“As TIC têm impacte (...) quando as políticas e programas TIC integram uma estratégia
global de transformação educativa.”Unesco, 2011
“ICTs have an impact (...) when its politics and programs integrate a global strategy of
educational transformation.”Unesco, 2011
JP-ikPedagogy
Social Impact – ICT access opportunities for students and their families
Technological skills
No other generative goals
Ludic aspect of the device
Teachers’ resistance
Parents’ mistrust
Students’ disinterest
Disinvestment on the project
Projects without Methodology
ik-Learning Pedagogy |
What is possible to achieve
Technological and generative skills
Other developing goals
Learning tool
Teachers’ investment
Parent’s engagement
Students’ best practice
Project’s continuity
Projects with Methodology
Ik-Model for Meaningful Technological Integration in Education
An orientation towards Learning Ecosystems Development
Project design
Education agents
training
Monitoring and efficacy
evaluation
Framework developed
with different education
agents in national and
international technology
integration projects.
ik-Learning Pedagogy |
JP-ik’s Pedagogic Strategyfor Meaningful ICT Integration
Projects in Education
“There was a lot of interactivity
and practice. Designing
activities using students’
computers during training is an
advantage for the success of a
project towards ICT integration
in schools.”
Pedagogic Counselor,
Ivory Coast
“Integrating new technologies
in the classrooms, relating
them with the essential skills
for the 21st century.
Computers’ virtualities for the
pedagogic work were
presented.”
Ministry of Education, Peru
“Thank you for sharing
your knowledge and
experience with us. I
will certainly replicate
it with my colleagues.“
Master Trainer,
El Salvador
Transfer knowledge and expertise
Build opportunities for resources experimentation~
Build capacity for autonomous implementation and evaluation
ik-Learning Pedagogy |
ik-Learning Pedagogy Services
Ministries Master Trainers Teachers, Parents
and Students
Partners
ik-Learning Pedagogy |
Consultancy towards
project design and
implementation
Education Agents
Training
Project Monitoring and
Efficacy Evaluation
Before, during and after the project
Ik-Learning: Enhancing learning ecosystems
Ongoing and Tailor Made training
Focus on integration practices and project strategies
Focus on learning outcomes
ik-Learning Pedagogy |
ik-Learning ExperienceJP-ik Pedagogic Projects around the World
El Salvador
Peru
East
Timor
Bolivia
Portugal
Morocco
Ivory
Coast
Mexico
Sao Tome and
Principe
Liberia
Uganda
Zambia
Botswana
Congo
Equatorial
Guinea
Jordan
Implemented
Pedagogic
Training
Ongoing
Pedagogic
Projects
Venezuela
Colombia Gabon
Angola
Pilot
Projects
Puerto Rico
Panama
ik-Learning ExperienceMaster Trainers Meu Kamba - Angola
ik-Learning Pedagogy |
“This training allowed us to integrate
technology with other tools that we
already have in our classrooms.”
We’ve worked with two groups of Teachers and elements from the
Ministry who will be local Master Trainers in this ICT integration
project. They’ve thought about this project as an opportunity to
intentionally and systematically integrate some critical social
development goals in the “technology-supported” learning
activities they design. They were able to create a rich portfolio of
activities to share and support local teachers training.
“This training is essential to launch and
sustain the project, because there are
many tools I’ve never used before.”
“Learning is easy. There is a
strong connection between
technology and pedagogy.”
ik-Learning ExperienceMaster Trainers - Bolivia
ik-Learning Pedagogy |
We’ve worked with a large group of Teachers and elements from
the Ministry who will be local Master Trainers in their ICT
integration project aligned with their specific educative
framework. It was an important opportunity to think about this
alignment, to share perspectives about it and to explore how
our model may fit their local realities, designing and sharing
meaningful learning activities using 1:1 technological solutions.
“The positive points about this
training were the integration of
new educative approaches and
the methodology for ICT
integration in learning.”
ik-Learning ExperienceICT Managers and Master Trainers – El Salvador
ik-Learning Pedagogy |
We’ve worked with a group of local Masters Trainers, in a two-
day congress and workshop focused in our ICT meaningful
integration model. It was an important opportunity for them to
share perspectives about it and to explore how our model fits
their local realities, designing and sharing meaningful learning
activities using 1:1 technological solutions.
“Thank you for sharing your knowledge
with us. I’m sure I will spread it to other
colleagues.”
ik-Learning ExperienceICT Managers and Teachers – Gabon
ik-Learning Pedagogy |
Our challenge was to train teachers and ICT managers so they
were able to assure all the technical and pedagogical local
support to ICT integration projects in schools. It was a real
hands-on training, where the trainees had the opportunity to
discuss and practice the digital classroom setup and support, as
well as digital tools use.
“It was an excellent opportunity to practice
everything with a lot of support from our
trainers. I feel we are really well-prepared to
start the work now!”
ik-Learning ExperienceICT Managers and Master Trainers - Ivory Coast
ik-Learning Pedagogy |
“It was well-structured. Trainers were
highly competent. Training had a strong
practical dimension.”
We had the opportunity to work with a group of teachers, ICT
coordinators and pedagogical counselors, preparing them to use
the Digital Classroom locally available in one of our Pop Up Schools.
They are now important local stakeholders using the classroom and
the portfolio of activities they’ve created, as well as training and
empowering others to do the same.
“It was really interactive and the trainers
were always there for us. Work with the
students’ computers during training is
essential to the success of any ICT
integration project in schools.”
ik-Learning ExperienceMaster Trainers - Jordan
ik-Learning Pedagogy |
“It was a very interesting training, using
different ways to practice. It was a new
experience to me.”
We had the opportunity to work with a group of teachers from Princess Taghreed School
and elements from the Jordan Education Initiative, preparing them to use the Digital
Classroom locally available in one of our Pop Up Schools. They are now important local
stakeholders in the project, creating new learning activities, as well as training and
empowering other teachers to do the same. They are also focused on measuring and
assessing the impact of the project on students’ learning outcomes.
“We were exposed to new ideas and
facilities that help us to achieve the goals.”
ik-Learning ExperienceICT Managers and Teachers – Morocco
ik-Learning Pedagogy |
We’ve been training teachers and ICT managers in a special
project oriented to enhance learning opportunities for
hospitalized children at the Maison de l’Enfant. This training was
mainly focused on using technology to improve learning and
interaction opportunities for children who stay at the hospital
for long periods of time.
“We are now able to create empowering
opportunities for our children, even though
they stay here for many months.”
ik-Learning ExperienceElements from the Ministry and Master Trainers – Peru
ik-Learning Pedagogy |
We’ve worked with a group of Elements from the Ministries who are
currently responsible for the local ICT integration project in schools.
They’ve approached this training as an opportunity to design the
project and the strategies for its implementation, as well as to create
relevant activities and instruments to support it. By the end of the
training, they’ve created a rich portfolio with different learning
activities using each educative tool from the Classmates to achieve
different learning goals. They also started to design their teachers
training approach oriented to a successful project implementation,
setting their main goals for the project.
“This training focuses different domains – technological,
content, relational and learning processes. Classmate tools are
very interesting and suitable for Education. Learning strategies
(collaboration, exploration, inquiry) were very proper.”
ik-Learning ExperienceTeachers and Master Trainers – Portugal
ik-Learning Pedagogy |
We’ve worked with several groups of Teachers and Master Trainers.
With the teachers, the training has been mainly oriented to build
capacity to implement our ICT meaningful integration model in their
classes/schools, using Classmate’s digital tools and resources in
relevant ways to achieve different learning goals with their students.
With Master Trainers, many of them teachers, our training has been
oriented to capacitate them so they were able to train others in our
different national and international projects, with our support and
supervision. All of them stressed the importance of this kind of training
to leverage ICT integration projects and to enhance the results in
terms of learning outcomes and skills development that may be
achieved and enhanced with these projects.
“There is a focus on innovation and the integration
technology-pedagogy.”
ik-Learning ExperienceTeachers and Master Trainers – Puerto Rico
ik-Learning Pedagogy |
We’ve worked with a group of eleven teachers that are going to use the
donated Pop Up School and all the technological environment
provided. These teachers will not only be Master Trainers of other
ones, but also innovative teachers within this new learning scenario,
where teachers and students can have an opportunity to develop other
generative skills.
“Excellent level of communication.”
ik-Learning ExperienceICT Managers and Teachers – Timor
ik-Learning Pedagogy |
We’ve worked with the Canossian Nuns who have started assuring the
educative and pedagogic development and use of our Pop Up Schools
in the region, building empowerment opportunities for their students
and communities. They were trained to use the Digital Classrooms in
meaningful ways, considering relevant learning and developmental
outcomes. They were also responsible for managing and addressing
technical and pedagogic support to those that were about to use the
classrooms. By the end of the training they felt fully autonomous and
they presented themselves as the “Digital Religious”, based on their
ability to make an accurate and meaningful use of technologies and to
work with different sources of information.
“This training really empowered us to work with the
computers in these classrooms.”
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