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Global Trends

Global Trends. Global Agendas for ICT use in Teacher Professional Development Workshop : Developing a Framework for ICT Use in Teacher Professional Development for Pre-service and In-service Training in Tanzania Dar Es Salaam, 20 –22 October, 2009 Mary Hooker, Research Manager, GeSCI

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Global Trends

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  1. Global Trends Global Agendas for ICT use in Teacher Professional Development Workshop : Developing a Framework for ICT Use in Teacher Professional Development for Pre-service and In-service Training in Tanzania Dar Es Salaam, 20 –22 October, 2009 Mary Hooker, Research Manager, GeSCI mary.hooker@gesci.org

  2. Outline: Global context, case studies and frameworks for ICT use in Teacher Professional Development • A focus on the global challenges facing education systems • SITE, UNESCO and GESCI frameworks • Case Studies • Ireland • Singapore • African experiences • Development Path for ICT use in Teacher Professional Development

  3. What is the Global Agenda of Education for All? • The Education for All (EFA) agenda is a Global Social Justice (GSJ) Project • The concept of quality is fundamental to its achievement; • Even if all children get into school by 2015, what is more important is that: • they manage to stay in schooland complete the education cycle and • that they receive a quality education experience to enable them to become independent lifelong learners as a result of having been in school • A quality education depends on quality teachers (Yates 2002)

  4. What are the challenges? • 75 million children worldwide are not in school • UNESCO estimates that eighteen million new primary teachersare needed to achieve Education for All (EFA) by 2015 • Acute shortages in the supply of suitably qualified and experienced teachers north and south • Disparities accelerate as richer countries lure qualified teachers from less favoured regions • In Sub-Saharan Africa up to third of teachers are untrained UNESCO 2008; Leach 2008 INCLUSIVE ACCESS? QUALITY ? MANAGEMENT ? RELEVANCE ?

  5. What is the Global Agenda for a Knowledge Economy or Information Society? • “New Growth” economic models emphasize the importance of new knowledge, innovation, and the development of human capacity as the sources of sustainable economic growth; • ICTs are engines for new growth and tools for empowering societies to change into knowledge economies or information societies • Education is a major pillar of a knowledge economy.

  6. Agricultural Economy Information was communicated from person to person or in group meetings. Written knowledge was rare.

  7. Industrial Economy Information became more readily available, through: libraries, newspapers, radio and TV

  8. Industrial Economy Information was in short supply. Teaching was teacher centred

  9. Knowledge Economy Information is widely available, through: Internet, Books, CDs, DVDs

  10. What are the challenges? • Information is in abundant supply • Technology is changing rapidly • Learners need to keep up with technology and continually develop new skill sets. • Jobs appear and disappear very quickly Jolliffe n.d

  11. What skills do today’s learners need to participate in a Knowledge Based Economy or Information Society? Learners will need to be prepared in new technology literacy competencies inclusive of higher order thinking and sound reasoning skills – the ability • to learn how to learn (i.e. to be a life-long learner), • to reflect, analyse and synthesize • to find solutions and to adapt • to take initiative • to be creative • to work in teams • to lead • to communicate

  12. Inclusive Education for All Through access to an inclusive high-quality education by all –benefits to individual, business, private and public enterprise are multiplied and will lead to economic growth that is more equitably distributed and enjoyed by all. UNESCO 2008

  13. The UNESCO “Information and Communication Technologies in Teacher Education: Planning Guide” (2002) recommends: “A shift from teacher-centred instruction to learner-centred instruction is needed to enable students to acquire the new 21st century knowledge and skills.” (p23)

  14. Is ICT integration the solution? ICT is often seen as being a ‘solution’ • Delivering relevant quality instructional material • Supporting student self directed learning • anywhere and anytime • Enhancing teachers’ skills and knowledge • Promoting international collaboration and networking But • ICT is also part of the fundamental shift in teaching and learning styles • from didactic to constructivist • They are notthe ‘cheap’ solution that many people have argued • (Unwin 2004)

  15. Paradigm shift: Challenging our assumptions about knowledge and learning Didactic • Single way of knowing • Transmission of knowledge • Reading and writing principle access route • Reproducing knowledge • Learning as a solitary activity Constructivist • Plural way of knowing • Learning is a reconstruction of knowledge • Interactive digital worlds as alternative route to knowledge • Producing and sharing knowledge, participating at times as expert • Learning collaboratively with others

  16. Paradigm shift: Challenging our assumptions about models for Teacher Professional Development Transmission • One time initial or specialized training • ‘Deficit approach’ focusing on content knowledge • ‘Technical approach’ focused on teaching practice Transition • ‘Empowerment approach’ focusing on teaching professionalism; collaborative practice Transformation • Lifelong learning approach for professional preparedness, development and research • initial preparation • structured opportunities for retraining, upgrading and acquisition of new knowledge and skills • continuous support Increasing capacity for professional autonomy Kennedy 2005

  17. Existing Frameworks for ICT use in Teacher Professional Development: SITE • SITE (Society for IT and Teacher Education) • http://www.aace.org/site • Three key principles: • Technology should be infused into the entire teacher education programme • Technology should be introduced in context • Student teachers should experience innovative technology-supported learning environments in their own teacher education programme • Why are these so often ignored? (Unwin 2004)

  18. UNESCO Conceptual Framework – ICT use in Learning Adoption of ICT in Learning • Instructional Approach to LearningWhat instructional approaches work most effectively with various ICT applications? • Authenticity of Learning Which ICT applications can be a springboard for student learning in a real-world context? • Complexity of Learning What types of ICT uses support thinking and learning? All approaches to learning will require different types of TPD Temechgn 2009

  19. UNESCO Conceptual Framework – ICT Integration in Teacher Professional Development Teacher integrating pedagogy and technology whileoperating within • environmental (contextual) factors • social and economic conditions • telecommunications infrastructure • cultural and linguistic factors • change factors • national vision for ICT • curriculum reform • and a need to continue learning throughout life • recognition that learning continues throughout life • and that learners need to learn how to learn

  20. Existing Frameworks: UNESCO Integration in stages • The introduction and use of ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps, namely: Emerging, Applying, Infusing, Transforming • Each of the successive stages in the continuum gets richer in both technology and pedagogy in terms of quality and complexity Temechgn 2009

  21. Emerging Stage • Educational establishments just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum • Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice.

  22. Applying Stage • Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum • Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development

  23. Infusing Stage • Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices. • The curriculum also begins to merge subject areas to reflect real-world applications. • The teachers use ICT to manage not only the learning of their students but also their own learning

  24. Transforming Stage • Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices. • The emphasis changes from teacher-centered to learner-centered. • Institutions at this stage of ICT4TED development have become centers of learning for their communities.

  25. Existing Frameworks: UNESCOICT Teacher Competency Framework Three approaches for ICT Integration that connect education policy with economic development

  26. Technology Literacy Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum

  27. Knowledge Deepening Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the country and the economy by applying it to solve complex, real-world problems

  28. Knowledge Creation Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge

  29. Existing Frameworks: GeSCITowards Transformational Professional Learning

  30. Existing Frameworks: GeSCITowards Transformational Professional Learning • Continuum of approaches represents a conceptual framework • Practitioners and institutions move • from isolated, passive consumers and implementers of externally defined education programmes for ICT knowledge and skills • to more open communities of active learners and learning organizations that generate new knowledge on the use of ICT to enhance educational practice

  31. Case studies from across the world

  32. Ireland

  33. Schools IT2000 National Centre for Technology in Education – Schools IT 2000 Initiatives • Technology Integration Initiative (TII) • Teaching Skills Initiative (TSI) • Schools Integration Project (SIP) • Interactive Software in the Curriculum (ISC) • ScoilNet

  34. Technology Integration Initiative (TII) • Support technology planning and infrastructure building in schools • Supports schools with purchasing, planning, and technical information • Grants provided to schools • Target of 60,000 multimedia computers • Every school has Internet access

  35. Teaching Skills Initiative (TSI) • ICT Course development and delivery for teachers • 120,000 training places since 1998, approx 10,000 annually • Range of evolving courses to meet teacher needs accreditation path courses to Grad. Dip & Masters • Ongoing course development to blended, online, e-learning

  36. Teaching Skills Initiative (TSI) • Over 1,000 tutors recruited and trained to deliver courses • Administered through the local education centre network • Very high demand from enthusiastic teachers who were prepared to avail of the training in their own time

  37. Teaching Skills Initiative (TSI) Primary School Training Courses • Introductory Phase One • Introductory Phase Two • ICT and the Primary Curriculum • Intel Teach to the Future Post Primary School Training Courses • Post Primary Phase One • Post Primary Phase Two • Intel Teach to the Future • Specialist Courses • Maths, Music, Guidance etc.

  38. Schools Integration Project (SIP) SIP is a collection of school-based projects • focusing on the innovative use of ICT in teaching and learning • over 70 projects involving more than 300 schools SIP is intended to: • Inform future government expenditure on ICT • Develop resources • Suggest new pedagogic strategies • Disseminate good practice Partnership: • Support from industry, commerce • Support from third level colleges to projects in their region • Inter-school networking involving clusters of schools working collaboratively

  39. Interactive Software in the Curriculum NCTE Educational Software Evaluation Pilot • 120 Software titles being evaluated • Evaluations published on ScoilNet • Software libraries in education centres • Discounts and special licensing deals • Identifying new software titles (UK, USA, Australia) • Advice to companies developing new software

  40. ScoilNet ScoilNet is the 'official' Irish educational web portal • Providing on-line resources and information for teachers, students and parents • Range of categorised educational content online • Collaboration through the development of user communities using discussion groups • Partnership with Intel Ireland • Platform for teachers to publish content • Attracts an average of 900,000 hits per month Warde 2007

  41. Ireland: ICT professional development model • The Schools IT2000 initiative teacher professional development model of training is inadequate as well as outmoded • Need for a model based on current thinking about learning and social constructionistthat • looks beyond how teachers engage with technology • to how teachers’ use of technology as they work alongside their students • allows them to redefine learning itself Butler 2005

  42. Where do you feel Ireland is on the knowledge ladder? Share your reflections on the Irish experience of ICT use in Education and Professional Development with your neighbour

  43. Singapore

  44. Singapore: 1997 Masterplan for IT in Education National Institute of Education – Integration of ICT in Education • Key importance of teachers • Human Resources • Training every teacher in effective use of IT in education • Equipping trainee teachers with core skills in teaching with IT • Involving institutions of higher learning and industry as partners in schools • Curriculum revision • 3 types of IT courses – basic ICT, foundation, and elective courses • Infrastructure • 2:1 teacher-computer ratio • School-wide network • High-speed multimedia network across Singapore

  45. Singapore: Success Principles for use of ICT in Teacher Professional Development • Integrated cohesive plan with sufficient funding • Involving all stakeholders • Especially the teachers • Combining in-service and pre-service elements • Sufficient technical support (infrastructure and mentoring advice) • Building on existing examples of success • Need for partnerships to ensure sustainability • Wider links to teacher professional development and reward schemes

  46. Singapore: Teacher achievements • 2001 survey of teacher achievements • 24,000 teachers received 30-50 hours training in use of IT • 78% of teachers said that IT helped to make teaching more student centred • ICT-pedagogical integration • A major concern • 30 hours of instruction not enough for ICT –pedagogy integration proficiency • Student - teachers want more ICT-Pedagogy integration in the praticuum Jung 2005, Unwin 2006

  47. Where would you place Singapore on the knowledge ladder? Share your reflections on the Singapore experience of ICT use in TPD with your neighbour

  48. Africa

  49. DEEP Digital Education Enhancement Project Open University (UK) and Fort Hare University (South Africa) • Investigating use of new technologies to improve teaching and learning in primary schools in Egypt and South Africa • Using hand-held PDAs for teachers • Focusing on • Advantages of handheld computers for TPD • How handhelds compliment other professional resources • What curriculum development in literacy, numeracy and science is enabled by the devices (DEEP http://www.open.ac.uk/deep)

  50. Complex Landscape: Multiple Initiatives Up to sixty ICT-related Teacher Professional Development programmes underway in Africa Many of the programmes consist of ‘one-off, topic-led, short-term training programmes that aim to develop specific skills of teachers, but which do not necessarily comply with professional standards of competency development’ Isaacs and Farrell 2007 p20

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