fengchun miao ict in education unit unesco bangkok lessons learned from unesco schoolnet and other...
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Fengchun MIAO ICT in Education Unit
UNESCO Bangkok
Lessons Learned from UNESCO SchoolNet and other ICT in Education Projects
Partnership and School Networks in Asia
Education is at a crossroads…
Education for All (EFA)
Tertiary education and life-long learning
Traditional knowledge and skills
Emerging science and innovation (ICT literacy and 21st century skills)
Media
Pedagogy
ContentExa
ms
ICT in education policymakers are often at a impasse…
Donors’ temptation
Workplace needsVendors’ drive
Political demands
Funds & ideas
Technologie
s & solutions
Content inputs
& HR supply
Knowledge so
ciety
&
producti
vity o
utputs
Twisted and distorted ?
Looking forwards: Vision of ICT in education
ICT-related human resources development in the context of the knowledge economy ICT empowered critical thinkers New skills - Information Literates and ICT savvies
ICT innovators - ownership of intellectual property of ICT
Legal and responsible digital citizens ?
ICT for social equity: ICT-enhanced EFA
Looking backwards: The Digital divide
ICTs natives: Students in the most favoured countries
ICTs immigrants: Educators and teachers in developing countries
ICT-alienated groups: Under-served children who are alienated from ICTs, online knowledge and online communities
“There has been much reference to the digital divide, which is a reality. But a still more disturbing factor is that the knowledge divide
between the most favoured and the developing countries, particularly the least developed countries, is liable to widen...”
- Koïchiro Matsuura, Director General of UNESCO
Looking around: Digital Divide and Knowledge Divide
Education Policy Training of Teachers Teaching and Learning Non-Formal Education Monitoring & Measuring Change Research & Knowledge Sharing ICT in HE ICT as a Subject Area
Essential focus areas for ICT in education programming
Assist member states in harnessing
the potential of ICT towards achieving quality education for all
in the Asia-Pacific region
Overall Goal of ICT in Education Programme UNESCO
When previewing the potential of ICT for education we often overhype its promise
– but underestimate the impact when reviewing its actual performance
Define ICTs in Education
ICT in education is not only computer and Internet ... ICT: all technology which can transmit, store, create,
share or exchange information. ICT include: radio, television, video, DVD, telephone,
satellite systems, computer and Internet
ICT as a delivery medium for EFA
Define ICTs in Education
ICT for education, is not only for information presentation, Computer and other digital equipment
enable access to sensory information enhance the richness of learning stimuli
visualize extra-sensory information: for disabled groups; for observation and understanding
facilitate high-level knowledge construction personalize the learning process
Define the potential of ICTs for education
Pyramid of information processing for the productive and tailored learning process
Bits and bytes:Strings of ones and zeros
Bits and bytes:Strings of ones and zeros
Data:Figures, letters, and other signs
Data:Figures, letters, and other signs
Information:Interpreted data
Information:Interpreted data
Knowledge:Facts and effects
Knowledge:Facts and effects
Wisdom:Deeper
experience
Wisdom:Deeper
experience
The
info
rmat
ion
deliv
ery
med
ia
and
orga
niza
tion
met
hodo
logy
The purpose and the designed
activities of using information
Information is ubiquitous, its value depends on for what and how human uses it
As a knowledge database: A pathway to real-world experience and encyclopaedia of global knowledge
As a searching engine: A meaningful searching and researching tool of learning information
As an online community: A portal for social construction and collaborative creation
ICT - Internet and other communication technologies are not only for personal fun, Internet can act:
Define the potential of ICTs for education
ICT as a pedagogy-enabling tool
ICT-supported educational statistics, assessment, and administration
Learning Management System EMIS - A scalable continuum
ICT: as a cost-effective management tool to increase the effectiveness and efficiency of learning management and education administration
Define the potential of ICTs for education
As a education management tool
The potentials of ICTs for education: UNESCO’s Recognition
As a delivery medium for EFA
As a pedagogy-enabling tool
As a edu. management tool
As a subject for ICT literacy
Within overalleducation systemfor the education priorities
Onion Model of ICT in education programmingOnion Model of ICT in education programming
High-quality life & learning for
students
Partnerships and resources mobilization: public & private; upfront and sustainable; formal & non-formal
National policy & master plans, ICT standards, management mechanism, and monitoring indicators
Infrastructure improvement; hardware, software, and resources procurement & refurnishing
ICT in education programming is like to peel an onion, one layer after another while under systematic planning, and sometimes with tears...
Capacity building: planners & administrators, researching or training institutions, teacher educators & teachers,
Education practices: classrooms, families, communities; fix/flexible time & space
ICT in Education Policy Project (Toolkit-JFIT, World Bank Institute)
ICT-in-Education Indicators (UIS) ICT in Teacher Training (11 countries) Next Generation of Teachers Project (Microsoft, Cisco System) UNESCO SchoolNet (8 ASEAN countries) ICT in Non-Formal Education (APEAL) ClearingHouse project (JFIT Regular budget) Innovative Practices Project (long-term partners?) Capacity Building Project (modules) (JFIT ADB) ICT for Literacy Education (RDF JFIT) ICT for Higher Education (JFIT )
ICT in Education Projects of UNESCO Bangkok
Strengthening ICT in Schools and
SchoolNet Project in ASEAN Setting
UNESCO SchoolNet Project
www.unescobkk.org/education/ict UNESCO SchoolNet
Strengthening ICT in Schools and SchoolNet in ASEAN Setting
24 pilot schools in eight (8) ASEAN countries categorized in to two development levels:
Target groups: In-service teachers Focus areas: Three major subjects
>> English, Mathematics, and Science
>>CMLV: Cambodia, Myanmar, Lao PDR, and Viet Nam
>>IMTP: Indonesia, Malaysia, the Philippines, and Thailand
Objectives
To explore and demonstrate innovative models of ICT use in schools – ICT-based lessons plans.
To encourage better ICT-based teaching and materials development – resources and software.
To improve connectivity and access to online educational resources, and to encourage sharing of resources – national and regional websites.
Main Activities
1. Establishment of Regional SchoolNet - Bridges to Learning: A Pilot Telecollaboration Initiative of the ASEAN SchoolNet Project Regional training course of website managers,
teachers and Schoolnet technical personel (28 March - 1 April 2005)
Regional workshop on the creation of national and regional Schoolnet (4 to 6 April 2005)
Training Workshop for Facilitating Tele collaboration and Evaluation Activities (12 to 16 December 2005)
ICT-based Lesson and Material-Development Workshop (19-23 July 2004)
Training on the Use of ICT in Teaching Mathematics, Science, and Languages for Indonesia, Malaysia, Philippines and Thailand (24 Nov-3 Dec 2004) for Cambodia, Laos, Vietnam (4 Nov-13 Nov 2004)
National Follow-up Workshops on Strengthening ICT use in Schools and SchoolNet
2. Training workshops for national coordinators, teachers and SchoolNet managers
Main Activities
SchoolNet toolkit: a detailed “recipe book” for all kinds of practitioners
Two editions of resources CD-ROMs of learning materials for English, Mathematics, and Science
Supporting catalogue for teachers
3. Development and provision of materials
Main Activities
Technical assistance on use of the school network Help compile existing materials, adapt and/or
develop additional lessons In-depth interview with head-teachers; On-site
observation of classrooms and face-to-face analysis with teachers on ICT-based lessons
4. Country-level technical assistance
Main Activities
South East Asian ICT Advocacy and Planning Workshop for Policy Makers and National ICT Coordinators (15 December 2003)
Sub-Regional Meeting of National ICT Coordinators on Project Planning and Management (16 to 18 December 2003)
5. Seeking supports from policy makers
Main Activities
Three editions of Lessons Learned Sharing Lessons Learned Workshop
(26 to 28 June 2006)
6. Documentation and sharing of the lessons learned
Main Activities
Achievements and Resources Available
SchoolNet Toolkit for policy/decision-makers, school managers, practitioners, teachers and principals on the integration of ICT into schools
Resources on Science, Mathematics and Language: Directory, Multimedia resources, & Open Source Software (and ScholNet lesson plans )
Three editions of Lessons Learned Case studies of Indonesia, Malaysia, Philippines,
Thailand, Singapore and the Ro Korea Report on Telecollaboration: "Bridges to Learning"
initiative and the "Learning Circles" activities Evaluation Framework for SchoolNet
Lessons learned from UNESCO SchoolNet
Missing local ownership – Externally driven by the overhype of the un-suitable ICTs
Mis-ownership – No direct target on students Unnecessary tele-collaboration for traditional
teaching and learning activities - Mismatching between pedagogy and content
No sustainability - Lack of institutionalization on content and pedagogy reform
Local ownership
E-Readiness of and appropriate ICTs for least developed countries: Starting from a hype that ICT can help build a super
power, instead of a diagnostic study on education problems currently facing the weak countries and a prescription on what and how ICT can help or heal.
What sort of ICTs for what sort of education?
What sort for education for what sort of life?
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 ICTS FOR WHAT SORT OF EDUCATION?
Azad Jammu and Kashmir (AJK)Pakistan …
WHAT SORT OF EDUCATION FOR WHAT SORT OF LIFE?
Vientiane LAO PDR
WHAT SORT OF ICTS FOR WHAT SORT OF EDUCATION?
Vientiane, LAO PDR
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
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?
Who own the tele-collaboration - Youths are internet natives and online space landlords
What are the driving forces underlying the online (learning) activities?
Academic achievement driven: one-way knowledge searching or self-directed leaning
Excellence driven: Project-based collaboration (higher order thinking)
Interest driven: Peer/group-based learning on creative writing, video editing, inter-cultural understanding, other artistic endeavors
Friendship driven: Extended & always-on emotional connection; internalization of social norms
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
Institutionalization- The sustainable local ownership
Education institutions need to keep pace with the rapid changes introduced by the new forms of learning activities: peer/group-based, self-directed, usually project-based online learning and tele-collaboration
National curriculum: Learning content restructure or harmonization
Teacher education institutions: Teacher training curricular reform
Schools: Support innovative practices
The First stage of Next-Gen Project for Institutional Capacity Building
Where we are:Current situation
E-readiness
Where we are going•International standards•Local social needs•National standards•Individual needs of students
Curriculum
Leadership
Instructors' Capacity
Dean’s ForumsCurriculum Development Workshops
Capacity-Building Workshops for Instructors
The Scaling-up Strategies of Next-Gen Project for Institutionalization
UNESCO Country OfficesUNESCO Country Offices
National Commissions for UNESCO
National Commissions for UNESCO
Project Management Team
Project Management Team
Government Driven Initiatives
Government Driven Initiatives
Country Project Team Country Project Team
-Responsible Sector-Country coordinator- Heads of TEIs- Team members
-Responsible Sector-Country coordinator- Heads of TEIs- Team members
UNESCO Initiated Activities
UNESCO Initiated Activities
Regional Events Regional Events
Institution Led Reforms
Institution Led Reforms
Lead InstitutionsLead Institutions
Dean/Head, curriculum developers, and instructorsDean/Head, curriculum developers, and instructors
TEIsTEIs
TEIsTEIs
……
Authorized by the MoEAuthorized by the MoE
TEIsTEIs
TEIsTEIs
……
Activities led by Activities led by
Lead InstitutionsLead InstitutionsNational initiatives led by
Lead InstitutionsNational initiatives led by
Lead Institutions
UNESCO BangkokUNESCO Bangkok Implementing PartnersImplementing Partners
Cisco System, Intel, Microsoft, etc.
Cisco System, Intel, Microsoft, etc.
The main project activities of Next-Gen project for institutionalization
First Regional MeetingFirst Regional Meeting
UNESCO BangkokUNESCO Bangkok
First Curriculum Development Workshop
First Curriculum Development Workshop
UNESCO BangkokUNESCO Bangkok
UNESCO BangkokUNESCO Bangkok
Second Curriculum Development Workshop
Second Curriculum Development Workshop
Capacity Building Workshops for Instructors (Pre-service teacher educators) on ICT Skills, ICT-pedagogy integration, and Peer Coaching
Capacity Building Workshops for Instructors (Pre-service teacher educators) on ICT Skills, ICT-pedagogy integration, and Peer Coaching
UNESCO BangkokUNESCO Bangkok
Technical assistance and monitoring
Technical assistance and monitoring
Co-ordinated by UNESCO Bangkok, hosted by Lead Countries and Lead Institutions, in cooperation with other Partners
Co-ordinated by UNESCO Bangkok, hosted by Lead Countries and Lead Institutions, in cooperation with other Partners
Second Regional MeetingSecond Regional Meeting
UNESCO BangkokUNESCO Bangkok
Innovative Practices of pre-service teachers in designing and practicing pedagogically proper ICT-based lessons
Innovative Practices of pre-service teachers in designing and practicing pedagogically proper ICT-based lessons
Facilitated by instructors who have received trainings from UNESCO Bangkok Facilitated by instructors who have received trainings from UNESCO Bangkok
Experience sharing
Resources synergy
Award for individuals: Innovative Practice Project of ICT in Education
The Innovative Practices in ICT in Education project was launched in 2007 to identify, document, share and multiply ICT in education innovations through the following activities: UNESCO ICT in Education Innovation Awards Training workshops based on the identified
innovative practices Publication and dissemination of
the innovative practices Case studies of ICT in education
innovations
Categories Number %
Teachers and teacher educators 100 68.5
Education planners and administrators 27 18.5
Non-formal educators 8 5.5
Others 11 7.5
Entries for the ICT in Education Innovation Awards (2007-2008)Entries for the ICT in Education Innovation Awards (2007-2008)
Three categories of the Awards: a) teachers and teacher educatorsb) educational planners and administrators, and c) non-formal educators.
Three categories of the Awards: a) teachers and teacher educatorsb) educational planners and administrators, and c) non-formal educators.
ICT in Education Innovation Awards
www.unescobkk.org/education/ict/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, Malaysia
a) teacher and teacher educators>> Fractured Fairy Tale cum ICT (Online creative reading) - Sook-Fong Foo, Singapore>> Student Peer Teaching Strategy - Debbie Tee-Hwa Tan, SMK Seksyen 5, Malaysia
Workshops based on innovative practices
b) educational planners and administrators >>One Computer in Multi-grade Classroom- Julito Aligaen, Philippines>> The Instructional and Curricular Excellence in School Leadership for Southeast Asia (ICeXCELS) -SEAMEO INNOTECH
b) educational planners and administrators >>One Computer in Multi-grade Classroom- Julito Aligaen, Philippines>> The Instructional and Curricular Excellence in School Leadership for Southeast Asia (ICeXCELS) -SEAMEO INNOTECH c) non-formal educators>> Learning the 3Rs through Discovery, Interaction and Participation for Children of Nomadic Tribes -Muriyankulangara Ananthakrishnan, India
c) non-formal educators>> Learning the 3Rs through Discovery, Interaction and Participation for Children of Nomadic Tribes -Muriyankulangara Ananthakrishnan, India
Award for schools: Second Stage of Innovative Practice Project
Awards of e-Schools
Who are the five-star e-Schools?
Learning to do, learning to learn,learning to be, learning to live together.. .
Learning to …
Learning to change/transform …
Enlarging the AEC-NETs Scope: Partnership and School Networks in Asia
I. Redefine “boundary” “Learning beyond boundaries” ICT in Education Vision of UNESCO:
“A world without boundaries where technologies support education to build
inclusive knowledge societies. ” Geographic and demographic Cultural and economic Physical and psychological Non-ASEM half ICT-ready schools – half empty glass
Enlarging the AEC-NETs Scope: Partnership and School Networks in Asia
II. Magnification to different e-readiness
III. Diversification for emerging economies
IV. Using multi-lateral and inter-governmental organizations to catalyze bi-lateral cooperation
What and how UNESCO can contribute
As a standard setterThrough capacity-buildingAs a clearing houseThrough international cooperation
Mobile phones for literacy educationHow many percents of newly-literate
population are attributed to ICTs?
Website e-Newsletters Print publications CD-ROMs Online Community
For more information: ICT in Education ClearingHouse
ICT in Education Website
27,000 unique visitors per month on the overall website
Average time spent by visitors increased by over 70% over the past year
Number of pages viewed increased by 50%
No.1 Google page rank
ICT in Education e-Newsletter
Over 1200 articles have been published since 2002
The e-Newsletters are sent out every 2-3 weeks to more than 4500 subscribers worldwide
Multiple articles have been redistributed in external newsletters or magazines
ICT in Education Online Communitywww.unescobkk.org/forum/education/ict
ICT in Education Publications
Over 30 publications (books and CD-Roms have been produced
From June 2007 to May 2008, 1292 publications have been sent out to 403 distinctive recipients
The systematic think of ICT in education
expository-based and individual
Capacity:Institutional& individual
Policy:Infrastructure& standards
Learning objects
Outcomes:CertificatesLife style
& practice
Culture & values
multi-media stimulus
curriculum and pedagogical learning
objects
content
meaningful inquiryand life; collaboration
pedagogyAccess to information
information publishing and technology-mediated collaboration
technology
The learner community
