ICT in Education Policy Development and Review:

ICT in Education Policy Development and Review:
Fengchun MIAO Programme Specialist of ICT in Education UNESCO HQs ICT in Education Policy Development and Review: A Sector-wide Framework and Good Examples

Outline I. UNESCO ICT in Education Programme and its Deliverable II. Policy Planning Framework: Orienting ICT towards educational results III. Institutional Capacity Building Strategy: Analyzing and filling in the capacity gap

UNESCO ICT in Education Programme
Standard setter Capacity builder Laboratory of Ideas Clearing house Catalyst of international cooperation

UNESCO ICT in Education Programme
Overall Goal of ICT in Education Programme UNESCO is to assist member states in harnessing the potentials of ICT towards achieving quality education for all goal

Focus areas of UNESCO ICT in Education Programme
6 cross-cutting focus areas: -policy -teacher training -teaching and learning -non-formal education -monitoring and measuring -open educational resources (OER) 3 emerging areas: -Open and Distance Learning -ICT as a Subject Area -mobile phones and social media for in-formal learning

Example of Standard Setting
ICT Competency Framework for Teachers (ICT-CFT) ICT in Education Indicators (UIS) ICT Transforming Education: A Regional Guide to guide the teachers to move upwards the four-stages of ICT-Pedagogy Integration Transforming Infusing Applying Emerging (a) Stages of ICT skills (b) Pedagogical Usages

Example I of Capacity Building: ICT in Education Policy Project
The most popular ICT in Education Toolkit: ICT in Education policy analysis -Transforming Education: The Power of ICT Polices 17 workshops for 29 countries covering 400+ policymakers Long-term assistance in helping Member States develop National ICT in Education Master Plans.

Example II of Capacity Building: Capacity Building of ICT in Education Project
E-Learning modules for all educators & professionals working on ICT in education: CD-ROM Online Modules 2 highly interactive e-learning modules developed: Module 1 – ICT in Education Essentials, and Module 2 – ICT in Education Decision-Making Target audience: MOE officials, Specialists of international organizations, & teacher trainers

Example III of Capacity Building: Institutional
Capacity Building for the Next-Gen Teachers Over goal: Building the institutional capacity of the TEIs in designing and providing the training on ICT-integration for pre-service teachers  Over 50 TEIs from 16 countries Institutional evolution Broadening to other TEIs Scaling up to national policy Curriculum-Development Workshops and follow-up technical assistances Dean’s Forums Curriculum Leadership How e-ready Training content Trainers Capacity building workshops for teacher educators Where TEIs are: Current situation Instructors' Capacity

UNESCO’s Main deliverables of
in building institutional capacity of TEIs I. Dean’s Forum III. Curriculum Development Peer Coaching II. ICT-pedagogy Integration Other TEIs MOE (ICT) standards and curriculum authorization Inter-TEIs cooperation IV. KFIT Project based learning and telecollaboration TEI-School partnership Local schools

Example IV of Capacity Building: “3Is” Project Based Learning and Telecollaboration
Exploring effective models of using ICT to support student centered pedagogy and promote higher-order thinking with specific focus on “3Is” (interdisciplinary, inter-school, and intercultural): Building teachers’ capacity on ICT-pedagogy integration and capability of designing and facilitating student-centered ICT-based activities, Strengthening partnership between teacher educators and teachers, and Developing school-based curriculum package (and the whole-school supporting strategy).

Example of Laboratory of Ideas: Policy Analysis and Case Studies
Policy review and analysis – Transforming Education: The Power of ICT Policies Case studies on - ICT for education of in-emergency or post-disaster children ICT graduate employability, The use of ICT in Higher Education and ODL, Teacher training courses on ICT- pedagogy integration, … Mobile phones for education – in cooperation with Nokia: Mobile phones for literacy education Mobile phones for teaching and teachers development Policy promotion on mobile learning

Example I of International Cooperation
Global Broadband Commission and WSIS Forum for inter-ministerial cooperation to lower the Broadband cost and to promote e-learning Asia-Pacific Ministerial Forum on ICT in Education to facilitate North-South-South knowledge sharing Cooperation with the World Bank for the global symposium on ICT in Education and other events Cooperation with private sectors

Open Educational Resources (OER)
Open Educational Resources (OER) are teaching, learning or research materials that are in the public domain or released with an intellectual property license such as Creative Commons that allows for free use, adaptation, and distribution. Global OER Community Wiki: "Taking OER Beyond the OER Community: Policy and Capacity“in partnership with the Commonwealth of Learning (COL) Guideline of using OER in Higher Education.

Encouraging and Disseminating Innovative Practices
The UNESCO Prize for the Use of ICTs in Education by the Kingdom of Bahrain E-School Award to be launched Documentation and publication of selected innovative practice

UNESCO ICT in Education Website and Social Media
Twitter: Facebook: e-Newsletters of ICT in Education -Print publications; CD-ROMs; Online Community

What sort of ICT for what sort of education?
What sort of education for what sort of life?

ICT in Education Policy: Catch up or lead the way?
II. Policy Planning: Orienting ICT towards educational results ICT in Education Policy: Catch up or lead the way? ICT in Education policy, is NOT to follow the ICT trends, is to set the educational trends inspired and enabled by ICT

ICT in Education Policy:
Catch up or lead the way? ICT in Education policy planning, it is NOT to drive education to follow ICT trends or let it driven by ICT. it is to build education to harness ICT. you do so, education and ICT win-win; you fail, education will be consumed or misled by ICT

Scope of a National ICT in Education Master Plan
ICT in education projects are well placed in national education policy & strategies, supported by public funds and implemented and monitored by responsible agencies: by governments as cost-effective education delivery media for all throughout life (EFA) by administrators as efficient educational management system (EMIS) by teachers as pedagogy-enabling tools for student-centered pedagogy (Beyond EFA) by TVET sector as emerging subject areas for ICT skill trainings (21st Century Skills) 20

High-quality life & learning for students
Onion Model for ICT in education Policy Planning ICT 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 & refurnishing National policy & master plans, ICT standards, management mechanism, and monitoring indicators (UIS) Partnerships and resources mobilization: public & private; upfront and sustainable; formal & non-formal Capacity building: planners & administrators, researching or training institutions, teacher educators & teachers, Education practices: classrooms, families, communities; fix/flexible time & space High-quality life & learning for students 21

ICT in Education Policy: Using educational needs to harness ICT’s promises
Decision Making & Policy Planning Educational Need ICT’s Promise E-Readiness & Reality Sector-wide Policy and Master Plan Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Better learning & human outcomes ICT promotes (adds) learning outcomes and human ethics Curriculum standards Teachers’ competency & pedagogy Assessment Teachers’ ICT competency ICT as new learning outcomes ICT enhanced learning outcomes of core subjects ICT enable 21st-century skills E-safety and e-ethics Efficient educational management ICT improves educational management Human & ICT of different Edu. ADMs EMIS and evidence-based policy making School-home-community portal ICT for in-emergency & post-crisis edu. Monitoring, Evaluation & Assessment

is NOT a matter of “WHY NOT”. It is a matter of “HOW RIGHT”,
E-Inclusion and E-Equity For policy makers, ICT in Education is NOT a matter of “WHY NOT”. It is a matter of “HOW RIGHT”, and how to “make the right a right for all children and all citizens”.

E-Readiness & Reality Sector-wide Policy and Master Plan Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Your country’s urgent/major EFA needs/issues? What are the root causes? E-readiness of out- school children or drop-out youth? Can ICT hit the root causes? Priority areas or projects to be put into your national ICT in Education Master Plan? Mid & long-term objectives? Public funds available? Other pre-conditions?

Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal EFA issues: 60 million illiterates; Gender divide (M 63% F 36%) Root causes: Low efficiency of traditional literacy approaches + High relapse into illiteracy Mobile phone is the highest penetrating ICT (>100 Ms subscribers) handy communicative tool for Islamic females: can be used anytime and anywhere without need to meet F2F Limited capacity: 160 scripts per SMS; limited memory – not suitable for initial literacy education Using SMS to retain females’ literacy rates Total cost of ownership (TCO)per head: Phone ($ 33), SIM card ($3), 600 SMS by literacy center in 4 months ($7.2), sending SMS by user ($4.8), hiring a teacher (5 months per head) ($7.2) , total $55.2

Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis (cont.)
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Main Implementation Steps: Step 1: Refresh basic literacy course (1st M) Step 2: Learning how to use mobile phones and Starting to receive and send SMS (2nd M) Step 3: Receiving and sending SMS, reading and practice on the working book (2nd – 5th M) Step 4: Reporting to literacy centers and having weekly or monthly tests (2nd – 5th M)

Lessons learned from the results
Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis (cont.) Lessons learned from the results High literacy retaining Strong confidence of getting literate and perception of being connected Impact on female family members (sisters and mothers) Enhanced security of youth and women Mobile phone is only a supplemental devise C: B: A: n=100

Mongolia Radio for Gobi Women’s Literacy: Your analysis?
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Launched in 1996, provides literacy and numeracy education to 15,000 nomadic women: Through re-equipped four radio stations; one in Ulaanbaatar, three in Gobi; Topics include livestock rearing techniques; family care; income generation using locally available raw materials; and basic business skills for a new market economy Too expensive to reach large-scale un-reached populations? Source: UNESCO (2003), Meta-survey on the Use of Technologies in Education in Asia and the Pacific

Self Filming by Children of Nomadic Tribes for Literacy Education- India
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Implemented by Developmental Informatics Lab, Indian Institute of Technology Bombay, Mumbai Topics: objects from the immediate environment including the individual “pals” (tents), animals, the journey from the tent to the village/town, the family, the community activities, health & hygiene activities, school life Too low attendance or motivation for literacy education programme?

ICT equalizes the access to high-quality educational resources: Case from China
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Using diverse ICT solutions to deliver quality education for all by the end of 2010 Government planned to connect 95% of schools to Internet; to equip all schools with basic educational technologies, covering 160 million students (15 billion USD spent) 30

ICT equalizes the access to high-quality educational resources: Case from China (cont.)
Model 1: Teaching & Learning CD-Rom Playing Portal Targeting 110,000 village-based classrooms, ICT solution: TV set, DVD player, a complete set of curriculum-based CD-Rom Model 2: Educational Satellite Receiving & Playing Stations Targeting 380,000 rural primary schools, ICT solution : Model 1 + satellite receiving and playing facilities Model 3: Computer Classrooms with Internet Targeting 40,000 rural lower secondary schools, ICT solution: Model 1 + Model 2 + computer classrooms with internet connection 31

ICT broadens the basic education - Case from India: National Open School
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Largest open school in the world in terms of enrollment, courses offered and the geographical areas covered at the secondary level Network of 13 regional centers and more than 1,400 study centers spreading all over India During admission year, 340,342 students enrolled, 28.96% (sec.) and 36.69% (sr. sec.) certified Source: UNESCO (2003), Meta-survey on the Use of Technologies in Education in Asia and the Pacific with updated data from

E-Learning and ODL broadening and transforming higher education
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Open Universities: Accredited online colleges or universities are transforming the way HE is offered and accessed HE going open and global: Top universities offering free courses online forces HE institutions to go more open and global. Open Educational Resources (OER): UNESCO and more than 800 universities (including Stanford, Yale, MIT, Oxford, and UC Berkeley) have active iTunes U sites. 33

Open Universities: Open your universities or open your students to ODL?
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Cambodia and Mongolia are planning to establish their first national open universities China’s Radio & TV universities are turning into open universities Small Island Countries: Is the commonly recognized accreditation for online courses a solution? 34

Korea U-Learning: Digital Textbooks and U-Campus service
Universal access to education Universal access to ICT enables universal access to education ICT readiness Schooling conditions ICT for literacy education Equal access to educational resources ICT for life-long learning opportunities An ubiquitous learning portal Highest spending on education Top ranking in TIMSS and PISA, while learning interest and motivation going lower What’s the next: Future School 2030 Project What are the long-term continuous e-readiness? ICT in Education Master Plan 1 (MP1) to MP4 U-Learning and U-Campus: Korea´s Ubiquitous learning environment and all Korean textbooks to go digital by 2015

E-readiness of Korea U-Learning Strategy
Cyber Home Learning System (CHLS) and Educational Broadcasting Service (EBS) for economically and geographically disadvantaged students; PC support project for low-income families 17 Cyber Universities for adults to promote lifelong learning Online digital textbook ( and pilot testing u-classes

Policy-readiness of Korea U-Learning Strategy
Source: The 1st Asia-Pacific Ministerial Forum on ICT in Education, UNESCO Bangkok

Policy-readiness of Korea U-Learning Strategy
Source: KERIS

Digital Textbooks? Is your country ready? Where shall you start?

E-Readiness & Reality Sector-wide Policy and Master Plan Better learning & human outcomes ICT promotes (adds) learning outcomes and human ethics Curriculum standards Teachers’ competency & pedagogy Assessment Teachers’ ICT competency ICT as new learning outcomes ICT enhanced learning outcomes of core subjects ICT enable 21st-century skills E-safety and e-ethics Expected education outcomes to achieve employment, personal fulfillment, social inclusion, and active citizenship. What ICT-related or enabled outcomes? What (e-)learning environment can your country afford? Are teachers ready? Starting from curricular review/reform, assessment development, ICT standard & teacher training, or hardware & internet? CPD & support strategies? E-Safety?

E-Readiness & Reality Sector-wide Policy and Master Plan Better learning & human outcomes ICT promotes (adds) learning outcomes and human ethics Curriculum standards Teachers’ competency & pedagogy Assessment Teachers’ ICT competency ICT as new learning outcomes ICT enhanced learning outcomes of core subjects ICT enable 21st-century skills E-safety and e-ethics ICT improves learning outcomes of traditional core subjects  Teachers’ ICT competency; CPD on ICT-pedagogy integration ICT enable interdisciplinary skills: critical thinking, problem solving, innovation and creativity  learning environment + pedagogical design and facilitation ICT as new competencies: ICT or digital literacy, advanced ICT skills  Curriculum and assessment development

Curriculum review and/or reform in response to ICT-related skills (basic education & TVET)
ICT Specialization (Transforming) ICT-enhanced Life skills, ob skills, self entrepreneurs Online communication creation & management ; Inter- cultural understanding Specialized ICT Skills & ICT creativity and innovation Infusing ICT across subject (Infusing) ICT enhanced inter-disciplinary skills (synthesis, critical thinking) Complex communication skills & tele-collaboration ICT for real-world problem solving (PBL) ICT for subject content knowledge (Applying) ICTs for subject knowledge and skills (simulation, cognitive tools) Content related communication or collaboration ICTs for subject problem solving (experimentation) ICT Literacy (Emerging) Application of basic ICT skills in subjects Subject or modules on basic ICT skills and communicative media including e-safety Digital products Creation and meta-cognitive skills Information Literacy Ethical and cultural awareness Curriculum Methodology: Infusing into subjects or cross-subject content or activities New modules in existing subjects Separate core subjects or modules

Curriculum review and/or reform in response to ICT-related skills (basic education & TVET)
Possible Initiatives or Projects: Curriculum review: National definition on ICT- related/enhanced learning outcomes  Curriculum review (reform)  assessment development (UNESCO Focus) Curricular options A: ICT as separate subjects B: ICT integrated into other subjects or interdisciplinary activities C: A+B

ICT Curriculum Structure for Upper Secondary Schools
Dual tracks for digital literacy and ICT competencies ICT as a subject area: Can start from primary stage, but mostly from secondary level. Focuses on more systematic and advanced ICT skills China ICT Curriculum Structure for Upper Secondary Schools: Based on the ICT courses starting from primary schools, the curriculum is to prepare students to enter ICT-rich society or HE. Artificial Intelligence Algorithm and Programming Multimedia application Internet technique application Data management technology ICT Literacy ICT Curriculum Structure for Upper Secondary Schools

How to measure students’ ICT-related skills?
ICT in/across other subjects: Focuses on information literacy, and knowledge deepening and creation based on Information literacy  Key Data on Learning and Innovation through ICT at School in Europe 2011 OECD’s assessment of students' digital reading competencies in PISA [ UNESCO is pilot testing a PISA-like survey on students’ ICT literacy upon graduation from upper secondary schools

How to measure innovative teaching: Preview of Preliminary Survey Results, 2011
46

Innovative Teaching and Learning (ITL) Research
This is the second year of a multi-year global research program designed to investigate the factors that promote the transformation of teaching practices and the impact those changes have on students’ learning outcomes across a broad range of country contexts. These selected preliminary results are based on teacher and school leader survey data from Finland, Indonesia, Russia, Senegal, Mexico, and England. Please note that datasets are not yet complete, so reported results may change. Final reports from this year will include survey data from Australia as well as data from other methods (LASW and qualitative data). Future years of this project will build on the methods described here to build tools for schools to reflect on their own practices and to make the definitions of “innovative teaching and learning” concrete and actionable for teachers. 47 47

How do we measure innovative teaching?
The teacher survey contains groups of related items—scales—related to each of the elements of innovative teaching practices from the ITL Research conceptual framework.* * Project-based learning is not included because the scale used in the pilot year did not perform well. The scales describe teacher-reported frequency of each of the practices listed in the table. Sub-construct scores are combined to represent scores on the 3 main constructs (student-centered pedagogies, extension of learning beyond the classroom, and ICT integration). These, in turn, are combined and weighted equally to create an overall index of Innovative Teaching Practices. Innovative Teaching Practices Index Construct Sub-construct # of items Student-centered pedagogies Knowledge-building 6 Self-regulation and assessment 4 Small group work 3 Personalized and individualized learning Extension of learning beyond the classroom Extended classroom community 7 Global awareness/ cultural understanding ICT integrated into teaching and learning Teacher ICT use 11 Student ICT use 14 Teacher survey: Student-centered pedagogies Knowledge building: 3.1 For your target class, how often do your students do the following? d. Support their own ideas with numbers, facts, or other relevant information f. Analyze information from multiple sources to develop a report or a solution to a problem g. Combine information from multiple subject areas h. Build their own understanding using information they gather Self regulation: 3.6 For your target class, how often do your students do the following? Assess the quality of work they have completed Give feedback to peers or assess other students' work Monitor their own progress toward the completion of an activity Revise their own work using peer feedback or self-assessment before receiving a final grade Small group work: 3.3 For your target class, how often do your students do the following? Completing a specific task or discussing their work Creating joint products that include contributions from each student Presenting group work to the class Personalized and individualized learning: 3.7 For your target class, how often do your students do the following? a) Allow students to choose their own topics of learning or questions to pursue? b) Allow students to choose how they will accomplish a task or how they will demonstrate what they have learned? c) Provide students with opportunities to learn and/or work at their own pace? d) Adjust or repeat instruction to respond to students' levels of understanding? e) Adjust assignments or class structure for individual students based on their knowledge, skills, or learning needs? f) Select topics, activities, or examples that are relevant to students’ lives outside school? Extension of learning beyond the classroom Extended classroom community: 3.8 For your target class, how often do your students do the following? Consult with experts from outside the school on an assignment or activity? b) Work with peers from outside the school? c) Involve parents or family members in an assignment or activity? d) Listen to a guest speaker or work with a community member in the classroom? e) Go on a field trip or visit a location outside the school? f) Demonstrate their work to an audience other than their classmates? g) Produce something for use outside the classroom (for example, an exhibit for a local museum)? Global awareness/cultural understanding: 3.9 For your target class, how often do your students do the following? Engage with issues related to global interdependency (for example, global environment trends, global market economy)? c) Study information about other countries or cultures? d) Study issues directly relevant to their family or community? ICT integration into teaching and learning Teacher ICT use scale: Q4.8 Now think about your use of ICT both in and outside of the classroom during the past year. How often do you use ICT to do the following? a. Present information or give class instruction to students b. Conduct classroom demonstrations (for example, computer-based simulations, virtual labs) c. Do research (for example, Internet search) and plan a lesson d. Make handouts or resource materials for students e. Organize classroom data (for example, grades, attendance) f. Track individual student learning progress against pre-determined learning goals or standards g. Communicate with students (for example, , distributing assignments or resources, collecting homework). h. Communicate with parents or guardians i. Collaborate with experts, teachers in other locations, or other community members to enrich student learning j. Post teaching or learning resources on the Internet for other teachers or students k. Write a blog, wiki, or other type of public document to share ideas with others Student ICT use: Q4.10 In your target class this school year, how often do your students use ICT to do the following? a. Find information on the Internet b. Practice skills and procedures c. Take tests or quizzes d. Write or edit stories, reports, or essays using word processing e. Process or analyze data f. Create multimedia presentations (for example, using sound or video) g. Develop an interactive website h. Use simulations or animations to explore a system or abstract concept i. Develop simulations or animations of a system or abstract concept j. Access resources on the class website from a remote location k. Collaborate with classmates through or online class discussion forums or message boards l. Use video conferencing tools (for example, Skype, webcam) for learning activities, both in and outside the classroom m. Use mobile technologies (for example, mobile phones or laptop computers) for learning activities outside the classroom n. Access distance learning resources (for example, online courses) for learning activities outside the classroom 48

Innovative teaching practices and students’ 21st century skills
Teachers who report more frequent use of innovative teaching practices also tend to report that their students exhibit stronger 21st century skills. Teacher survey: 21st century skills scale Q3.10 In your opinion, how skilled on average are students in your target class in the following areas? (Choose one box in each row.) a. Working in small groups to complete a task together b. Developing a persuasive argument that is based on supporting evidence c. Planning the steps they will take to accomplish a complex task d. Developing an innovative solution to a problem with no defined answer e. Using technology or the Internet to find information f. Analyzing information from multiple sources g. Selecting the appropriate technology tool for a task h. Evaluating the quality of their own work Scale reliability: very strong , 0.83 and above All results are significant. Survey data show a strong correlation between teacher reports of their own innovative teaching practices and their estimates of their students’ 21st century skills. Analysis of actual learning activities and student work (to come) will be a more objective measure of this relationship. 49 49

School-level factors associated with innovative teaching practices
The teacher survey measured teacher reports of a number of school-level practices and policies that might be related to innovative teaching. Of these: Frequency of teacher collaboration had the strongest association with innovative teaching practices, followed by Degree of school-level support for teacher collaboration, then Incentives and appraisals for innovative teaching. 50

Frequency of teacher collaboration
51 Frequency of teacher collaboration Teachers who report more frequent collaboration tended to score higher on the innovative teaching practices index. These charts describe collaboration about instruction, and collaborative practices related to continuous improvement. Collaboration about instruction Q7.2 How often do you collaborate with colleagues at your school in the following ways? (choose one box in each row.) Share new ideas on effective teaching methods Share and discuss the quality of students' work products Plan lessons and units together Discuss student achievement score data with other teachers to make instructional decisions Co-teach with another teacher at my school Collaboration about culture of continuous improvement Q7.2. How often do you collaborate with colleagues at your school in the following ways? (choose one box in each row.) Share and discuss the quality of students’ work products Think critically about our instructional practice at this school Source: teacher survey 51

Support for teacher collaboration
Teachers who reported that their schools offered high levels of support for professional collaboration tended to show higher levels of innovative teaching. Q7.3. To what extent do you agree with the following statements about the level of support for teacher collaboration at your school? (choose one) Are encouraged to work together to improve teaching and learning Have class schedules that are arranged to support team teaching Have scheduled time in the school calendar to work together Are encouraged to observe other teachers’ classrooms The school leader survey measured the level of support for collaboration as well. Findings were similar to the teacher survey in Indonesia, Russia, and the combined data. Q13 (SL survey) What supports for teacher collaboration are in place at your school? (choose one) Teachers observe other teachers’ classrooms Teachers are expected to carry out team teaching. Class schedules are arranged to facilitate team teaching Time is schedulexd in the school calendar for teachers to work together (for lesson planning, reviewing student work, etc) There is a formal peer network or mentoring program within the school Source: teacher survey 52

Incentives and appraisals for innovative teaching
53 Teachers who reported that their schools offered incentives and appraisals for innovative teaching practice tended to show higher levels of innovative teaching. Q7.4 There are incentives for teachers to explore or implement new teaching practices Teachers are rewarded or recognized for improving their teaching practices Teacher appraisals emphasize new teaching practices 53

Student access to computers in the classroom
Student access to at least one computer in the classroom (desktop or laptop) is a strong predictor of ICT integration into teaching and learning. The relationships of access to student-centered pedagogies and learning beyond the classroom are also positive trends, but the relationships are not significant. 54

ICT solution to low-end schools
One computer + LCD projector on wheels in Bangladesh + self-generated resources One Computer in a Multi-grade Classroom, Asuncion National High School, Davao del Norte, Philippines A TV Monitor connected to the computer for presentation One computer unit for the 58 Grade 5 & Six 6 pupils The Audio Support System

E-Readiness & Reality Sector-wide Policy and Master Plan Better learning & human outcomes ICT promotes (adds) learning outcomes and human ethics Curriculum standards Teachers’ competency & pedagogy Assessment Teachers’ ICT competency ICT as new learning outcomes ICT enhanced learning outcomes of core subjects ICT enable 21st-century skills E-safety and e-ethics Digital-native Net Generation is challenging digital-immigrant teachers A Net Generation Survey of 8,000 college students: 97% own a computer, 94% own a cell phone, 76% instant messager Logging on an average of 35 Hs/week, 75% doing school-work while instant messaging; 28% own a blog and 44% read others’ blogs; 69% have a (source: The Pew Research Center for the People and the Press)

Next Generation of Teachers for NET-Generation Students
Most students give highest rating to “50 percent lecturing and 50 percent interactive activities” class structure. (Source: Educating the Net Generation, EDUCAUSE, 2005) © HowStuffWorks But as digital immigrants, most of teachers are lack of competency or motivation to integrate ICT into daily pedagogy, and are short of On-the-Job Training and support in facilitating students’ meaningful use of ICT

UNESCO ICT Competency Framework for Teachers (ICT CFT)
To help Member States develop national ICT Competency Standard for Teachers and provide guidelines for planning teacher education programmes, UNESCO has developed the ICT-CFT Approach Components POLICY AWARENESS POLICY UNDERSTANDING POLICY INNOVATIONI TECHNOLOGY LITERACY KNOWLEDGE DEEPENING KNOWLEDGE CREATION POLICY AND VISION CURRICULUM AND ASSESSMENT BASIC KNOWLEDGE KNOWLEDGE APPLICATION 21ST CENTURY SKILLS PEDAGOGY TECHNOLOGY INTEGRATION COMPLEX PROBLEM SOLVING SLEF MANAGEMENT ICT BASIC TOOLS COMPLEX TOOLS PERVASIVE TOOLS ORGANIZATION & ADMINISTRATION STANDARD CLASSROOMS COLLABORATIVE GROUPS LEARNING ORGANIZATIONS TEACHER PROFESSIONAL DEVELOPMENT DIGITAL LITERACY MANAGER AND COACH TEACHER AS MODEL LEARNER

How to apply the CFT: Localizing UNESCO ICT CFT or developing your own standard?
ICT-CFT and E-Readiness: ICT Competency Standards should not be taken as mandatory standards for teachers in developing countries without sufficient e- readiness ICT CFT and Teachers Pedagogical Content Knowledge: Teachers’ ICT qualifications should be pivoted around pedagogy. Teachers’ ICT competency is not the determinant factor for knowledge deepening and knowledge creation. Policy environment and other enabling factors are more critical.

TPCK: Structure and Teachers’ Development
Shift of teachers’ qualification: Pedagogical content knowledge (PCK)Technological PCK(TPCK) Autonomous Professional Learning Skills ICT for Pedagogical Transformation (Enabling & managing deeper learning through ICT) Enabling blended learning environment Creation of LMS, interactive tools, gaming ICT-based Subject-Specific Pedagogical Skills (Conceptual learning, organization of ideas, tele-collaboration) Specific learning tools; Web 2.0 Mind Mapping; WebQuest ICT for Pedagogical Innovation (Facilitating students learning with and/or through ICT) Designing ICT enabled lesson plans and digital materials, creating pedagogically proper learning environment Integrating ICT in lesson planning; Use of multimedia tools ICT-based Generic Pedagogical Skills (Present, guide search for information, create content, facilitate) Authoring tools Multimedia tools ICT Integration in subject teaching (Teaching with ICT) Enhancing daily life, teaching, and traditional management using ICT Productivity tools Internet (information searching & online community); Teachers’ Learning about ICT Teachers experience good pedagogy as a student Technological Pedagogy Subject & Professional Competencies ICT Competency

Four stages of Teachers’ Development on ICT-pedagogy Integration
Specializing in the use/design of ICT Transforming Creating & managing ubiquitous & interactive e-learning environments Understanding how and when to use ICT Infusing Facilitating blended learning within or across subject areas Learning how to use ICT in subject teaching Applying Enhancing traditional teaching Emerging Becoming aware of ICT Applying productivity tools (a) Stages of ICT usages (b) Pedagogical Usages of ICT

Trans formation Infusing Applying Emerging ICT Usage Pedagogy ability
Pedagogy Content Knowledge: beliefs & values Modular Content of Pedagogy: Introduction; Problem -Based Learning +Resources Pedagogical Skills, esp. Instructional Design ICT-Pedagogy Integration Subject Specific Pedagogy Adaptation to content Embedded Pedagogy： Contextual Knowledge; Skills; --Hands-on practice Module E Learners Sensitive Pedagogy Adjustment Context Adaptive Pedagogical Techniques Emerging Applying Infusing Trans formation Module D Module C Module B Module A ICT Usage ICT-Pedagogy Integration

Total Ownership of an ICT Competency Standard for Teachers: China’s Experiences
Step1 Standard Setting: China Educational Technology Standards (CETS) was developed and endorsed at 2004 Step2 Standard Adoption: CETS was adopted as a new set of compulsory criteria for Teacher’s Certificate Step3 Syllabus and Training Programme: Government invested in and monitoring the development of in-service teacher training courses Step4 Public Training Providers: Government selected local training (and exam) centers through bidding process who are entitled funds and authorized certification Step5 Coherent Teacher Education: Pre-service teacher training courses reformed accordingly

CETS: Content and Framework
A “4-14-N” structure was designed for CETS 4: 4 Dimensions (1st Indexes) ； 14: 14 second indexes； N: N numbers of performance indicators for different target groups: 41 indicators for teachers 46 for Administrators 44 for Technology Coordinators

CETS: Content and Framework
AWARENESS AND ATTITUDE Awareness of Demand of ICT Awareness of Implementation and Innovation of ICT Interest and Attitude of ICT IMPLEMENTATION AND INNOVATION Instruction Design Implementing Lesson Integrating ICT into the Curriculum Collaboration and Communication Learning and Professional Development KNOWLEDGE AND SKILLS Basic Concepts Basic Skills Information searching, processing and presenting Information security and evaluation SOCIAL RESPONSIBILITES Social Ethics Rule of Law Social Responsibilities Humane Care Information security and evaluation

CETS for Teachers CETS for Teachers
Awareness and Attitude Implementation and Innovation Awareness of Educational Value of ICT Self-Consciousness of Using ICT Assessment and Self-Reflection Concepts of Life Long Learning Basic Knowledge and Information Literacy Basic ICT Skills Applying ICT Appropriately CETS for Teachers Knowledge and Skills Designing and Implementing Lessons ICT-Supported Teaching and Management ICT-Enhanced Research and Professional Development ICT- Mediated Communication & Collaboration Social Responsibility Applying ICT Equitably Applying ICT Effectively Self-Regulating Practice

CETS-based In-service Teacher Training Courses on ICT-pedagogy Integration
Emerging Stage Applying Stage Infusing Stage Transforming Stage Course B Course A

Training Course (A) for Teachers at Applying Stage
Unit 1 Orientation Activity 1 Experiencing ICT in Education Activity 2 Introduction to the Training Package Activity 3 Collection and Management of Individual and Group Information Unit Exercise and Reflection Unit 2 Re-cap Educational Technology Activity 1 Key Concepts of Educational Technology Activity 2 Concepts and Methodology of Instructional Design Activity 3 PPT on My Understanding of Educational Technology Unit 3 Application of Teaching Media and Resources Activity 1 Understanding Values of Teaching Media Activity 2 Processing and Compilation of Digital Learning Resources Activity 3 Searching Educational Resources Activity 4 Evaluating Educational Resources Activity 4 Applying Digital Educational Resources Legally and Appropriately Unit 4 ICT-enhanced Expository-Based Learning Activity 1 Analysis of Sample Lessons Activity 2 Design and Development of Lesson Plans Activity 3 Peer Review on Lesson Plans Activity 4 Understanding and Applying Learning Assessment

Training Course (A) for Teachers at Applying Stage (cont.)
Unit 5 ICT-enhanced Inquiry-Based Learning Activity 1 Analysis of Sample Lessons Activity 2 Understanding and Applying Rubric Activity 3 Design Inquiry-Based Learning Activities Activity 4 Presentation and Peer Review on Lesson Plans Unit Exercise and Reflection Unit 6 Planning Facilitation and Organization of ICT-enhanced Lessons Activity 1 Analysis of Sample Plans Activity 2 Creation of Implementation Plans Activity 3 Peer Review on Implementation Plans Activity 4 Evaluating Students’ Performance Activity 4 Management of Teaching and Learning Information (Portfolios) Unit 7 Infusing ICT across Curriculum Activity 1 Understanding Integration of ICT and Curriculum Activity 2 Discussion on Key Issues and Strategies of Infusing ICT across Curriculum Activity 3 Upgrading Integration of ICT in Lesson Planning Unit 8 Documentation and Sharing of Training Outcomes Activity 1 Compilation of e-Portfolios Activity 2 Design and Development of Learning Webpages Activity 3 Publication of Training Outcomes Activity 4 Peer Review on Training Outcomes Annex I Sample lessons or lesson plans; Annex II Related Resources

Training Course (B) for Teachers at Infusing Stage
Unit 1 Orientation Activity 1 Sharing of Stories on Using ICT in Teaching Activity 2 Introduction to the Training Package Activity 3 Team Building and e-Portfolio Creation Unit Exercise and Reflection: Blog; Mind Mapping Tools Unit 2 Seminar on Infusing ICT across Curriculum Activity 1 Understanding Integration of ICT and Curriculum Activity 2 Diagnostic Study on Effectiveness of ICT-pedagogy Integration Unit Exercise and Reflection Unit 3 Integration of ICT in Unit Planning Activity 1 Understanding and Analysis of Unit Planning Activity 2 Planning Integration of ICT in Unit-level Learning Activity 3 Creation of Mind Map of Unit Planning Activity 4 Finalization of Integration of ICT in Unit-level Learning Activity 5 Unit Plan Sharing and Peer Review Unit 4 Design of Inquiry Based Learning Activity 1 Mapping Out Key Concepts Activity 2 In-depth Analysis of Inquiry Based Learning Activity 3 Design Inquiry Based Learning Activities Activity 4 Presentation and Peer Review

Training Course (A) for Teachers at Applying Stage (cont.)
Unit 5 Development and Application of Thematic Learning Resources Activity 1 Understanding Thematic Learning Resources Activity 2 Designing Thematic Learning Resources Activity 3 Creating a Website of Thematic Learning Resources Activity 4 Publication of Websites and Peer Review Unit Exercise and Reflection Unit 6 Designing Unit-based Learning Assessment Activity 1 Understanding Learning Assessment Activity 2 Analysis of Unit-based Learning Assessment Plans Activity 3 Applying Multiple Assessment in Evaluating Unit Learning Outcomes Unit 7 Organization and Facilitation of Unit-based Learning Activity 1 Creation of Unit Implementation Plans Activity 2 Reflection on Lesson Implementation and Action Study Unit 8 Sharing of Outcomes and Reflection over Training Process Activity 1 Compilation of Training Outcomes Activity 2 Publication of Training Outcomes Activity 3 Reflection over Process Annex I Sample lessons or lesson plans Annex II Related Resources

E-Readiness & Reality Sector-wide Policy and Master Plan Efficient educational management ICT improves educational management Human & ICT of different Edu. ADMs EMIS and evidence-based policy making School-home-community portal ICT for in-emergency & post-crisis edu. National and local level: A comprehensive e-governance to enhance efficiency and quality of general civil services of education sector; Sharing data and information among education administration organizations and other government departments School level: Enhancing micro-level education administration and strengthening school-home-community communication OpenEMIS of UNESCO ( piloted in Mongolia

ICT Enhanced Educaction Management and Administration
Case of Korea : NEIS National Education Information System Web-based online administration system for Korea’s educational administration NEIS 16 MetropolitanㆍProvincial Offices of Education General Affairs Academic Affairs G4C Service(Home-Edu) Staffs (MPOEs, LOEs) Teacher/Non-teaching staff (Schools) Parents/Citizen Statistics G4C Service Concept of NEIS Service NEIS MEST Code/Index 73

Mobile Phone for real-time data collection and school-home-community communication
Philippines (DepEd, Smart)“DeText 2622” is using mobile phones to provide advisories on test schedules, news releases, holiday announcements, cancellation of classes. Public can SMS concerns/inquiries to DepEd using mobiles. Education response system enhanced by mobile phones and other ICTs for in-emergency and/or post-disaster children

Behind kids’ doors, are they e-learning or e-entertaining?
Students use computers and the internet on a daily basis. Students use computers more regularly at home than at schools Students use computers and the internet at home more for entertainment than for school-related activities: PISA 2009 reveal that 83 % students use computers at home for entertainment and 46 % for school related work. Source: Key Data on Learning and Innovation through ICT at School in Europe 2011, European Commission, 2011

Overview of Risks Faced by Children Online
The unattended exposure to a vast multi-age & anonymous online users tends to put children at risks of being targeted as consumers of commercial products, information and behaviors that are previously only appropriate for adults, and turn them to the most fragile victim of online crimes Online Risks for Children (OECD (2011), The Protection of Children Online: Risks Faced by Children Online and Policies to Protect Them.)

Capacity building for teachers
Policy Advice on Protection Strategies The main causes are not rooted in education sectors, but educators are under pressures/criticism The strategy must be multi-layer, multi-stakeholder involved, and multiple coordinated Telecom Sector Education Sector Civil Society Legal Sector MOE and Local Authority: Policy and protective measures Schools principals and technician: safe internet or intranet; Educational modules for students Teachers: Monitoring of & Modeling; Facilitating understanding and skill development Parents and Community: Monitoring and protection E-safety criteria in e-school standard Modules on e-safety for students; Capacity building for ICT integrators Capacity building for teachers Capacity building for teachers and parents 77

Limitation of ICT in Education Policy
ICT Policy for learning and learners, is to define the (un)desirable learning & human outcomes and design assessment against outcomes as the education baseline first, and then orientates the deployment of ICT and ICT- mediated human behaviors. but meanwhile, gives the next generation sufficient freedom that ICT entitle and empower to unleash their potentials and create a better and often unknown future of their own and your countries.

III. Institutional Capacity Building Strategy: Analyzing and filling in the capacity gap
Institutional capacity in reviewing and developing the ICT in Education Policy and in coordination and monitoring the implementation of the master plans Institutional capacity of teacher education institutions in providing initial teacher training and supporting continuing professional development Institutional capacity of schools in planning and creating e-learning environments, motivating and supporting teachers’ ICT integration, and organizing professional development National, local, & school-level institutional capacity in establishing and applying EMIS

What’s the Institutional Capacity of TEIs
The institutional capacity is a systemic capability of coordinating internal elements toward the destination illuminated by a visionary leadership, and of assimilating external resources or adapting itself to contextual changes during its evolutional process

What’s the Institutional Capacity of TEIs
The institutional capacity is a systemic capability of coordinating internal elements toward the destination illuminated by a visionary leadership, and of assimilating external resources or adapting itself to contextual changes during its evolutional process Where to go? Vision & Standards Institutional policy Plan & strategy Curriculum Leadership How e-ready Training content Trainers Where TEIs are: Current situation Instructors' Capacity

How to Build the Institutional Capacity?
UNESCO Next Generation of Teachers Project: Building the institutional capacity of the TEIs in designing and providing the training on ICT- integration for pre-service teachers  Over 50 TEIs from 16 countries Institutional evolution Broadening to other TEIs Scaling up to national policy Curriculum-Development Workshops and follow-up technical assistances Dean’s Forums Curriculum Leadership How e-ready Training content Trainers Capacity building workshops for teacher educators Where TEIs are: Current situation Instructors' Capacity

Objectives and Expected Results
Leadership: Enhance the leadership of the deans of TEIs in planning and managing effective training programmes on ICT in education I. Dean’s Forum Capacity of instructors: Build capacity of teacher educators on ICT-pedagogy integration  II. Capacity building workshop on ICT-pedagogy integration III. Peer Coaching Training content: Catalyze the efforts of TEIs in reforming ICT-related curricula IV.Curriculum Development Workshop

Main deliverables of UNESCO in building institutional capacity of TEIs
I. Dean’s Forum III. Curriculum Development Peer Coaching II. ICT-pedagogy Integration Other TEIs MOE (ICT) standards and curriculum authorization Inter-TEIs cooperation IV. KFIT Project based learning and telecollaboration TEI-School partnership Local schools

I. Dean’s Forum 4 Forums: 4 forums for 150 deans of 50+ TEIs from 16 countries Objectives Thematic or in-depth Dean’s Forum Thematic discussion and experience sharing National Forums or inter-TEI exchange Local follow-up Institutional actions 1st Regional Dean’s Forum Systematic vision Training on leadership Example of results achieved- Institutional Policy From: Filomena Dayagbil I am Filomena T. Dayagbil, Dean of the College of Teacher Education of Cebu Normal University (CNU). We have institutionalized our ICT training for graduating Education students in the university. For the past two years, all 4th year Education students ( 600 students every year) cannot graduate without undergoing the training on ICT integration into teaching and learning. Setting vision; Building leadership, Action planning Institutionalization is a process of fossilization of best practices

II. Workshop on ICT-pedagogy Integration
A 5-day workshop for teacher educators of TEIs focusing on ICT-pedagogy integration Effective (training) strategies on how to use ICT into different pedagogy: Pedagogical principles, supporting examples, appropriate tools, etc. Hands-on practices of ICT-based unit/lesson design Achievement: 13 national Workshops on ICT-pedagogy Integration have been organized

ICT-pedagogy Workshop
Overview ICT-pedagogy integration model Suggested training content and methodology TPCK ICT in expository based learning Pedagogical principles supported by lesson videos Useful pedagogical techniques Relevant ICTs Lesson design ICT in inquiry based learning Useful pedagogical techniques Relevant ICTs Individual resources based learning ICT in cooperative learning Starting from what they can do what they need to do Practicing “pedagogy-in-use” Gaining confidence by self-achievements

Training FRAMEWORK on ICT-pedagogy integration
Introduction Hands-on Instructional Design Pedagogy Content Knowledge ICT-facilitated Expository based learning Put all together PBL on pedagogy: Learning theory background; Key concepts; Key features What ARE & ARE NOT Practical knowledge General procedure Typical issues & coping strategies Further quest： Key problems or key concepts Resources General principles and showcases - Key points showing relative advantage ICT for pedagogy - Suggestions and principles Scenarios to read and analyze Analyze their appropriateness, effectiveness, and efficiency Connected to real context For what? Content and objectives To whom? Student Ana. Match of ICT & pedagogy: - ICT-amplified existing ones & ICT-empowered emerging ones. Design and provision of ICT -Select; combine compile; create Inquiry based learning Individual learning Cooperative learning

III. Curriculum Development Workshops
Objectives: Building capacity in ICT-related course development Expected results: Existing training courses on ICT updated or new ones developed and authorized Activities: Curriculum-development workshops followed by technical assistances and wrapped up by curriculum authorization

Main Categories of ICT-related Training Courses in TEIs
Main Curricular AREAS E. ICT-subject teacher training courses … Decision you need to make (authorization & resources) A. Educational Technology non-computer computer-based Other media B. ICT in Subjects subject tools courseware design lesson design C. e-learning Focusing on design & development of online environments D. ICT-pedagogy integration Focusing on pedagogical design Develop a new course 2. Upgrade the content 3. Promote methodology

ICT-related Teacher Training Courses – East China Normal University
ICTs in Educational Specialization Subjects ICT across ICT in Subjects – Grade Year 3 ICT Literacy–Grade Year 1 Computer & Information Literacy Word, PowrPoint, Excel… Instructional Website Design & Programming - Compulsory for Subject of Computer Science Didactical Game Development Elective courses for all subjects at any grade years Application of Virtual Reality Technique in Education Transforming Creation of 3-D Animation in Education Webquest & Online Learning Application of ICT across Subjects - Elective for all subjects at any grade years Infusing ICT-pedagogy Integration - Elective for all subjects at any grade years Instructional Design & Practice on ICT in Teaching Graphic Design of Educational Media -Elective for all Microteaching Practical Training Applying Application of Multimedia in Edu. Application of Teaching Media Emerging

Promoting Peer Coaching to Sustain School-based Professional Development
Collective school-based professional development Objectives: Training of (master) trainers on ICT-pedagogy integration  peer coaching and institutional trainings Activities: 2 Peer Coaching workshops covering >60 master teacher educators Results: Peer coach adopted by TEIs training localized

ICT for Teacher Training vs. Teacher Training on ICT in Education
Teachers.tv: Initiated in UK at 2005, adopted Office of Higher Education Commission in Thailand ( accessible for mobile phones Mobile phone for teachers’ professional development: “Text2Teach” of Philippines (Ayala Foundation and SEAMEO-Innotech ): Delivering digital learning materials to schools with the use of mobile technologies including Continuing Studies for Teachers via Television .

Key qualitative policy indicators for ICT in education policy review
1. E-Inclusion and E-Equity for equal learning opportunities 2. Defining E-Skills and E-ethics as results 3. Enabling usable e-learning environment 4. Preparing ICT-qualified teachers and supporting CPD 5. Fostering innovative ICT-pedagogy integration and e-learning 6. Institutionalizing EMIS

Thank you… f.miao@unesco.org http://twitter.com/#!/UNESCOICTs

ICT in Education Policy Development and Review:

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