Dr. Kevin Marshall Microsoft Ireland Microsoft and Education

Now is the time for change? What do we expect students to know/ how do we teach it? How do we assess it What role does technology play?

Changing Demands on Student Skills…

Today’s Learning Challenge Societal change from labor intensive work to knowledge intensive work Constant advancements in technology and ability to keep current Future jobs can only be imagined Today’s students — “digital natives” — learn differently than many of today’s educators. T. Shawki, Global UNESCO ICT-CFT Coordinator

Skills In Demand Have Changed Source: Levy and Murnane, for the Organization of Economic Cooperation and Development (OECD)

Personalised Learning 1:1 Learning Connected Learning Communities Analytics Optimised Education Infrastructure

Personalised Learning Address individual learning styles and learning needs Spectrum of tools and content Range of courses delivered by multiple agencies Communication and collaboration Data driven decision making Education Analytics Platform Optimised Education Infrastructure

Microsoft Partners in Learning Microsoft Partners in Learning

Worldwide ProgrammeWorldwide Programme $500 Million in funding$500 Million in funding In 107 CountriesIn 107 Countries Over 4 million Teachers trainedOver 4 million Teachers trained

Microsoft Partners in Learning Microsoft Partners in Learning Innovative Schools ProgrammeInnovative Teachers ProgrammePre-Service Teachers programme

Assessment and Teaching of 21st Century Skills Ways of thinking Creativity and innovation Critical thinking, problem solving, decision making Ways of working Communication Collaboration (teamwork) Living in the world Citizenship — local and global Life and career Personal and social responsibility Delivering high percentage of STEM-D Skills Tools for working Information literacy ICT literacy From the ACT21S project:

Microsoft Partners in Learning conducted a survey among educators in 8 countries between Feb and July This survey measured educators’ attitudes and self-reported teaching practices. Partners in Learning plans to conduct this survey periodically to monitor how these attitudes and practices are changing. The objective of this research is to provide information of value to the broader education community to inform educator professional development and policy directions. Data and survey questionnaires for each country are available upon request (send requests to Introduction and Methodology Romania(RO) (n = 590) Japan(JP) (n = 112) Chile(CL) (n = 831) Ukraine(UA) (n = 3864) Worldwide (WW) Sample: 7060 China(CN) (n = 200) United Kingdom(UK) (n = 223) The survey was conducted online in the local language among educators in each country. The samples in each country are not nationally representative samples of the educator population. Interested researchers are welcome to compare the survey respondent demographics with the demographics of the national educator population to assess the representativeness of this sample. invites were sent by Microsoft and local country partners such as Ministries of Education (MoE) to the educators (see details of survey distribution for each country in Appendix, slide 27). The survey was also announced on the PIL network and launched during Innovative Teachers Forums (ITF). Out of 7060 responding educators, 3566 teachers have participated in Partners in Learning programs. Response rates varied by country. See Appendix, slide 27. Method Survey Sample Response Rate Portugal(PT) (n = 1048) El Salvador(SV) (n = 192)

Innovative Teaching and Learning Research Model This study is based on the teacher survey developed for a broader multinational study called Innovative Teaching and Learning (ITL) Research which is sponsored by Microsoft Partners in Learning and has advisors from UNESCO, OECD, the World Bank and other organizations. For more information, see The Innovative Teaching Survey reported in this document focuses on measuring key elements of the ITL Research Model, including teachers’ assessments of their School’s Culture and Support, ICT Access and Support, their own Attitudes and finally the extent of Innovative Teaching Practices they use in their classrooms. NATIONALSCHOOL and TEACHER Program Supports Educator Attitudes School Culture and Supports Students’ 21 st Century Skills Education Policy ICT Access and Supports CLASSROOMSTUDENT Innovative Teaching Practices THIS REPORT’S FOCUS ITL RESEARCH MODEL 13

Key Research Insights 1) Educators who participated in this survey, have strong constructivist or student-centric pedagogical philosophies; the challenge is to put these beliefs into practice in their classrooms. These educators report frequently using innovative teaching practices such as ‘personalizing learning’ and ‘knowledge building’ for students, but they also report limited integration of ICT in learning. Among these educators, student access to ICT, rather than educator training or access is the key challenge. (see Insight 2). 14 4) Though respondents see very high value in teacher and student use of ICT for teaching and learning, they do not incorporate ICT frequently in their teaching and learning practices. Respondents show significantly more low level tech use than medium or high level tech use. This suggests technology is still used primarily to do traditional teaching tasks. High level ICT use is associated with students’ usage of 21 st Century skills in other related research.* 2) Educators who took this survey reported that the top barrier to ICT usage in teaching and learning was “Not enough computers for student use.” 77% of respondents worldwide said this was a barrier to ICT use in the classroom. Most educators and students have more access to ICT outside of school than they do in the classroom. This suggests that when teachers practice extending learning beyond the classroom, they can leverage the access to ICT outside of the classroom that students have. 3) Educators who participate in Partners in Learning programs, use ICT in teaching and learning significantly more frequently than educators who do not participate in these programs, and they ask their students to use ICT more as well. Respondents who participate in Partners in Learning programs report more teacher and student ICT usage than non-participants. However, these relationships may be due to the self- selected nature of program participants (more innovative teachers choose to participate in the programs). *See the Innovative Schools Program Evaluation, Year 2 Report by SRI International at Research and Reports.

ICT Competencies for Teachers

Integrating ICT What do we mean by integrating ICT? How far can we take this: – Do you know of any really good examples of ICT integration? What are the implications for: – the role of the teacher – the content and skills being learned

Competency Framework for Teachers (CFT) Designed by UNESCO as a world wide standard To help educational policy-makers and curriculum developers identify the skills teachers need to harness technology in the service of education. Developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE)

CFT Purpose Outlines a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties. Identifies levels of progression from technology literacy to knowledge creation.

Developing the CFT Matrix ICT Components Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge. Increase the technological uptake of students, citizens, and the workforce. Increase the ability to use knowledge to add value to society and the economy. Connecting education policy with economic development KNOWLEDGE CREATION KNOWLEDGE DEEPENING TECHNOLOGY LITERACY

ICT Competencies Some changes in focus: From teacher to student From content to skills From individual to group learning Approaches Components

I.D.11. Use common communication and collaboration technologies, such as text messaging, video conferencing, and web-based collaboration and social environments. II.C.1. Describe how collaborative, project- based learning and ICT can support student thinking and social interaction, as students come to understand key concepts, processes, and skills in the subject matter and use them to solve real-world problems. III.E.1. Play a leadership role in creating a vision of what their school might be like with ICT integrated into the curriculum and classroom practices. The Competency Standards

Bringing it all together Microsoft, one of the original CFT partners has taken this on to the next step by creating Educators Learning Journeys. Ireland has been chosen as the first country to pilot this world-wide so you are the first teachers to use this.

Educator Learning Journeys Assess Learning Gaps Learning Content Tech Literacy Strand of CFT Learning Content Tech Literacy Strand of CFT Certificates of Completion Microsoft Technology Literacy Certification for Teachers Microsoft Technology Literacy Certification for Teachers Indentify teacher needs Provide courses when and where required Demonstrate teacher progress Hosted Learning System Internationally recognised certification Basic Digital Literacy Skills

Educator Learning Journeys Curriculum Project Objectives – 21 st Century Teacher Courses – 40+ hours content 6 courses 24 units 62 tutorials 6 assessments – Global Program – multilingual Hosted Learning System – Skills gap analysis – Rich content presentation – Social Media tools

ELJ Self Assessment Using the ELJ self assessment to determine where you are at. It beings you through a series of scenarios and you are provided with four options. There is not necessarily a right or wrong answer – you need to go with your gut instinct rather than trying to determine what the correct choice is. This will provide you with a list of recommended learning units tailored to your own needs. Report

Technology Literacy Curriculum Outline 1. Policy and Vision: Why Does the UNESCO ICT-CFT Promote Technology Literacy? 2. Curriculum and Assessment: Selecting ICT Resources to Support Curriculum Outcomes 3. Pedagogy: How Do Technology and Pedagogy Mix? 4. Basic Tools: Using Basic ICT Tools to Support Teaching and Learning 5. Standard Classroom: Organize and Manage the Use of ICT in Your Classroom 6. Digital Literacy: Technology Literacy and Your Professional Development

ELJ Website

Piloting in Ireland First world-wide use of ELJ with teachers 220 teachers in Ireland, working with: – City of Dublin VEC – Meath VEC – INTO – St. Patrick’s College of Education – Marino Institute of Education How does this fit into a CPD programme for teachers in Ireland?

ELJ – Results * Based on 112 completed unit surveys

ELJ – Teacher Feedback “The ELJ made me appreciate how much more tutors need to integrate ICT into all areas of teaching and learning - even my own learning!” “Content very relevant and inspiring. Good mix of styles of presentation, text, buttons and video helped keep the module interesting.” “I come from an adult learning area, where the emphasis is on learner centred learning. Now I can follow through on the ICT side, facilitating adult learners to maximise their ICT potential alongside their literacy development.”

Questions