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Fengchun MIAO Programme Specialist of ICT in Education UNESCO HQs ICT in Education Policy 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: 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 p Standard setter p Capacity builder p Laboratory of UNESCO ICT in Education Programme p Standard setter p Capacity builder p Laboratory of Ideas p Clearing house p Catalyst of international cooperation

UNESCO ICT in Education Programme Overall Goal of ICT in Education Programme UNESCO is 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 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 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 Transforming teachers to move upwards the four -stages of ICT-Pedagogy Integration Infusing Applying Emerging (a) Stages of ICT skills (b) Pedagogical Usages

Example I of Capacity Building: ICT in Education Policy Project § The most popular Example I of Capacity Building: ICT in Education Policy Project § The most popular ICT in Education Toolkit: www. ictinedtoolkit. org § 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 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: 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 Dean’s Forums Curriculum-Development • Institutional Workshops and follow-up technical assistances Curriculum Leadership How e-ready Where TEIs are: Current situation evolution • Broadening to other TEIs • Scaling up to national policy Capacity building workshops for teacher educators • Training content • Trainers Instructors' Capacity

Other TEIs I. Dean’s Forum Peer Coaching s EI n r-T tio te ra Other TEIs I. Dean’s Forum Peer Coaching s EI n r-T tio te ra In pe o co MOE (IC an T) s t d au cur anda tho ric rd riz ulu s ati m on UNESCO’s Main deliverables of in building institutional capacity of TEIs II. ICT- III. pedagogy Curriculum Integration Development IV. KFIT Project based learning and telecollaboration TEI-School partnership Local schools

Example IV of Capacity Building: “ 3 Is” Project Based Learning and Telecollaboration Exploring Example IV of Capacity Building: “ 3 Is” 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 “ 3 Is” (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 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 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 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 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: http: //oerwiki. iiep-unesco. org/ § "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 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 § UNESCO ICT in Education Website: UNESCO ICT in Education Website and Social Media § UNESCO ICT in Education Website: http: //www. unesco. org/new/en/unesco/themes/icts § Twitter: http: //twitter. com/#!/UNESCOICTs § Facebook: http: //www. facebook. com/UNESCOICTin. Education § 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 ICT for what sort of education? What sort of education for what sort of life?

II. Policy Planning: Orienting ICT towards educational results ICT in Education Policy: Catch up 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 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 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 studentcentered pedagogy (Beyond EFA) § by TVET sector as emerging subject areas for ICT skill trainings (21 st Century Skills)

Onion Model for ICT in education Policy Planning ICT in education programming is like 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

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

E-Inclusion and E-Equity For policy makers, ICT in Education is NOT a matter of 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”.

ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise Need Universal access to education E-Readiness & Reality Sector-wide Policy and Master Plan Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • ICT for literacy education • Equal access to educational resources • ICT for life-long learning opportunities • An ubiquitous learning portal Your country’s E-readiness of outurgent/major EFA school children or needs/issues? drop-out youth? What are the root Can ICT hit the causes? 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 Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • ICT for literacy education • Equal access to educational resources • ICT for life-long learning opportunities • An ubiquitous learning portal §EFA issues: 60 million §Mobile phone is the highest §Using SMS to retain illiterates; Gender divide (M 63% F 36%) §Root causes: Low efficiency of traditional literacy approaches + High relapse into illiteracy penetrating ICT (>100 Ms subscribers) §handy communicative tool for Islamic females: can be used anytime and anywhere without need to meet F 2 F §Limited capacity: 160 scripts per SMS; limited memory – not suitable for initial literacy education 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 Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis (cont. ) Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • 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 (1 st M) Step 2: Learning how to use mobile phones and Starting to receive and send SMS (2 nd M) Step 3: Receiving and sending SMS, reading and practice on the working book (2 nd – 5 th M) Step 4: Reporting to literacy centers and having weekly or monthly tests (2 nd – 5 th M)

Pakistan Mobile Phones Retaining Women’s Literacy Rate: Policy Analysis (cont. ) Lessons learned from 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: 0 -50 B: 51 -69 A: 70 -100 n=100

Mongolia Radio for Gobi Women’s Literacy: Your analysis? Universal access to education Universal access Mongolia Radio for Gobi Women’s Literacy: Your analysis? Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • 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 §Too expensive to education to 15, 000 nomadic women: Through rereach large-scale unequipped four radio stations; one in Ulaanbaatar, reached three in Gobi; Topics include livestock rearing populations? techniques; family care; income generation using locally available raw materials; and basic business skills for a new market economy Source: UNESCO (2003), Meta-survey on the Use of Technologies in Education in Asia and the Pacific 2003 -2004

Self Filming by Children of Nomadic Tribes for Literacy Education- India Universal access to Self Filming by Children of Nomadic Tribes for Literacy Education- India Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • ICT for literacy education • Equal access to educational resources • ICT for life-long learning opportunities • An ubiquitous learning portal • Implemented by Developmental Informatics Lab, §Too low attendance Indian Institute of Technology Bombay, Mumbai or motivation for literacy education • Topics: objects from the immediate environment programme? 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

ICT equalizes the access to high-quality educational resources: Case from China Universal access to ICT equalizes the access to high-quality educational resources: Case from China Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • 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. ) • 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 ICT broadens the basic education - Case from India: National Open School Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • 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 2007 -08 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 2003 -2004 with updated data from http: //www. nos. org/

E-Learning and ODL broadening and transforming higher education Universal access to education Universal access E-Learning and ODL broadening and transforming higher education Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • 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 i. Tunes U sites.

Open Universities: Open your universities or open your students to ODL? Universal access to Open Universities: Open your universities or open your students to ODL? Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education • 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?

Korea U-Learning: Digital Textbooks and U -Campus service Universal access to education Universal access Korea U-Learning: Digital Textbooks and U -Campus service Universal access to education Universal access • ICT readiness to ICT enables • Schooling universal access conditions to education §Highest spending on • ICT for literacy education • Equal access to educational resources • ICT for life-long learning opportunities • An ubiquitous learning portal §What are the long-term education continuous e-readiness? §Top ranking in TIMSS §ICT in Education Master and PISA, while learning Plan 1 (MP 1) to MP 4 interest and motivation going lower §What’s the next: Future School 2030 Project §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 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 (http: //www. edunet 4 u. net) and pilot testing u-classes

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

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

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

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

ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise Need Better learning & human outcomes ICT promotes (adds) learning outcomes and human ethics E-Readiness & Reality Sector-wide Policy and Master Plan • Curriculum standards • Teachers’ competency & pedagogy • Assessment • Teachers’ ICT competency • ICT as new learning outcomes • ICT enhanced learning outcomes of core subjects • ICT enable 21 st-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 Curriculum review and/or reform in response to ICT-related skills (basic education & TVET) ICT for subject content knowledge (Applying) ICT Literacy (Emerging) Curriculum Methodology: ICT enhanced inter-disciplinary skills (synthesis, critical thinking) ICTs for subject knowledge and skills (simulation, cognitive tools) Application of basic ICT skills in subjects Complex communication skills & telecollaboration Content related communication or collaboration Subject or modules on basic ICT skills and communicative media including e-safety Infusing into subjects or crosssubject content or activities New modules in existing subjects Ethical and cultural awareness Infusing ICT across subject (Infusing) Information Literacy and meta-cognitive skills ICT Specialization (Transforming) Online communication creation & management ; Inter- cultural understanding ICT-enhanced Life skills, ob skills, self entrepreneurs Specialized ICT Skills & ICT creativity and innovation ICT for realworld problem solving (PBL) ICTs for subject problem solving (experimentation) Digital products Creation Separate core subjects or modules

Curriculum review and/or reform in response to ICT-related skills (basic education & TVET) Possible Curriculum review and/or reform in response to ICT-related skills (basic education & TVET) Possible Initiatives or Projects: • Curriculum review: National definition on ICTrelated/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

Dual tracks for digital literacy and ICT competencies • ICT as a subject area: 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 Data management technology Internet technique application Multimedia application Algorithm and Programming ICT Literacy ICT Curriculum Structure for Upper Secondary Schools

How to measure students’ ICT-related skills? • ICT in/across other subjects: Focuses on information 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 [http: //www. pisa. oecd. org] • 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 How to measure innovative teaching: Preview of Preliminary Survey Results, 2011

Innovative Teaching and Learning (ITL) Research This is the second year of a multi-year 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

How do we measure innovative teaching? • • Innovative Teaching Practices Index The teacher How do we measure innovative teaching? • • Innovative Teaching Practices Index The teacher survey contains groups of related items—scales—related to each of Construct Sub-construct the elements of innovative teaching practices from the ITL Research Knowledge-building conceptual framework. * 6 Extension of learning beyond the classroom ICT integrated into teaching and learning Self-regulation and assessment 4 Small group work 3 Personalized and individualized learning – * Project-based learning is not included because the scale used in the pilot year did not perform Studentcentered well. pedagogies 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. # of items 6 Extended classroom community 7 Global awareness/ cultural understanding 3 Teacher ICT use 11 Student ICT use 14

Innovative teaching practices and students’ 21 st century skills Teachers who report more frequent Innovative teaching practices and students’ 21 st century skills Teachers who report more frequent use of innovative teaching practices also tend to report that their students exhibit stronger 21 st century skills. Survey data show a strong correlation between teacher reports of their own innovative teaching practices and their estimates of their students’ 21 st century skills. Analysis of actual learning activities and student work (to come) will be a more objective measure of this relationship. 49

School-level factors associated with innovative teaching practices • The teacher survey measured teacher reports 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: 1) Frequency of teacher collaboration had the strongest association with innovative teaching practices, followed by 2) Degree of school-level support for teacher collaboration, then 3) Incentives and appraisals for innovative teaching.

51 Frequency of teacher collaboration • Teachers who report more frequent collaboration tended to 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. Source: teacher survey

Support for teacher collaboration • Teachers who reported that their schools offered high levels 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. Source: teacher survey

Incentives and appraisals for innovative teaching • Teachers who reported that their schools offered Incentives and appraisals for innovative teaching • Teachers who reported that their schools offered incentives and appraisals for innovative teaching practice tended to show higher levels of innovative teaching. 53

Student access to computers in the classroom Student access to at least one computer 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.

ICT solution to low-end schools § One computer + LCD projector on wheels in 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

ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise Need Better learning & human outcomes ICT promotes (adds) learning outcomes and human ethics E-Readiness & Reality Sector-wide Policy and Master Plan • Curriculum standards • Teachers’ competency & pedagogy • Assessment • Teachers’ ICT competency • ICT as new learning outcomes • ICT enhanced learning outcomes of core subjects • ICT enable 21 st-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 NETGeneration Students • Most students give highest rating to Next Generation of Teachers for NETGeneration Students • Most students give highest rating to “ 50 percent lecturing and 50 percent interactive activities” class structure. (Source: Educating the Net Generation, EDUCAUSE, 2005) © How. Stuff. Works • 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 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 TECHNOLOGY LITERACY POLICY AND VISION POLICY AWARENESS CURRICULUM AND ASSESSMENT BASIC KNOWLEDGE DEEPENING KNOWLEDGE CREATION POLICY INNOVATIONI UNDERSTANDING KNOWLEDGE APPLICATION 21 ST 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 DIGITAL LITERACY MANAGER AND COACH DEVELOPMENT TEACHER AS MODEL LEARNER

How to apply the CFT: Localizing UNESCO ICT CFT or developing your own standard? How to apply the CFT: Localizing UNESCO ICT CFT or developing your own standard? 1. ICT-CFT and E-Readiness: ICT Competency Standards should not be taken as mandatory standards for teachers in developing countries without sufficient ereadiness 2. ICT CFT and Teachers Pedagogical Content Knowledge: Teachers’ ICT qualifications should be pivoted around pedagogy. 3. 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 TPCK: Structure and Teachers’ Development Shift of teachers’ qualification: Pedagogical content knowledge (PCK) Technological PCK(TPCK) ICT for Pedagogical Transformation Enabling blended (Enabling & managing deeper learning environment learning through ICT) ICT for Pedagogical Innovation (Facilitating students learning with and/or through ICT) ICT Integration in subject teaching (Teaching with ICT) Teachers’ Learning about ICT Autonomous Professional Learning Skills ICT-based Subject-Specific Designing ICT enabled Pedagogical Skills lesson plans and digital (Conceptual learning, materials, creating organization of ideas, pedagogically proper tele-collaboration) learning environment Integrating ICT in lesson planning; Use of multimedia tools Teachers experience good pedagogy as a student Technological Pedagogy Creation of LMS, interactive tools, gaming Specific learning tools; Web 2. 0 Mind Mapping; Web. Quest ICT-based Generic Authoring tools Pedagogical Skills (Present, guide search Multimedia tools for information, create content, facilitate) Enhancing daily life, teaching, and traditional management using ICT Productivity tools Internet (information searching & online community); E-mail Subject & Professional Competencies ICT Competency

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

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

Total Ownership of an ICT Competency Standard for Teachers: China’s Experiences Step 1 Standard Total Ownership of an ICT Competency Standard for Teachers: China’s Experiences Step 1 Standard Setting: China Educational Technology Standards (CETS) was developed and endorsed at 2004 Step 2 Standard Adoption: CETS was adopted as a new set of compulsory criteria for Teacher’s Certificate Step 3 Syllabus and Training Programme: Government invested in and monitoring the development of in-service teacher training courses Step 4 Public Training Providers: Government selected local training (and exam) centers through bidding process who are entitled funds and authorized certification Step 5 Coherent Teacher Education: Pre-service teacher training courses reformed accordingly

CETS: Content and Framework A “ 4 -14 -N” structure was designed for CETS CETS: Content and Framework A “ 4 -14 -N” structure was designed for CETS p 4: 4 Dimensions (1 st Indexes) ; p 14: 14 second indexes; p 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 § IMPLEMENTATION AND INNOVATION p Awareness CETS: Content and Framework § AWARENESS AND ATTITUDE § IMPLEMENTATION AND INNOVATION p Awareness of Demand of ICT p p Awareness of Implementation and Innovation of ICT p p Interest and Attitude of ICT p p p Instruction Design Implementing Lesson Integrating ICT into the Curriculum Collaboration and Communication Learning and Professional Development § KNOWLEDGE AND SKILLS § SOCIAL RESPONSIBILITES p p Basic Concepts Basic Skills Information searching, processing and presenting p Information security and evaluation    p p Social Ethics Rule of Law Social Responsibilities Humane Care Information security and evaluation   

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

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

Training Course (A) for Teachers at Applying Stage Unit 1 Orientation Activity 1 Experiencing 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 Exercise and Reflection 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 Exercise and Reflection 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 Unit Exercise and Reflection

Training Course (A) for Teachers at Applying Stage (cont. ) Unit 5 ICT-enhanced Inquiry-Based 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 Exercise and Reflection 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 Exercise and Reflection 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 Unit Exercise and Reflection 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 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 Exercise and Reflection 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 Unit Exercise and Reflection

Training Course (A) for Teachers at Applying Stage (cont. ) Unit 5 Development and 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 Exercise and Reflection 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 Exercise and Reflection 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 Unit Exercise and Reflection Annex I Sample lessons or lesson plans Annex II Related Resources

ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise ICT in Education Policy: Using educational needs to harness ICT’s promises Educational ICT’s Promise Need Efficient ICT improves educational management E-Readiness & Reality Sector-wide Policy and Master Plan • Human & ICT • EMIS and evidence-based policy making of different • School-home-community portal Edu. ADMs • 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 Open. EMIS of UNESCO (http: //ptf. com/download/openemis_user/6210970) piloted in Mongolia

ICT Enhanced Educaction Management and Administration Case of Korea : NEIS • National Education ICT Enhanced Educaction Management and Administration Case of Korea : NEIS • National Education Information System • Web-based online administration system for Korea’s educational administration Concept of NEIS Service General Affairs Staffs (MPOEs, LOEs) Statistics Academic Affairs G 4 C Service NEIS Statistics Teacher/Non-teaching staff (Schools) G 4 C Service(Home-Edu) General Affairs Academic Affairs 16 MetropolitanㆍProvincial Offices of Education Code/Index G 4 C Service Parents/Citizen NEIS MEST Statistics 73

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

Behind kids’ doors, are they e-learning or eentertaining? • Students use computers and the Behind kids’ doors, are they e-learning or eentertaining? • 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 schoolrelated 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 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. )

Policy Advice on Protection Strategies • The main causes are not rooted in education 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 MOE and Local Authority: Policy and protective measures Schools principals and technician: safe internet or intranet; Educational modules for students Capacity building for teachers Civil Society Legal Sector E-safety criteria in eschool standard § Modules on e-safety for students; § Capacity building for ICT integrators Teachers: Monitoring of Parents and Community: & Modeling; Facilitating Monitoring and Capacity building understanding and skill protection for teachers and parents development

Limitation of ICT in Education Policy ICT Policy for learning and learners, is to 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 ICTmediated 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 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 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 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 Where TEIs are: Current situation • Training content • Trainers Instructors' Capacity

How to Build the Institutional Capacity? UNESCO Next Generation of Teachers Project: Building the 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 Dean’s Forums Curriculum-Development • Institutional Workshops and follow-up evolution technical assistances Curriculum Leadership How e-ready Where TEIs are: Current situation • Broadening to other TEIs • Scaling up to national policy Capacity building workshops for teacher educators • Training content • Trainers Instructors' Capacity

Objectives and Expected Results § Leadership: Enhance the leadership of the deans of TEIs 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

Other TEIs I. Dean’s Forum Peer Coaching s EI n r-T tio te ra Other TEIs I. Dean’s Forum Peer Coaching s EI n r-T tio te ra In pe o co MOE (IC an T) s t d au cur anda tho ric rd riz ulu s ati m on Main deliverables of UNESCO in building institutional capacity of TEIs II. ICT- III. pedagogy Curriculum Integration Development IV. KFIT Project based learning and telecollaboration TEI-School partnership Local schools

I. Dean’s Forum Objectives 4 Forums: 4 forums for 150 deans of 50+ TEIs I. Dean’s Forum Objectives 4 Forums: 4 forums for 150 deans of 50+ TEIs from 16 countries Thematic or in- • Thematic discussion and depth Dean’s experience Forum sharing Setting • Local follow-up vision; National Building Forums or inter • Institutional actions -TEI exchange leadership, • Systematic vision Action 1 st Regional • Training on planning Dean’s Forum leadership Institutionalization is a process of fossilization of best practices Example of results achieved- Institutional Policy From: Filomena Dayagbil [email protected] com 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 4 th year Education students ( 600 students every year) cannot graduate without undergoing the training on ICT integration into teaching and learning.

II. Workshop on ICT-pedagogy Integration § A 5 -day workshop for teacher educators of 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 • ICT-pedagogy integration model • Suggested training content and methodology • TPCK ICT-pedagogy Workshop • ICT-pedagogy integration model • Suggested training content and methodology • TPCK Overview ICT in expository based learning • Pedagogical principles supported by lesson videos • Useful pedagogical techniques • Relevant ICTs • Lesson design • Pedagogical principles supported by lesson videos • Useful pedagogical techniques Relevant ICTs • Lesson design ICT in inquiry based learning § Starting from what they can § Practicing do what they need to do “pedagogy-in-use” Individual resources based learning • Pedagogical principles supported by lesson videos • Useful pedagogical techniques Relevant ICTs • Lesson design • Pedagogical principles supported by lesson videos • Useful pedagogical techniques Relevant ICTs • Lesson design ICT in cooperative learning § Gaining confidence by self-achievements

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

III. Curriculum Development Workshops § Objectives: Building capacity in ICT-related course development § Expected 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 Decision you need Main Categories of ICT-related Training Courses in TEIs Main Curricular AREAS Decision you need to make E. ICT-subject teacher training courses … A. Educational Technology B. ICT in Subjects (authorization non-computer-based & resources) subject tools courseware design lesson design Other media 1. Develop a new course 2. Upgrade the content 3. Promote methodology C. e-learning D. ICTpedagogy integration Focusing on design & development of Focusing on online pedagogical environments design

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

Promoting Peer Coaching to Sustain Schoolbased Professional Development Collective school-based professional development § Objectives: Promoting Peer Coaching to Sustain Schoolbased 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: 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 (www. Thaiteachers. TV– accessible for mobile phones • Mobile phone for teachers’ professional development: “Text 2 Teach” 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 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 http: //www. facebook. com/UNESCOICTin. Education http: Thank you… f. [email protected] org http: //twitter. com/#!/UNESCOICTs http: //www. facebook. com/UNESCOICTin. Education http: //www. unesco. org/new/en/unesco/themes/icts