Global Agendas for ICT use in Teacher Professional Development

Workshop : Developing a Framework for ICT Use in Teacher Professional Development for Pre-service and In-service Training in

TanzaniaDar Es Salaam, 20 –22 October, 2009

Mary Hooker, Research Manager, GeSCImary.hooker@gesci.org

Outline: Global context, case studies and frameworks for ICT use in Teacher Professional DevelopmentA focus on the global challenges facing

education systemsSITE, UNESCO and GESCI frameworksCase Studies

IrelandSingaporeAfrican experiences

Development Path for ICT use in Teacher Professional Development

What is the Global Agenda of Education for All?

The Education for All (EFA) agenda is a Global Social Justice (GSJ) Project

The concept of quality is fundamental to its achievement;

Even if all children get into school by 2015, what is more important is that: they manage to stay in school and

complete the education cycle and that they receive a quality education

experience to enable them to become independent lifelong learners as a result of having been in school

A quality education depends on quality teachers

(Yates 2002)

What are the challenges? 75 million children worldwide are

not in school UNESCO estimates that eighteen

million new primary teachers are needed to achieve Education for All (EFA) by 2015

Acute shortages in the supply of suitably qualified and experienced teachers north and south

Disparities accelerate as richer countries lure qualified teachers from less favoured regions

In Sub-Saharan Africa up to third of teachers are untrained

UNESCO 2008; Leach 2008

INCLUSIVE ACCESS?

QUALITY ?

RELEVANCE ?

MANAGEMENT ?

What is the Global Agenda for a Knowledge Economy or Information Society?

“New Growth” economic models emphasize the importance of new knowledge, innovation, and the development of human capacity as the sources of sustainable economic growth;

ICTs are engines for new growth and tools for empowering societies to change into knowledge economies or information societies

Education is a major pillar of a knowledge economy.

Agricultural Economy

Information was communicated fromperson to person or in group meetings.

Written knowledge was rare.

Industrial EconomyInformation became more readily

available,through: libraries, newspapers,

radio and TV

Industrial Economy

Information was in short supply.Teaching was teacher centred

Knowledge EconomyInformation is widely available,

through: Internet, Books, CDs, DVDs

What are the challenges?• Information is in

abundant supply• Technology is

changing rapidly• Learners need to keep

up with technology and continually develop new skill sets.

• Jobs appear and disappear very quickly

Jolliffe n.d

What skills do today’s learners need to participate in a Knowledge Based Economy or Information Society?

Learners will need to be prepared in new technology literacy competencies inclusive of higher order thinking and sound reasoning skills – the ability to learn how to learn (i.e. to be a life-

long learner), to reflect, analyse and synthesize to find solutions and to adapt to take initiative to be creative to work in teams to lead to communicate

Inclusive Education for All

Through access to an inclusive high-quality education by all –benefits to individual, business, private and public enterprise are multiplied and will lead to economic growth that is more equitably distributed and enjoyed by all.

UNESCO 2008

The UNESCO “Information and Communication Technologies in Teacher Education: Planning Guide” (2002) recommends:

“A shift from teacher-centred instruction to learner-centred instruction is needed to enable students to acquire the new 21st century knowledge and skills.” (p23)

Is ICT integration the solution?ICT is often seen as being a ‘solution’Delivering relevant quality

instructional materialSupporting student self directed

learning anywhere and anytime

Enhancing teachers’ skills and knowledge

Promoting international collaboration and networking

But ICT is also part of the fundamental

shift in teaching and learning styles from didactic to constructivist

They are not the ‘cheap’ solution that many people have argued

(Unwin 2004)

Paradigm shift: Challenging our assumptions about knowledge and learning

Didactic Single way of knowing Transmission of knowledge Reading and writing principle

access route Reproducing knowledge Learning as a solitary activity

Constructivist Plural way of knowing Learning is a reconstruction of

knowledge Interactive digital worlds as

alternative route to knowledge Producing and sharing knowledge,

participating at times as expert Learning collaboratively with

others

Paradigm shift: Challenging our assumptions about models for Teacher Professional Development

Transmission One time initial or specialized training ‘Deficit approach’ focusing on content knowledge ‘Technical approach’ focused on teaching practice

Transition ‘Empowerment approach’ focusing on teaching

professionalism; collaborative practice

Transformation Lifelong learning approach for professional

preparedness, development and research initial preparation structured opportunities for retraining, upgrading and

acquisition of new knowledge and skills continuous support

Increasing capacity for professional autonomyKennedy 2005

Existing Frameworks for ICT use in Teacher Professional Development: SITESITE (Society for IT and Teacher Education)http://www.aace.org/siteThree key principles:

Technology should be infused into the entire teacher education programme

Technology should be introduced in contextStudent teachers should experience innovative

technology-supported learning environments in their own teacher education programme

Why are these so often ignored? (Unwin 2004)

UNESCO Conceptual Framework – ICT use in Learning

Adoption of ICT in Learning

Instructional Approach to Learning What instructional approaches work most effectively with various ICT applications?

Authenticity of Learning

Which ICT applications can be a springboard for student learning in a real-world context?

Complexity of Learning

What types of ICT uses support thinking and learning?

All approaches to learning will require different types of TPD

Temechgn 2009

UNESCO Conceptual Framework – ICT Integration in Teacher Professional Development Teacher integrating pedagogy

and technology while operating within

environmental (contextual) factors social and economic conditions telecommunications

infrastructure cultural and linguistic factors

change factors national vision for ICT curriculum reform

and a need to continue learning throughout life recognition that learning

continues throughout life and that learners need to learn

how to learn

Existing Frameworks: UNESCO

Integration in stagesThe introduction and use of

ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps, namely: Emerging, Applying, Infusing, Transforming

Each of the successive stages in the continuum gets richer in both technology and pedagogy in terms of quality and complexity

Temechgn 2009

Emerging Stage

Educational establishments just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum

Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice.

Applying Stage

Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum

Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development

Infusing Stage Educational institutions involved in integrating

or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.

The curriculum also begins to merge subject areas to reflect real-world applications.

The teachers use ICT to manage not only the learning of their students but also their own learning

Transforming Stage Educational institutions involved in integrating or

embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.

The emphasis changes from teacher-centered to learner-centered.

Institutions at this stage of ICT4TED development have become centers of learning for their communities.

Existing Frameworks: UNESCOICT Teacher Competency Framework

Three approaches for ICT Integration that connect education policy with economic development

Policy & Vision Technology literacy

Knowledge Deepening

Knowledge Creation

Curriculum & Assessment

Basic Knowledge Knowledge Application

21st Century Skills

Pedagogy Integrate Technology

Complex Problem Solving

Self Management

ICT Basic Tools Complex Tools Pervasive Technology

Organization & Administration

Standard Classroom

Collaborative Groups

Learning Organizations

Teacher Professional Development

Digital Literacy Manage & Guide Teacher as Model Learner

Source: UNESCO 2008

Technology Literacy

Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum

Knowledge Deepening

Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the country and the economy by applying it to solve complex, real-world problems

Knowledge Creation

Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge

Existing Frameworks: GeSCITowards Transformational Professional Learning

Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced expansive professional learning

Institutions and schools in collaboration with the community (local, national, regional)

ICT a core technology

Given

‘Transition’‘Infusing’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment

3

‘Transformation’‘Transforming’‘Knowledge creation’Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice4

Experimentation in context

Programmes 1‘Traditional’‘Emerging’‘Technology add-on’Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems

2‘Transmission’‘Applying’‘Technology literacy’Teacher training focus on the development of digital literacy and the use of ICT for professional improvement

with varying solutions

ICT a complementary technologyInstitutions and schools

as relatively isolated from the community

A consolidated continuum of approaches for ICT Integration in Teacher Professional DevelopmentSources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008

Existing Frameworks: GeSCITowards Transformational Professional Learning

Continuum of approaches represents a conceptual framework

Practitioners and institutions move from isolated, passive consumers and implementers

of externally defined education programmes for ICT knowledge and skills

to more open communities of active learners and learning organizations that generate new knowledge on the use of ICT to enhance educational practice

Case studies from across the world

Emerging

Applying Infusing

Transforming

Ireland ?

Singapore ?

Africa ?

Ireland

Schools IT2000 National Centre for Technology in Education – Schools

IT 2000 InitiativesTechnology Integration Initiative (TII)Teaching Skills Initiative (TSI)Schools Integration Project (SIP)Interactive Software in the Curriculum (ISC)ScoilNet

Technology Integration Initiative (TII)Support technology planning and infrastructure

building in schoolsSupports schools with purchasing, planning, and

technical informationGrants provided to schoolsTarget of 60,000 multimedia computersEvery school has Internet access

Teaching Skills Initiative (TSI) ICT Course development and delivery for teachers120,000 training places since 1998, approx 10,000

annuallyRange of evolving courses to meet teacher needs

accreditation path courses to Grad. Dip & MastersOngoing course development to blended, online, e-

learning

Teaching Skills Initiative (TSI) Over 1,000 tutors recruited and trained to

deliver coursesAdministered through the local education

centre networkVery high demand from enthusiastic teachers

who were prepared to avail of the training in their own time

Teaching Skills Initiative (TSI) Primary School Training Courses

Introductory Phase One Introductory Phase Two ICT and the Primary Curriculum Intel Teach to the Future

Post Primary School Training Courses Post Primary Phase One Post Primary Phase Two Intel Teach to the Future Specialist Courses Maths, Music, Guidance etc.

Schools Integration Project (SIP)SIP is a collection of school-based projects focusing on the innovative use of ICT in teaching and learningover 70 projects involving more than 300 schoolsSIP is intended to: Inform future government expenditure on ICTDevelop resourcesSuggest new pedagogic strategiesDisseminate good practicePartnership:Support from industry, commerceSupport from third level colleges to projects in their region Inter-school networking involving clusters of schools working collaboratively

NCTE Educational Software Evaluation Pilot120 Software titles being evaluatedEvaluations published on ScoilNetSoftware libraries in education centresDiscounts and special licensing dealsIdentifying new software titles (UK, USA, Australia)Advice to companies developing new software

Interactive Software in the Curriculum

ScoilNet is the 'official' Irish educational web portalProviding on-line resources and information for teachers,

students and parentsRange of categorised educational content onlineCollaboration through the development of user communities

using discussion groupsPartnership with Intel IrelandPlatform for teachers to publish contentAttracts an average of 900,000 hits per month

Warde 2007

ScoilNet

Ireland: ICT professional development model The Schools IT2000 initiative teacher professional

development model of training is inadequate as well as outmoded

Need for a model based on current thinking about learning and social constructionist thatlooks beyond how teachers engage with technology to how teachers’ use of technology as they work alongside

their students allows them to redefine learning itself

Butler 2005

Where do you feel Ireland is on the knowledge ladder?

Share your reflections on the Irish experience of ICT

use in Education and Professional Development with your neighbour

Emerging

Applying Infusing

Transforming

Ireland ?

Singapore

Africa

Singapore

Singapore: 1997 Masterplan for IT in EducationNational Institute of Education – Integration of ICT in

Education Key importance of teachers Human Resources

Training every teacher in effective use of IT in education Equipping trainee teachers with core skills in teaching with IT Involving institutions of higher learning and industry as partners in schools

Curriculum revision 3 types of IT courses – basic ICT, foundation, and elective courses

Infrastructure 2:1 teacher-computer ratio School-wide network High-speed multimedia network across Singapore

Singapore: Success Principles for use of ICT in Teacher Professional DevelopmentIntegrated cohesive plan with sufficient fundingInvolving all stakeholders

Especially the teachersCombining in-service and pre-service elementsSufficient technical support (infrastructure and mentoring

advice)Building on existing examples of successNeed for partnerships to ensure sustainabilityWider links to teacher professional development and

reward schemes

Singapore: Teacher achievements2001 survey of teacher achievements

24,000 teachers received 30-50 hours training in use of IT78% of teachers said that IT helped to make teaching more

student centredICT-pedagogical integration

A major concern30 hours of instruction not enough for ICT –pedagogy

integration proficiencyStudent - teachers want more ICT-Pedagogy integration in

the praticuumJung 2005, Unwin 2006

Share your reflections on the Singapore experience of ICT use in TPD with your neighbour

Emerging

Applying Infusing

Transforming

Ireland

Singapore ?

Africa

Where would you place Singapore on the knowledge ladder?

Africa

DEEPDigital Education Enhancement ProjectOpen University (UK) and Fort Hare University (South Africa) Investigating use of new technologies to improve teaching and learning in

primary schools in Egypt and South AfricaUsing hand-held PDAs for teachersFocusing on

Advantages of handheld computers for TPDHow handhelds compliment other professional resourcesWhat curriculum development in literacy, numeracy and science is

enabled by the devices (DEEP http://www.open.ac.uk/deep)

Complex Landscape: Multiple InitiativesUp to sixty ICT-related Teacher Professional

Development programmes underway in Africa

Many of the programmes consist of ‘one-off, topic-led, short-term training programmes that aim to develop specific skills of teachers, but which do not necessarily comply with professional standards of competency development’

Isaacs and Farrell 2007 p20

Mathematics, Science and ICT EducationWorld Bank Study (2007) conducted in ten countries in sub-

Saharan AfricaSystematic use of ICT for teaching and learning purposes in TPD

programmes is lowStudents learn mainly basic computer skillsResources are inadequate for practical experiences Instructional models in both the teacher colleges and the universities are

excessively academic, teacher-centric and remote from the real challenges of classroom practice

Students who specialize in ICT tend to leave the teaching field behind for business and industry jobs

Ottevanger et al. 2007

IMFUNDO’s African ExperiencesVast physical wastage

Hardware under-utilisedHardware broken or ineffectiveHigh costs of Internet access

Huge educational wastage Insufficient relevant contentMultimedia potential

underusedNetworking and interaction

ineffective because of lack of connectivity

Lack of Research A dearth of

evidence-based research and knowledge in the system, particularly from the African perspective

Most research is drawn on the knowledge and experience of frameworks developed in the USA or Europe

Isaacs 2006

Need to focus on ‘ICT for Education’ not on ‘Education for ICT’

Teachers and teacher educators should genuinely ‘own’ the process of ICT integration

Pre-service and in-service initiatives should be combined to balance support to both environments

Technology should be integrated across the curriculum in a blended way

Content should be produced locally that is relevant to teachers and learners

Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa

Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa

Most if not all schemes should be scalableNeed for creation of real partnerships Communications between schools, teacher

training institutions should be facilitatedNeed to develop policy to deal comprehensively

with TPD for ICT integration The focus should be on sustainable, resource

adequate and on-going professional developmentImfundo 2001; Unwin 2004; Evoh 2007; Olakulehin 2007

Discuss your reflection on the African experiences with your neighbour

Emerging

Applying

Infusing

Transforming

Ireland

Singapore

Africa ?

At what stage would you position the Africa experiences on the knowledge ladder?

Knowledge and Conceptual Gap

In view of the complexity of the teacher professional development landscape and the constancy of changes in the systems, a great deal remains unknown to the major stakeholders who act without engaging with one another.

There still appears to be an absence of conceptual clarity on the objectives of teacher professional development and ICT integration.

Isaacs 2006

The GeSCI ICT –TPD Matrix

GeSCI has taken the ICT Competency Standards statements and restructured them to create an ICT Teacher Professional Development Matrix to enable teacher education providers to

assess the current status of ICT integration identify priorities and challenges for progressionpropose ways and means for further

development of ICT in professional learning programmes.

The GeSCI ICT –TPD Development Matrix

The ICT-TPD Development Matrix builds on the “ICT Competency Standards for Teachers” and presents clear progression paths under the following key areas:

PolicyPolicy AwarenessClassroom Practice

Curriculum and AssessmentCurriculum PlanningLearning EnvironmentAssessmentCommunications and CollaborationSpecial Education Needs

The GeSCI ICT –TPD Development MatrixPedagogy

PlanningProblem Based earningStudent ExperienceProject Based learningCommunications and collaboration

ICTProductivity toolsAuthoring tools InternetCommunication and CollaborationAdministrationStudent Learning

The GeSCI ICT –TPD Development MatrixOrganization and Administration

Teacher UnderstandingICT IntegrationClassroom ManagementAcceptable and Appropriate Use

Professional DevelopmentPlanningTeacher Awareness and ParticipationInformal Learning

The GeSCI ICT –TPD Development Matrix

The matrix can be used to localize or tailor a development path for ICT use in professional development to a particular country, its policies and its current educational conditions.

The key to moving towards knowledge creation is to leverage current strengths to advance other components in the system.

ICT-TPD Development Matrix ExerciseReview the descriptors for each development areaMark an “X” on each continuum indicating level of

progress (Left side – “Emerging” Right side – “Transforming.”)

Circle top three priorities you want to focus on for ICT use in Teacher Professional Development in Tanzania for the next 3 years

Exercise Continued Post the RED dot indicating what you consider to be

your first priority on the wall charts at the corresponding location on the continuum.

Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding location on the continuum.

Post the BLUE dot indicating what you consider to be your third priority on the wall charts at the corresponding location on the continuum.

Exercise ContinuedLook at the charts: What patterns do you see and what does this tell

you? What seem to be highest ICT-TPD development

priority areas for the total group and what might be the causes?

What ICT-TPD development areas seem to be lower priorities and what might this indicate?

Thank you for your attention!

Mary HookerResearch Manager, GeSCIMary.hooker@gesci.org

http://www.gesci.org

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