents/Citizen

Statistics

Statistics

G4C Service

Academic Affairs

Concept of NEIS ServiceConcept of NEIS ServiceConcept of NEIS ServiceConcept of NEIS Service

NEIS MEST

Code/Index G4C Service

Statistics

• National Education Information System• Web-based online administration system for Korea’s educational administration

Case of Korea : NEIS

73

ICT Enhanced Educaction Management and Administration

Mobile Phone for real-time data collection and school-home-community communication

• Philippines (DepEd, Smart)“DeText 2622” is using mobile phones to provide advisories on test schedules, news releases, holiday announcements, cancellation of classes. Public can SMS concerns/inquiries to DepEd using mobiles.

• Education response system enhanced by mobile phones and other ICTs for in-emergency and/or post-disaster children

• Philippines (DepEd, Smart)“DeText 2622” is using mobile phones to provide advisories on test schedules, news releases, holiday announcements, cancellation of classes. Public can SMS concerns/inquiries to DepEd using mobiles.

• Education response system enhanced by mobile phones and other ICTs for in-emergency and/or post-disaster children

•Students use computers and the internet on a daily basis.

•Students use computers more regularly at home than at schools

•Students use computers and the internet at home more for entertainment than for school-related activities: PISA 2009 reveal that 83 % students use computers at home for entertainment and 46 % for school related work.

•Students use computers and the internet on a daily basis.

•Students use computers more regularly at home than at schools

•Students use computers and the internet at home more for entertainment than for school-related activities: PISA 2009 reveal that 83 % students use computers at home for entertainment and 46 % for school related work.

Behind kids’ doors, are they e-learning or e-entertaining?

Source: Key Data on Learning and Innovation through ICT at School in Europe 2011, European Commission, 2011

Overview of Risks Faced by Children Online

• The unattended exposure to a vast multi-age & anonymous online users tends to put children at risks of being targeted as consumers of commercial products, information and behaviors that are previously only appropriate for adults, and turn them to the most fragile victim of online crimes

• Online Risks for Children (OECD (2011), The Protection of Children Online: Risks Faced by Children Online and Policies to Protect Them.)

• The unattended exposure to a vast multi-age & anonymous online users tends to put children at risks of being targeted as consumers of commercial products, information and behaviors that are previously only appropriate for adults, and turn them to the most fragile victim of online crimes

• Online Risks for Children (OECD (2011), The Protection of Children Online: Risks Faced by Children Online and Policies to Protect Them.)

Policy Advice on Protection Strategies

• The main causes are not rooted in education sectors, but educators are under pressures/criticism

• The strategy must be multi-layer, multi-stakeholder involved, and multiple coordinated

• The main causes are not rooted in education sectors, but educators are under pressures/criticism

• The strategy must be multi-layer, multi-stakeholder involved, and multiple coordinated

Telecom Sector

Education Sector Civil Society Legal Sector

MOE and Local Authority: Policy and protective measures

Schools principals and technician: safe internet or intranet; Educational modules for students

Teachers: Monitoring of & Modeling; Facilitating understanding and skill development

Parents and Community: Monitoring and protection

E-safety criteria in e-school standard

Capacity building for

teachers

Modules on e-safety for students;

Capacity building for ICT integrators

Capacity building for teachers and parents

Limitation of ICT in Education Policy

ICT Policy for learning and learners,

is to define the (un)desirable learning & human outcomes and design assessment against outcomes as the education baseline first,

and then orientates the deployment of ICT and ICT-mediated human behaviors.

but meanwhile, gives the next generation sufficient freedom that ICT entitle and empower to unleash their potentials and create a better and often unknown future of their own and your countries.

III. Institutional Capacity Building Strategy: Analyzing and filling in the capacity gap

Institutional capacity in reviewing and developing the ICT in Education Policy and in coordination and monitoring the implementation of the master plans

Institutional capacity of teacher education institutions in providing initial teacher training and supporting continuing professional development

Institutional capacity of schools in planning and creating e-learning environments, motivating and supporting teachers’ ICT integration, and organizing professional development

National, local, & school-level institutional capacity in establishing and applying EMIS

What’s the Institutional Capacity of TEIs

The institutional capacity is a systemic capability of coordinating internal elements toward the destination illuminated by a visionary leadership, and of assimilating external resources or adapting itself to contextual changes during its evolutional process

What’s the Institutional Capacity of TEIs

The institutional capacity is a systemic capability of coordinating internal elements toward the destination illuminated by a visionary leadership, and of assimilating external resources or adapting itself to contextual changes during its evolutional process

Where TEIs are:Current situation


Where to go?•Vision & Standards•Institutional policy •Plan & strategy

Curriculum

Leadership


How to Build the Institutional Capacity?

UNESCO Next Generation of Teachers Project: Building the institutional capacity of the TEIs in designing and providing the training on ICT-integration for pre-service teachers Over 50 TEIs from 16 countries

Dean’s ForumsCurriculum-Development Workshops and follow-up technical assistances

Capacity building workshops for teacher educators Where TEIs are:

Current situation


•Institutional evolution

•Broadening to other TEIs

•Scaling up to national policy

Curriculum

Leadership


Objectives and Expected Results

Capacity of instructors: Build capacity of teacher educators on ICT-pedagogy integration II. Capacity building workshop on ICT-pedagogy integration

III. Peer Coaching Training content: Catalyze the efforts of

TEIs in reforming ICT-related curricula IV.Curriculum Development Workshop

Leadership: Enhance the leadership of the deans of TEIs in planning and managing effective training programmes on ICT in education I. Dean’s Forum

Main deliverables of UNESCO in building institutional capacity of TEIs

Inter-TEIs

cooperation(ICT)

sta

ndar

ds

and

curri

culu

m

auth

oriz

atio

n

TEI-School partnership

IV. KFIT Project based learning and telecollaboration

MOE Other TEIs

Local schools

I. Dean’s Forum

Setting vision;

Building leadership,

Action planning

Objectives4 Forums: 4 forums for 150 deans of 50+ TEIs from 16 countries

Institutionalization is a process of fossilization of best practices

Example of results achieved- Institutional PolicyFrom: Filomena Dayagbil [email protected] I am Filomena T. Dayagbil, Dean of the College of Teacher Education of Cebu Normal University (CNU). We have institutionalized our ICT training for graduating Education students in the university. For the past two years, all 4th year Education students ( 600 students every year) cannot graduate without undergoing the training on ICT integration into teaching and learning.

II. Workshop on ICT-pedagogyIntegration

A 5-day workshop for teacher educators of TEIs focusing on ICT-pedagogy integration

• Effective (training) strategies on how to use ICT into different pedagogy: Pedagogical principles, supporting examples, appropriate tools, etc.

• Hands-on practices of ICT-based unit/lesson designAchievement: 13 national Workshops on ICT-pedagogy

Integration have been organized

ICT-pedagogy WorkshopICT-pedagogy Workshop

Gaining confidence by self-achievements

Practicing “pedagogy-in-use”

Starting from what they can do what they need to do

Training FRAMEWORK on ICT-pedagogy integration

Expository based learning

Cooperative learning

Inquiry based learning

Individual learning

Pedagogy Content KnowledgeIntroduction

PBL on pedagogy: Learning theory

background; Key concepts;Key features What ARE & ARE NOTPractical knowledge General procedure Typical issues &

coping strategiesFurther quest： Key problems or key

concepts Resources

ICT-facilitated

General principles and showcases

- Key points showing relative advantage ICT for pedagogy

- Suggestions and principlesScenarios to read and analyze

- Analyze their appropriateness, effectiveness, and efficiency

- Connected to real context

Hands-on Instructional Design

For what?- Content and objectives To whom?

- Student Ana.Match of ICT & pedagogy:

- ICT-amplified existing ones & ICT-empowered emerging ones.Design and provision of ICT

-Select; combine compile; create

Put all together

Objectives: Building capacity in ICT-related course development Expected results: Existing training courses on ICT updated or new

ones developed and authorized Activities: Curriculum-development workshops followed by

technical assistances and wrapped up by curriculum authorization

III. Curriculum Development Workshops

Main Categories of ICT-related Training Courses in TEIs

A. Educational Technology

non-computer computer-based Other media

1. Develop a new course

Decision you need to make (authorization & resources)

Main Curricular AREAS

E. ICT-subject teacher training courses …

B. ICT in Subjects

subject toolscourseware designlesson design

C. e-learning Focusing on

design & development of

online environments

D. ICT-pedagogy

integrationFocusing on pedagogical design

2. Upgrade the content

3. Promote methodology

Instructional Design & Practice on ICT in Teaching

Application of Multimedia in Edu.

Application of Teaching MediaMic

rote

achi

ng

Prac

tical

Tr

aini

ng

Instructional Website Design & Programming - Compulsory for Subject of Computer ScienceDidactical Game

Development

Application of ICT across Subjects - Elective for all subjects at any grade yearsICT-pedagogy Integration - Elective for all subjects at any grade years

Webquest & Online Learning

Gra

phic

Des

ign

of

Educ

ation

al

Med

ia -E

lecti

ve

for a

ll

Application of Virtual Reality Technique in Education

Elective courses for all subjects at any grade years

Creation of 3-D Animation in Education

ICT-related Teacher Training Courses – East China Normal University

Emerging

Applying

Infusing

Transforming

Collective school-based professional developmentObjectives: Training of (master) trainers on ICT-pedagogy integration peer coaching and institutional trainingsActivities: 2 Peer Coaching workshops covering >60 master teacher educatorsResults: Peer coach adopted by TEIs training localized

Promoting Peer Coaching to Sustain School-based Professional Development

ICT for Teacher Training vs. Teacher Training on ICT in Education

•Teachers.tv: Initiated in UK at 2005, adopted Office of Higher Education Commission in Thailand (www.Thaiteachers.TV– accessible for mobile phones

•Mobile phone for teachers’ professional development: “Text2Teach” of Philippines (Ayala Foundation and SEAMEO-Innotech ): Delivering digital learning materials to schools with the use of mobile technologies including Continuing Studies for Teachers via Television .

Key qualitative policy indicators for ICT in education policy review

1. E-Inclusion and E-Equity for equal learning opportunities2. Defining E-Skills and E-ethics as results3. Enabling usable e-learning environment4. Preparing ICT-qualified teachers and supporting CPD5. Fostering innovative ICT-pedagogy integration and e-learning6. Institutionalizing EMIS

[email protected]://twitter.com/#!/UNESCOICTs http://www.facebook.com/UNESCOICTinEducationhttp://www.unesco.org/new/en/unesco/themes/icts

Thank you…

Fengchun MIAO Programme Specialist of ICT in Education UNESCO HQs ICT in Education Policy...

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