Presentation on theme: "School Networks in Asia"— Presentation transcript:
1 School Networks in Asia Fengchun MIAOICT in Education UnitUNESCO BangkokPartnership andSchool Networks in AsiaLessons Learned from UNESCO SchoolNet and other ICT in Education Projects
2 Education is at a crossroads… Emerging science and innovation (ICT literacy and 21st century skills)Tertiary education and life-long learningPedagogyExamsContentMediaTraditional knowledge and skillsEducation for All (EFA)
3 ICT in education policymakers are often at a impasse… Workplace needsVendors’ driveTechnologies & solutionsKnowledge society &productivity outputsTwisted and distorted ?Content inputs & HR supplyFunds & ideasDonors’ temptationPolitical demands
4 Looking forwards: Vision of ICT in education ICT for social equity: ICT-enhanced EFAICT-related human resources development in the context of the knowledge economyICT empowered critical thinkersNew skills - Information Literates and ICT savviesICT innovators - ownership of intellectual property of ICTLegal and responsible digital citizens ?
5 Looking backwards: The Digital divide ICTs natives: Students in the most favoured countriesICTs immigrants: Educators and teachers in developing countriesICT-alienated groups: Under-served children who are alienated from ICTs, online knowledge and online communities
6 - Koïchiro Matsuura, Director General of UNESCO Looking around:Digital Divide and Knowledge Divide“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
7 Essential focus areas for ICT in education programming Education PolicyTraining of TeachersTeaching and LearningNon-Formal EducationMonitoring & Measuring ChangeResearch & Knowledge SharingICT in HEICT as a Subject Area
8 Assist member states in harnessing Overall Goalof ICT in Education Programme UNESCOAssist member states in harnessingthe potential of ICT towards achieving quality education for allin the Asia-Pacific region
9 – but underestimate the impact when reviewing its actual performance Define ICTs in EducationWhen previewing the potential of ICT for education we often overhype its promise– but underestimate the impact when reviewing its actual performance
10 ICT in education is Define ICTs in Education 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
11 Define the potential of ICTs for education ICT for education, is not only for information presentation, Computer and other digital equipmentenable access to sensory information enhance the richness of learning stimulivisualize extra-sensory information: for disabled groups; for observation and understandingfacilitate high-level knowledge constructionpersonalize the learning process
12 Pyramid of information processing for the productive and tailored learning process Wisdom:DeeperexperienceKnowledge:Facts and effectsThe information delivery media and organization methodologyThe purpose and the designed activities of using informationInformation:Interpreted dataData:Figures, letters, and other signsBits and bytes:Strings of ones and zerosInformation is ubiquitous,its value depends on for what and how human uses it
13 Define the potential of ICTs for education ICT - Internet and other communication technologies are not only for personal fun, Internet can act:As a knowledge database: A pathway to real-world experience and encyclopaedia of global knowledgeAs a searching engine: A meaningful searching and researching tool of learning informationAs an online community: A portal for social construction and collaborative creation ICT as a pedagogy-enabling tool
14 Define the potential of ICTs for education ICT: as a cost-effective management tool to increase the effectiveness and efficiency of learning management and education administrationICT-supported educational statistics, assessment, and administrationLearning Management SystemEMIS - A scalable continuum As a education management tool
15 The potentials of ICTs for education: UNESCO’s Recognition As a delivery medium for EFAAs a pedagogy-enabling toolWithin overalleducation systemfor the education prioritiesAs a edu. management toolAs a subject for ICT literacy
16 High-quality life & learning for students Onion Model of ICT in education programmingICT in education programming is like to peel an onion, one layer after another while under systematic planning, and sometimes with tears...Infrastructure improvement; hardware, software, and resources procurement & refurnishingNational policy & master plans, ICT standards, management mechanism, and monitoring indicatorsPartnerships and resources mobilization: public & private; upfront and sustainable; formal & non-formalCapacity building: planners & administrators, researching or training institutions, teacher educators & teachers,Education practices: classrooms, families, communities; fix/flexible time & spaceHigh-quality life & learning for students
17 ICT in Education Projects of UNESCO Bangkok 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 )
18 Strengthening ICT in Schools and SchoolNet Project in ASEAN Setting UNESCO SchoolNet ProjectStrengthening ICT in Schools and SchoolNet Project in ASEAN Setting 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:>>CMLV: Cambodia, Myanmar, Lao PDR, and Viet Nam>>IMTP: Indonesia, Malaysia, the Philippines, and ThailandTarget groups: In-service teachersFocus areas: Three major subjects>> English, Mathematics, and Science
20 ObjectivesTo 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 Activities1. Establishment of Regional SchoolNet - Bridges to Learning: A Pilot Telecollaboration Initiative of the ASEAN SchoolNet ProjectRegional 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 Main Activities2. Training workshops for national coordinators, teachers and SchoolNet managersICT-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
23 3. Development and provision of materials Main Activities3. Development and provision of materialsSchoolNet toolkit: a detailed “recipe book” for all kinds of practitionersTwo editions of resources CD-ROMs of learning materials for English, Mathematics, and ScienceSupporting catalogue for teachers
24 4. Country-level technical assistance Main Activities4. Country-level technical assistanceTechnical assistance on use of the school networkHelp compile existing materials, adapt and/or develop additional lessonsIn-depth interview with head-teachers; On-site observation of classrooms and face-to-face analysis with teachers on ICT-based lessons
25 5. Seeking supports from policy makers Main Activities5. Seeking supports from policy makersSouth 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)
26 Main Activities6. Documentation and sharing of the lessons learnedThree editions of Lessons LearnedSharing Lessons Learned Workshop (26 to 28 June 2006)
27 Achievements and Resources Available SchoolNet Toolkit for policy/decision-makers, school managers, practitioners, teachers and principals on the integration of ICT into schoolsResources on Science, Mathematics and Language: Directory, Multimedia resources, & Open Source Software (and ScholNet lesson plans )Three editions of Lessons LearnedCase studies of Indonesia, Malaysia, Philippines, Thailand, Singapore and the Ro KoreaReport on Telecollaboration: "Bridges to Learning" initiative and the "Learning Circles" activitiesEvaluation Framework for SchoolNet
28 Lessons learned from UNESCO SchoolNet Missing local ownership – Externally driven by the overhype of the un-suitable ICTsMis-ownership – No direct target on studentsUnnecessary tele-collaboration for traditional teaching and learning activities - Mismatching between pedagogy and contentNo sustainability - Lack of institutionalization on content and pedagogy reform
29 E-Readiness of and appropriate ICTs for least developed countries: Local ownershipE-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)what sort of educationfor what SORT of life?
31 for what SORT of education? Azad Jammu and Kashmir (AJK)Pakistan …what sort of ICTSfor what SORT of education?
32 what sort of education for what SORT of life? Vientiane LAO PDRwhat sort of educationfor what SORT of life?
33 for what SORT of education? Vientiane, LAO PDRwhat sort of ICTSfor what SORT of education?
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 leaningExcellence driven: Project-based collaboration (higher order thinking)Interest driven: Peer/group-based learning on creative writing, video editing, inter-cultural understanding, other artistic endeavorsFriendship 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 collaborationsSenior peers: Peer-coach learning process, foster social skills and illuminate directionIncentive 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-collaborationNational curriculum: Learning content restructure or harmonizationTeacher education institutions: Teacher training curricular reformSchools: Support innovative practices
39 The First stage of Next-Gen Project for Institutional Capacity Building Where we are goingInternational standardsLocal social needsNational standardsIndividual needs ofstudentsDean’s ForumsCurriculum Development WorkshopsCurriculumLeadershipE-readinessCapacity-Building Workshops for InstructorsWhere we are:CurrentsituationInstructors' Capacity
40 The Scaling-up Strategies of Next-Gen Project for Institutionalization UNESCO Country OfficesNational Commissions for UNESCOProject Management TeamGovernment Driven InitiativesCountry Project Team-Responsible Sector-Country coordinator- Heads of TEIs- Team membersUNESCO Initiated ActivitiesRegional EventsInstitution LedReformsLead InstitutionsDean/Head, curriculum developers, and instructorsTEIs…Authorized by the MoEActivities led byNational initiatives led byUNESCO BangkokImplementing PartnersCisco System, Intel, Microsoft, etc.
41 The main project activities of Next-Gen project for institutionalization First Regional MeetingUNESCO BangkokFirst Curriculum Development WorkshopSecond Curriculum Development WorkshopCapacity Building Workshops for Instructors (Pre-service teacher educators)on ICT Skills, ICT-pedagogy integration, and Peer CoachingTechnical assistance and monitoringCo-ordinated by UNESCO Bangkok, hosted by Lead Countries and Lead Institutions, in cooperation with other PartnersSecond Regional MeetingInnovative Practices of pre-service teachers in designing and practicing pedagogically proper ICT-based lessonsFacilitated by instructors who have received trainings from UNESCO BangkokExperience sharingResources 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 AwardsTraining workshops based on the identified innovative practicesPublication and dissemination ofthe innovative practicesCase studies of ICT in educationinnovations
43 Entries for the ICT in Education Innovation Awards (2007-2008) Three categories of the Awards:a) teachers and teacher educatorsb) educational planners and administrators, andc) non-formal educators.Entries for the ICT in Education Innovation Awards ( )CategoriesNumber%Teachers and teacher educators10068.5Education planners and administrators2718.5Non-formal educators85.5Others117.5
44 Workshops based on innovative practices 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, Malaysiab) 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 INNOTECHc) non-formal educators>> Learning the 3Rs through Discovery, Interaction and Participation for Children of Nomadic Tribes -Muriyankulangara Ananthakrishnan, India
45 Who are the five-star e-Schools? Award for schools: Second Stage of Innovative Practice ProjectAwards of e-SchoolsWho are the five-star e-Schools?
46 Learning to …Learning to do, learning to learn,learning to be, learning to live together.. .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 demographicCultural and economicPhysical 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-readinessIII. Diversification for emerging economiesIV. Using multi-lateral and inter-governmental organizations to catalyze bi-lateral cooperation
49 What and how UNESCO can contribute As a standard setterThrough capacity-buildingAs a clearing houseThrough international cooperationMobile phones for literacy educationHow 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 ClearingHouseWebsitee-NewslettersPrint publicationsCD-ROMsOnline Community
51 ICT in Education Website 27,000 unique visitors per month on the overall websiteAverage time spent by visitors increased by over 70% over the past yearNumber of pages viewed increased by 50%No.1 Google page rank
52 ICT in Education e-Newsletter Over 1200 articles have been published since 2002The e-Newsletters are sent out every 2-3 weeks to more than 4500 subscribers worldwideMultiple articles have been redistributed in external newsletters or magazines
53 ICT in Education Publications Over 30 publications (books and CD- Roms have been producedFrom June 2007 to May 2008, publications have been sent out to 403 distinctive recipientsICT in Education Online Community
54 The systematic think of ICT in education information publishing andtechnology-mediated collaborationCapacity:Institutional& individualPolicy:Infrastructure& standardsLearning objectsOutcomes:CertificatesLife style& practiceCulture& valuescurriculum and pedagogical learning objectsmeaningful inquiryand life; collaborationThe learnercommunityexpository-basedand individualmulti-media stimuluscontentpedagogyAccess to informationtechnology
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