Presentation on theme: "ICTs Defined A diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. Defined."— Presentation transcript:
1 ICTs DefinedA diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.Defined as the basis for developing and using telecommunications and computer systems and digital information and communications systems in the broadest sense. ICT includes hardware, software and netware, as well as institutional, financial, cultural and application-related parameters that determine how ICT will be shaped and developed by society at large.--C. Blurton--The Research Council of Norway
2 National Vision for ICT MTPDP envisions ICT as a development tool“ICT will be harnessed as a powerful enabler of capacity development. It will therefore be targeted directly towards specific development goals like ensuring basic education for all and lifelong learning, among others.”
3 National Vision for ICT in EducationThe education goal set forth MTPDP is that by 2010 “[e]veryone of school age will be in school, in an uncrowded classroom, in surroundings conducive to learning. Three thousand school buildings a year shall have been built and a computer put in every high school.”The MTPDP provides for the wider use of computers to support teaching-learning processes, the promotion of e-learning and information literacy shall, and the establishment of e-learning competency centers.
4 ICT Plan for Basic Education Drafted in 2002 and focuses in the ff key areas:infrastructure developmenttechnical supportteacher training on the design, production and use of ICT-based instructional materialsresearch and developmenttechnology integration in the curriculumuse of innovative technologies in education and trainingfund generation, particularly through non-traditional financing schemes
5 ICT Plan for Basic Education Operational targets by 2009provision of appropriate educational technologies to all public high schoolsprovision of a computer laboratory with basic multimedia equipment to 75% of public high schoolsprovision of electronic library systems to all public science-oriented high schoolstraining of 75% of public secondary school teachers in basic computing and Internet skills as well as in computer-aided instruction (CAI)integration of ICT in all learning areas, when appropriate
6 2002 Restructured Basic Education Curriculum: Curriculum & Pedagogy2002 Restructured Basic Education Curriculum:Conceived as an interactive curriculum that promotes integrated teaching and interdisciplinary, contextual and authentic learning.“…[W]hat makes this curriculum interactive is the use of information technology and the greater emphasis on computer literacy in all the learning areas in every school where equipment is available.”
7 Curriculum & PedagogyThe use of ICT is “articulated in terms of skills in accessing, processing and applying information, and using educational software in solving mathematical problems and conducting experiments.”
8 14.28% of ESs & HSs, public and private, have computers Computers in Schools14.28% of ESs & HSs, public and private, have computersHighest PC penetration ratesNCR Region %Region III %Region IV %Note that only 66% of schools have electricity!Computers in schools are acquired mostly through purchases using school funds (45%) or through donations by government and private groups (40%).--SEAMEO Survey,
9 Computers in SchoolsRecent National Government Computerization ProjectsDepED: 1996 to 2004, 3 BatchesPCs for Public Schools of DTI: 2001 to 2005, 3 BatchesDOST: periodically since 1994
10 Computers in Public High Schools DepED estimates to date 69% of public HSs already have at least one computer, and expects this to increase to 75% by end of 2005.poor student-to-computer ratioranges from 12:1 to 1,098:1mean ratio = 267:1modal ratio = 209:1poor teacher-to-computer ratio75% of schools have a ratio of 5:1 or worsemean ratio = 9:1modal ratio = 8:1--FIT-ED Survey, 2002
11 Computers in Public High Schools Instructional Use of Computers in public HSsPercentage of schools that use computers for teaching and learning activities in the indicated subject areas80.4% of the total number of hours of computer use in the schools is for basic ICT skills training under Technology and Home Economics for predominantly 3rd and 4th year students--FIT-ED Survey, 2002
12 Computers in Public High Schools DESPITE...Computers having fast processors and fairly recent operating systems96.4% have Pentium processors96% run on Windows 95 or 98Computers having multimedia capability(with CD ROM drives and sound cards)86% computers available for teacher use87% computers available for student use--FIT-ED Survey, 2002
13 Computers in public HSs are UNDERUTILIZED Public High SchoolsComputers in public HSs areUNDERUTILIZEDComputers are not used primarily for their intended, curricular purpose, i.e., to enhance the teaching and learning processComputers are not used to their full potential as machines—they are being used as glorified typewriters!
14 Why are Computers Underutilized? Lack of educational softwarePercentage of schools with educational software available foruse by students--FIT-ED Survey, 2002
15 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Lack of hardware peripheralsPercentage of schools with hardware peripherals available for use by students--FIT-ED Survey, 2002
16 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Lack of local area networks (LANs)Networking indicates a higher level of efficiency in management of educational resources (e.g., sharing of files, distribution of Internet connection)Only 7% of schools have computers used for educational purposes that are networked--FIT-ED Survey, 2002
17 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Lack of Internet accessOnly 13% of the schools have Internet accessOnly 9% of schools have computers with Internet access available for teacher useOnly 8% of schools have computers with Internet access available for student useOnly 5% of schools have simultaneous Internet access: between 2 to 35 computersOnline time is limited: Half of the schools go online an average of less than one hour per day. Mean access time per month = 32 hours--FIT-ED Survey, 2002
18 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Lack of Internet accessBandwidth is limited: The majority of schools have dial-up connections, max of 56.6 kbpsEducational use is limited:In 75.6% of schools: 10% or less of faculty use the InternetIn 57.1% of schools: 10% or less of student population use the Internet for educational purposes, mostly for “online research”--FIT-ED Survey, 2002
19 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Generally low level of computing and Internet skills of teachersPercentage of schools by percentage of teachers with basic computing skillsPercentage of schools by percentage of teachers with basic Internet skills--FIT-ED Survey, 2002
20 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Generally low level of skills in using subject-specific applications among facultyPercentage of schools by percentage of teachers who can use subject-specific applicationsThere is a lack of technical support skillsas well.Only 32% of schools have at least one member of its staff who can install, maintain and repair hardware and software--FIT-ED Survey, 2002
21 in Public HSs Underutilized? Why are Computersin Public HSs Underutilized?Perceived major obstacles to ICT uselack of computerslack of technical supportlack of training opportunities for teacherslack of standards and guidelines for ICT integrationlack of funds for operations and maintenance--FIT-ED Survey, 2002
22 Networking & Internet Access Some Effortsto Fill the GapsNetworking & Internet AccessSpecial rates for schools: 1 year free access and preferential rates thereafter, offered by Innove and PLDTCLIC Program (USAID-Growth with Equity for Mindanao) for ARMM and conflict afflicted areas in MindanaoYouthTech (Ayala Foundation)ConnectEd’s GILAS Project (in the pipeline)Thin Client Pilot (DOST-SEI)
23 Intel Teach to the Future Program Some Effortsto Fill the GapsTeacher Professional Development, ICT Integration, Materials DevelopmentIntel Teach to the Future ProgramAppropriate use of New Technologies for Teaching-Learning Science (DOST-SEI)Partners in Learning (Microsoft)Coke ed.venture (FIT-ED)e-Curricula for High Schools (Coke, Mirant Foundation, FIT-ED)Computer-based Teaching Modules Development (DOST-SEI)Mobile Information Technology Classroom in the Regions (DOST-SEI)
24 Three ChallengesREAFFIRM the power of “older” ICTs—radio, television, and playback technologiesComputers and the Internet may be “sexier” but these are not always the most appropriate!
25 Three ChallengesFOCUS as much on the “soft” side of educational ICTs as the “hard” side.Capacity building, content development, community-building for sustainability are as important, if not more so, than getting the technology into schools.
26 Three ChallengesINTEGRATE efforts—vertically and horizontally—in ICT integration.Learn to learn from each other.Start building a “community of practice”Break the endless cycle of pilots and start thinking about how we can go to scale