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Fengchun MIAO ICT in Education Unit UNESCO Bangkok Lessons Learned from UNESCO SchoolNet and other ICT in Education Projects Partnership and School Networks.

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Presentation on theme: "Fengchun MIAO ICT in Education Unit UNESCO Bangkok Lessons Learned from UNESCO SchoolNet and other ICT in Education Projects Partnership and School Networks."— Presentation transcript:

1 Fengchun MIAO ICT in Education Unit UNESCO Bangkok Lessons Learned from UNESCO SchoolNet and other ICT in Education Projects Partnership and School Networks in Asia

2 Education is at a crossroads… Education for All (EFA) Tertiary education and life-long learning Traditional knowledge and skills Emerging science and innovation (ICT literacy and 21 st century skills) Media Pedagogy Content Exams

3 ICT in education policymakers are often at a impasse… Donors’ temptation Workplace needs Vendors’ drive Political demands Funds & ideas Technologies & solutions Content inputs & HR supply Knowledge society & productivity outputs Twisted and distorted ?

4 Looking forwards: Vision of ICT in education  ICT-related human resources development in the context of the knowledge economy  ICT empowered critical thinkers  New skills - Information Literates and ICT savvies  ICT innovators - ownership of intellectual property of ICT  Legal and responsible digital citizens ?  ICT for social equity: ICT-enhanced EFA

5 Looking backwards: The Digital divide  ICTs natives: Students in the most favoured countries  ICTs immigrants: Educators and teachers in developing countries  ICT-alienated groups: Under-served children who are alienated from ICTs, online knowledge and online communities

6 “There has been much reference to the digital divide, which is a reality. But a still more disturbing factor is that the knowledge divide between the most favoured and the developing countries, particularly the least developed countries, is liable to widen...” - Koïchiro Matsuura, Director General of UNESCO Looking around: Digital Divide and Knowledge Divide

7  Education Policy  Training of Teachers  Teaching and Learning  Non-Formal Education  Monitoring & Measuring Change  Research & Knowledge Sharing  ICT in HE  ICT as a Subject Area Essential focus areas for ICT in education programming

8 Assist member states in harnessing the potential of ICT towards achieving quality education for all in the Asia-Pacific region Overall Goal of ICT in Education Programme UNESCO

9 When previewing the potential of ICT for education we often overhype its promise – but underestimate the impact when reviewing its actual performance Define ICTs in Education

10 ICT in education is not only computer and Internet...  ICT: all technology which can transmit, store, create, share or exchange information.  ICT include: radio, television, video, DVD, telephone, satellite systems, computer and Internet  ICT as a delivery medium for EFA Define ICTs in Education

11 ICT for education, is not only for information presentation, Computer and other digital equipment  enable access to sensory information  enhance the richness of learning stimuli  visualize extra-sensory information: for disabled groups; for observation and understanding  facilitate high-level knowledge construction  personalize the learning process Define the potential of ICTs for education

12 Pyramid of information processing for the productive and tailored learning process Bits and bytes: Strings of ones and zeros Bits and bytes: Strings of ones and zeros Data: Figures, letters, and other signs Data: Figures, letters, and other signs Information: Interpreted data Information: Interpreted data Knowledge: Facts and effects Knowledge: Facts and effects Wisdom: Deeper experience Wisdom: Deeper experience The information delivery media and organization methodology The purpose and the designed activities of using information Information is ubiquitous, its value depends on for what and how human uses it

13  As a knowledge database: A pathway to real-world experience and encyclopaedia of global knowledge  As a searching engine: A meaningful searching and researching tool of learning information  As an online community: A portal for social construction and collaborative creation ICT - Internet and other communication technologies are not only for personal fun, Internet can act: Define the potential of ICTs for education  ICT as a pedagogy-enabling tool

14  ICT-supported educational statistics, assessment, and administration  Learning Management System  EMIS - A scalable continuum ICT : as a cost-effective management tool to increase the effectiveness and efficiency of learning management and education administration Define the potential of ICTs for education  As a education management tool

15 The potentials of ICTs for education: UNESCO’s Recognition As a delivery medium for EFA As a pedagogy-enabling tool As a edu. management tool As a subject for ICT literacy Within overall education system for the education priorities

16 Onion Model of ICT in education programming 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 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

17  ICT in Education Policy Project (Toolkit-JFIT, World Bank Institute)  ICT-in-Education Indicators (UIS)  ICT in Teacher Training (11 countries)  Next Generation of Teachers Project (Microsoft, Cisco System)  UNESCO SchoolNet (8 ASEAN countries)  ICT in Non-Formal Education (APEAL)  ClearingHouse project (JFIT  Regular budget)  Innovative Practices Project (long-term partners?)  Capacity Building Project (modules) (JFIT  ADB)  ICT for Literacy Education (RDF  JFIT)  ICT for Higher Education (JFIT ) ICT in Education Projects of UNESCO Bangkok

18 Strengthening ICT in Schools and SchoolNet Project in ASEAN Setting UNESCO SchoolNet Project  UNESCO SchoolNet

19 Strengthening ICT in Schools and SchoolNet in ASEAN Setting  24 pilot schools in eight (8) ASEAN countries categorized in to two development levels:  Target groups: In-service teachers  Focus areas: Three major subjects >> English, Mathematics, and Science >>CMLV: Cambodia, Myanmar, Lao PDR, and Viet Nam >>IMTP: Indonesia, Malaysia, the Philippines, and Thailand

20 Objectives  To explore and demonstrate innovative models of ICT use in schools – ICT-based lessons plans.  To encourage better ICT-based teaching and materials development – resources and software.  To improve connectivity and access to online educational resources, and to encourage sharing of resources – national and regional websites.

21 Main Activities 1. Establishment of Regional SchoolNet - Bridges to Learning: A Pilot Telecollaboration Initiative of the ASEAN SchoolNet Project  Regional training course of website managers, teachers and Schoolnet technical personel (28 March - 1 April 2005)  Regional workshop on the creation of national and regional Schoolnet (4 to 6 April 2005)  Training Workshop for Facilitating Tele collaboration and Evaluation Activities (12 to 16 December 2005)

22  ICT-based Lesson and Material-Development Workshop ( July 2004)  Training on the Use of ICT in Teaching Mathematics, Science, and Languages for Indonesia, Malaysia, Philippines and Thailand (24 Nov-3 Dec 2004) for Cambodia, Laos, Vietnam (4 Nov-13 Nov 2004)  National Follow-up Workshops on Strengthening ICT use in Schools and SchoolNet 2. Training workshops for national coordinators, teachers and SchoolNet managers Main Activities

23  SchoolNet toolkit: a detailed “recipe book” for all kinds of practitioners  Two editions of resources CD-ROMs of learning materials for English, Mathematics, and Science  Supporting catalogue for teachers 3. Development and provision of materials Main Activities

24  Technical assistance on use of the school network  Help compile existing materials, adapt and/or develop additional lessons  In-depth interview with head-teachers; On-site observation of classrooms and face-to-face analysis with teachers on ICT-based lessons 4. Country-level technical assistance Main Activities

25  South East Asian ICT Advocacy and Planning Workshop for Policy Makers and National ICT Coordinators (15 December 2003)  Sub-Regional Meeting of National ICT Coordinators on Project Planning and Management (16 to 18 December 2003) 5. Seeking supports from policy makers Main Activities

26  Three editions of Lessons Learned  Sharing Lessons Learned Workshop (26 to 28 June 2006) 6. Documentation and sharing of the lessons learned Main Activities

27 Achievements and Resources Available  SchoolNet Toolkit for policy/decision-makers, school managers, practitioners, teachers and principals on the integration of ICT into schools  Resources on Science, Mathematics and Language: Directory, Multimedia resources, & Open Source Software (and ScholNet lesson plans )  Three editions of Lessons Learned  Case studies of Indonesia, Malaysia, Philippines, Thailand, Singapore and the Ro Korea  Report on Telecollaboration: "Bridges to Learning" initiative and the "Learning Circles" activities  Evaluation Framework for SchoolNet

28 Lessons learned from UNESCO SchoolNet  Missing local ownership – Externally driven by the overhype of the un-suitable ICTs  Mis-ownership – No direct target on students  Unnecessary tele-collaboration for traditional teaching and learning activities - Mismatching between pedagogy and content  No sustainability - Lack of institutionalization on content and pedagogy reform

29 Local ownership  E-Readiness of and appropriate ICTs for least developed countries: Starting from a hype that ICT can help build a super power, instead of a diagnostic study on education problems currently facing the weak countries and a prescription on what and how ICT can help or heal.  What sort of ICTs for what sort of education?  What sort for education for what sort of life?

30 WHAT SORT OF EDUCATION FOR WHAT SORT OF LIFE? Azad Jammu and Kashmir (AJK) Pakistan (Hit by an earthquake at 10 Oct., 2005)

31 WHAT SORT OF ICTS FOR WHAT SORT OF EDUCATION? Azad Jammu and Kashmir (AJK) Pakistan …

32 WHAT SORT OF EDUCATION FOR WHAT SORT OF LIFE? Vientiane LAO PDR

33 WHAT SORT OF ICTS FOR WHAT SORT OF EDUCATION? Vientiane, LAO PDR

34 And we have to “take the side of the downtrodden and disadvantaged”  What sort of education for what sort of SOCIETY? “the right type of education for the right type of society, the sort of just, peaceful, sustainable, adaptable society without poverty” - Nicholas Burnett, ADG/ED of UNESCO

35 Shall you decide to “take the side of the downtrodden and disadvantaged” ? How? A digital cameral enable project-based learning? An internet café to bridge students?

36 Who own the tele-collaboration - Youths are internet natives and online space landlords  What are the driving forces underlying the online (learning) activities?  Academic achievement driven: one-way knowledge searching or self-directed leaning  Excellence driven: Project-based collaboration (higher order thinking)  Interest driven: Peer/group-based learning on creative writing, video editing, inter-cultural understanding, other artistic endeavors  Friendship driven: Extended & always-on emotional connection; internalization of social norms

37 Design and coach the tele-collaboration -Teachers as adult internet hobbyists In online communities, adults can/should act as:  Initiators and planners: Set learning goals and paths for project based learning, interest groups, and other online collaborations  Senior peers: Peer-coach learning process, foster social skills and illuminate direction  Incentive evaluators: Encourage advancement and recognize achievement based on flexible and diversified benchmarks

38 Institutionalization - The sustainable local ownership  Education institutions need to keep pace with the rapid changes introduced by the new forms of learning activities: peer/group-based, self- directed, usually project-based online learning and tele-collaboration  National curriculum: Learning content restructure or harmonization  Teacher education institutions: Teacher training curricular reform  Schools: Support innovative practices

39 The First stage of Next-Gen Project for Institutional Capacity Building Where we are: Current situation E-readiness Where we are going International standards Local social needs National standards Individual needs of students Curriculum Leadership Instructors' Capacity Dean’s Forums Curriculum Development Workshops Capacity-Building Workshops for Instructors

40 The Scaling-up Strategies of Next-Gen Project for Institutionalization UNESCO Country Offices National Commissions for UNESCO Project Management Team Government Driven Initiatives Country Project Team -Responsible Sector -Country coordinator - Heads of TEIs - Team members -Responsible Sector -Country coordinator - Heads of TEIs - Team members UNESCO Initiated Activities Regional Events Institution Led Reforms Institution Led Reforms Lead Institutions Dean/Head, curriculum developers, and instructors TEIs … Authorized by the MoE TEIs … Activities led by Lead Institutions National initiatives led by Lead Institutions National initiatives led by Lead Institutions UNESCO Bangkok Implementing Partners Cisco System, Intel, Microsoft, etc.

41 The main project activities of Next-Gen project for institutionalization First Regional Meeting UNESCO Bangkok First Curriculum Development Workshop UNESCO Bangkok Second Curriculum Development Workshop Capacity Building Workshops for Instructors (Pre-service teacher educators) on ICT Skills, ICT-pedagogy integration, and Peer Coaching Capacity Building Workshops for Instructors (Pre-service teacher educators) on ICT Skills, ICT-pedagogy integration, and Peer Coaching UNESCO Bangkok Technical assistance and monitoring Co-ordinated by UNESCO Bangkok, hosted by Lead Countries and Lead Institutions, in cooperation with other Partners Second Regional Meeting UNESCO Bangkok Innovative Practices of pre-service teachers in designing and practicing pedagogically proper ICT-based lessons Facilitated by instructors who have received trainings from UNESCO Bangkok Experience sharing Resources synergy

42 Award for individuals: Innovative Practice Project of ICT in Education The Innovative Practices in ICT in Education project was launched in 2007 to identify, document, share and multiply ICT in education innovations through the following activities:  UNESCO ICT in Education Innovation Awards  Training workshops based on the identified innovative practices  Publication and dissemination of the innovative practices  Case studies of ICT in education innovations

43 CategoriesNumber% Teachers and teacher educators Education planners and administrators Non-formal educators85.5 Others117.5 Entries for the ICT in Education Innovation Awards ( ) Three categories of the Awards: a) teachers and teacher educators b) educational planners and administrators, and c) non-formal educators. ICT in Education Innovation Awards

44 a) teacher and teacher educators >> Fractured Fairy Tale cum ICT (Online creative reading) - Sook-Fong Foo, Singapore >> Student Peer Teaching Strategy - Debbie Tee-Hwa Tan, SMK Seksyen 5, Malaysia Workshops based on innovative practices b) educational planners and administrators >>One Computer in Multi-grade Classroom- Julito Aligaen, Philippines >> The Instructional and Curricular Excellence in School Leadership for Southeast Asia (ICeXCELS) -SEAMEO INNOTECH c) non-formal educators >> Learning the 3Rs through Discovery, Interaction and Participation for Children of Nomadic Tribes -Muriyankulangara Ananthakrishnan, India

45 Award for schools: Second Stage of Innovative Practice Project Awards of e-Schools Who are the five-star e-Schools?

46 Learning to do, learning to learn, learning to be, learning to live together... Learning to … Learning to change/transform …

47 Enlarging the AEC-NETs Scope: Partnership and School Networks in Asia I. Redefine “boundary”  “Learning beyond boundaries”  ICT in Education Vision of UNESCO: “A world without boundaries where technologies support education to build inclusive knowledge societies. ”  Geographic and demographic  Cultural and economic  Physical and psychological  Non-ASEM half ICT-ready schools – half empty glass

48 Enlarging the AEC-NETs Scope: Partnership and School Networks in Asia II. Magnification to different e-readiness III. Diversification for emerging economies IV. Using multi-lateral and inter-governmental organizations to catalyze bi-lateral cooperation

49 What and how UNESCO can contribute  As a standard setter  Through capacity-building  As a clearing house  Through international cooperation Mobile phones for literacy education How many percents of newly-literate population are attributed to ICTs?

50  Website  e-Newsletters  Print publications  CD-ROMs  Online Community For more information: ICT in Education ClearingHouse

51 ICT in Education Website  27,000 unique visitors per month on the overall website  Average time spent by visitors increased by over 70% over the past year  Number of pages viewed increased by 50% No.1 Google page rank

52 ICT in Education e-Newsletter  Over 1200 articles have been published since 2002  The e-Newsletters are sent out every 2-3 weeks to more than 4500 subscribers worldwide  Multiple articles have been redistributed in external newsletters or magazines

53 ICT in Education Online Community ICT in Education Publications  Over 30 publications (books and CD- Roms have been produced  From June 2007 to May 2008, 1292 publications have been sent out to 403 distinctive recipients

54 The systematic think of ICT in education expository-based and individual Capacity: Institutional & individual Policy: Infrastructure & standards Learning objects Outcomes: Certificates Life style & practice Culture & values multi-media stimulus curriculum and pedagogical learning objects content meaningful inquiry and life; collaboration pedagogy Access to information information publishing and technology-mediated collaboration technology The learner community

55 Thank you…


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