Transcript of ICT in Education UNESCO Bangkok Looking Forward: Sustaining the Momentum Building a system to...
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ICT in Education UNESCO Bangkok Looking Forward: Sustaining the
Momentum Building a system to sustain the capability building
efforts Mel Tan Programme Officer ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
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Click to edit Master title style Where we are Developing ICT
Competency Standards for Teachers Alignment with educational vision
Selection of a suitable approach Domains-standards-performance
indicators (vis--vis assessment) Formulation + finalization
(immediate next step) Where we are headed Three-pronged approach
ICT vision and policy
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Click to edit Master title style This workshop Workshop
2Workshop 3 Development Stages
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Click to edit Master title style Then what? How do we implement
the competency standards? What else need to be in place? What
strategies can we use to maximize impact?
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Click to edit Master title style Sustaining the Capability
Building Efforts Pre-service-In-service continuum Progression of
competencies Regular coordination to clarify expectations, set
targets, design and implement an action Advocate lifelong
learning
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Click to edit Master title style Pre-Service TEI review and
accreditation process Regular review / enhancement of pre-service
curriculum vis- -vis national educational goals Maximize
opportunities provided by practicum Programming, deliverables,
assessment process CPD for teacher educators Mentor the mentees but
take care of the mentors, too
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Click to edit Master title style Individuals with skills for
life and work today (21 st C learning outcomes) Education System
Change School Leadership and Culture Innovative Teaching Practices
Innovative Teaching and Learning (ITL) - SRI, supported by
Microsoft In-service
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Click to edit Master title style A school culture that offers a
common vision of innovation and consistently encourages new types
of teaching Educator collaboration via peer support and sharing of
pedagogical approaches PD with active engagement of educators,
particularly in practicing and researching new teaching methods Key
Findings: ITL Research 2011 Innovative teaching practices are more
likely to flourish when particular supportive conditions are in
place: In-service
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Click to edit Master title style In-service vision, management,
instructional leadership, maintaining a conducive environment
Managing teacher workload to prioritize teaching/learning process
TALIS & SEAMEO INNOTECH findings: school leaders lack
appropriate training Role of school leadership 1. A school culture
that offers a common vision of innovation and consistently
encourages new types of teaching
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Click to edit Master title style In-service Regular
consultation/ discussions Support for planned / sanctioned
experimentation ITL & TALIS: importance of collaboration among
teachers in terms of peer support, analysis of learning activities,
and sharing of pedagogical approaches TALIS: Teachers use of
collaborative teaching practices five times a year or more also
increases both their reported levels of self-efficacy and their job
satisfaction. Whole school approach 2. Climate of collaboration,
support, and openness
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Click to edit Master title style Source: ITL 2010-11 Teacher
Survey, across 7 countries; based on analysis by SRI International.
ITL Research 2011 Collaboration about teaching among educators in a
school is strongly associated with Innovative Teaching Practices
Innovative Teaching Practices Collaboration among educators
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Click to edit Master title style In-Service 3. Continuing
high-quality PD with active engagement of educators, particularly
in practicing and researching new teaching methods Practice a new
teaching method Conducted research Planned or practiced using ICT
in teaching Reviewed and discussed student work Observed a
demonstration of a lesson Developed or reviewed curriculum
materials Received or delivered one-on-one coaching or mentoring
Planned a lesson or a unit Observed a demonstration of ICT use
Listened to a lecture 0.25 0.23 0.18 0.17 0.15 0.03 0.15 0.18 0.23
0.28 Source: ITL teacher survey, 2011, Based on analysis by SRI
International Professional Development and innovative teaching
practices
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Click to edit Master title style UNESCO Bangkoks Training
Programme Course 1: Basic ICT Literacy Course 2: Multimedia for
Teaching and Learning Course 3: ICT for Active & Deeper
Learning Course 4: Tips for 1:1 Environment / PBL Telecollaobration
Support from school leaders (with counterpart training)
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Click to edit Master title style In-Service Progression of
knowledge and competencies Diverse modalities Monitoring mechanism
Support and incentives Provision of resources and models Continuing
high-quality PD TALIS: higher participation rates tied up with
higher levels of support (monetary / non-monetary) Peru Innova
Schools scripted lessons by master teachers Australias
Illustrations of Practice)Illustrations of Practice needs
assessment PD plan research Post-Training Support coaching/
mentorship Programme CoP/ PLN
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Click to edit Master title style In-service TALIS: more than
six in ten teachers report that appraisal leads to positive changes
in their teaching practices, use of student assessments, and their
classroom- management practices Needs assessment, clear metrics
& processes, constructive performance appraisal, reflective
practices, coaching Capability building for assessors, coaches
Effective use of teacher appraisal & feedback Continuing
high-quality PD
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Click to edit Master title style In-service MET Project:
verbalized assessment, supported by evidences (accurate performance
metrics, video, student feedback) Peru Innova Schools
(instructional coaches) Digital Promises micro-credentials (on
competencies developed throughout their careers)micro-credentials
Effective use of teacher appraisal & feedback Continuing
high-quality PD
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Click to edit Master title style Institutional Partnerships
School networks CoP / PLN Shanghai model (high performing-weak
schools) Chinese rural schools (through district education offices)
LivingSchools Lab (EU SchoolNet) TEI networks UNESCO RTDC Network
Philippines: Association for Teacher Education (PAFTE) TEI-school
partnerships Effectiveness of practicum and induction better-placed
and programmed Mentoring / coaching of pre-service practicumers by
in- service teachers of in-service teachers by teacher educators
Immersion of teacher educators to actual school/classroom
setting
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Click to edit Master title style To Review: Possible Action
Areas Pre-Service TEI Accreditation Pre-service curriculum
Practicum CPD for teacher educators In-Service School leadership
Whole school approach Continuing (diverse) high- quality PD with
active engagement Support & incentives Resources and Models
Appraisal & Feedback Institutional Partnerships
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Click to edit Master title style Discussion What will work for
Nepal? What strategies can we use to maximize impact? How to set-up
and institutionalize such a system? Co-chairs: Dr. Tulashi Prasad
Thapaliya, NCED/Mr. Tap Raj Pant, UNESCO Kathmandu
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Click to edit Master title style References Digital Promise
(supported by Hewlett Foundation), 2014.
http://www.digitalpromise.org/initiatives/educator-micro-credentials
http://www.digitalpromise.org/initiatives/educator-micro-credentials
ITL (Innovative Teaching and Learning) Research, 2011.
http://www.sri.com/work/projects/innovative-teaching-and-learning-research
http://www.sri.com/work/projects/innovative-teaching-and-learning-research
Measures of Effective Teaching (MET) Project, 2013.
http://www.metproject.org/http://www.metproject.org/ SEAMEO
INNOTECHs work on competency standards for teachers and school
leaders TALIS (Teaching and Learning International Survey), 2013.
http://www.oecd-
ilibrary.org/education/talis-2013-results_9789264196261-enhttp://www.oecd-
ilibrary.org/education/talis-2013-results_9789264196261-en World
Economic Forum, 2015. New Vision for Education: Unlocking the
Potential of Technology.
http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
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Click to edit Master title style THANK YOU. Mel Tan
([email protected])[email protected] ICT in Education, UNESCO
BANGKOK (www.unescobkk.org/ict)www.unescobkk.org/ict