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ICT – the Physical and Intellectual Infrastructure of the Educational Reform

ICT – the Physical and Intellectual Infrastructure of the Educational Reform. Dr. Bálint Magyar Minister of Education. Accelerated time. Learnt professional skills become outdated within 10 years 5% of existing professions change every five years

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ICT – the Physical and Intellectual Infrastructure of the Educational Reform

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  1. ICT – the Physical and Intellectual Infrastructure of the Educational Reform Dr. Bálint Magyar Minister of Education www.om.hu

  2. Accelerated time • Learnt professional skills become outdated within 10 years • 5% of existing professions change every five years • 32 times more relevant information appears on the Internet than elsewhere linked to a given profession every year • 5% decrease in every two years in professions not based on knowledge of info-communication technology www.om.hu

  3. From IT to Digital Culture Mentoring, constructionist pedagogy Flexible, unchained knowledge Skills and competences Flexible, heterogeneous, individualized education Digital Literacy Users Teaching, frontalpedagogy Rigid, limited knowledge Facts, data, rules Fixed, homogeneous, teamstudying method Informatics Info-specialists www.om.hu

  4. Dissemination of Constructionist Pedagogy IT-based constructionist pedagogy III. Teacher training IV. Digital content provision I. Internet access II. ICT infrastructure www.om.hu

  5. I. Providing Internet Access Challenge: Access for All • All schools (5500) will be equipped with broadband Internet access until the end of 2005 • Satellite network in 600 Hungarian schools of remote areas and of neighbouring countries • Establishment of local networks • 600 wireless networks for secondary schools in 2004 and 2005 www.om.hu

  6. II. Establishing ICT Infrastructure Challenge: applying Lisbon objectives • Providing sustainable service level and quality (8 pupil/computer) • From 2005 normative financial support for ICT equipment developments (on a base of leasing construction: 18M Euros/year) www.om.hu

  7. II. Establishing ICT Infrastructure Challenge: ICT – tailored for the special needs ofteaching situation • „Digital trolley” and „Digital suitcase”(Mobile Multimedia Set) in all secondary schools 2004 (13Million Euros) • Trolley includes: • Laptop • Projector • DVD, VHS • Amplifier • Portable, user-friendly, ready to use • Suitcase includes: • Laptop • Projector www.om.hu

  8. Digital Trolley www.om.hu

  9. II. Establishing ICT Infrastructure Challenge: Spreading ICT at homes SuliNet Express tax allowance programfrom 2003: • 50% (max. 250 euro) tax refund for purchase of ICT equipment to all citizens under 6 times higher salaries than the minimal wage • Result: 60 000 PCs/year; 90 Million Euros/year www.om.hu

  10. II. Establishing ICT Infrastructure Challenge: Spreading ICT at homes Applying the Swedish model: • Internet access to any employee can be provided by employers free of tax from 2003 • 200 euro vouchers to any employee/year can be provided by employers free of tax from 2004 www.om.hu

  11. III. Teacher Training Challenge: Overcoming teachers’ resistance • Until 2004 training for the basic use of ICT • In 2004 reformed ICT training (10 000 teachers) • 2005–2006 training for the teaching situation (use of the Digital Knowledge Base): ICT training for 30 000 teachers for competence and IT-based education combined with incentives for purchasing computers www.om.hu

  12. IV. Digital Content Provision Challenge: Providing extendable, flexible, compatible knowledge elements (= Intellectual Infrastructure of Pedagogical reform) Sulinet Digital Knowledge Base (sdt.sulinet.hu) • E-learning objects developed with the help of public funds (in public education, vocational training, higher education, adult education), must be technically and methodologically compatible to the Digital Knowledge Base • From 2004 September: Digitalized teaching materials for K7-12, covering the whole curriculum (10 subjects) www.om.hu

  13. IV. Digital Content Provision Sulinet Digital Knowledge Base (sdt.sulinet.hu) • 65 000 learning objects • 3400 lessons in 750 topics • 3300 simulations, animations, 900 collections • 6700 tests • 12 000 images, 1200 sound clips, 1100 videos • 200.000 learning objects until the end 2005 • Methodology assistance, lesson plans • Supplementary databases, background information www.om.hu

  14. Traditional vs. Digital teaching materials Traditional, descriptive archives Closed, lexical knowledge-block becomes out of date Rigid, Disciplinarily „Searches” based on a definite number of words Convergent – reproductive thinking Alternative, changeable learning paths, cognitive structures Transmission of open, stable, ready-to-use, situational knowledge Interdisciplinary Indefinite, combinative possibilities of searches Divergent – creative thinking www.om.hu

  15. Traditional vs. Digital teaching materials Rare assessment occasions: „end-of-topic”, semester summary, script Standardized tests Separation of learning and testing Routine assessment of performanceintegrated into everydayeducation Individualized tests Combination of learning and testing www.om.hu

  16. IV. Digital Content Provision Challenge: Common online content market • Building up a content market on an international level • Increasing use of international resources • Elaborating and accepting common technical, methodological and legal standards • Avoiding unnecessary duplication and reinvention • Setting up an Educational Content Exchange Centre for Europe www.om.hu

  17. Let us take a look at theSulinet Digital Knowledge Base www.om.hu

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