ict in education two global agendas teacher professional development workshop for tomorrow, today...
TRANSCRIPT
ICT in EducationTwo Global Agendas
Teacher Professional Development Workshop for Tomorrow, Today
Kigali, 27th – 29th April, 2009
Global Agenda: Education For All
Education for All (EFA) agenda as a Global Social Justice (GSJ) Project;
Concept of quality is fundamental to its achievement;
A quality education is dependent on the development of high quality teachers;
Momentous challenge in a global context of ever more complex demands on systems for educational provision;
Acute shortages in the supply of suitably qualified and experienced teachers north and south;
Disparities in quality provision accelerate as richer countries lure qualified teachers from less favoured regions.
INCLUSIVE ACCESS?
QUALITY ?
RELEVANCE ?
MANAGEMENT ?
Global Agenda:Knowledge Society Systemic economic growth is
the key to poverty reduction and increased prosperity;
“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;
Global Agenda:Knowledge Society
Education is a major pillar of a knowledge economy and a human right;
Citizens 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), the ability to reflect, to analyse synthesize, to find solutions and to adapt
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.
Challenge in Education Systems: Paradigm shift
Assumptions about knowledge and learning
Single way of knowingLearning is transmission of knowledgeReading and writing principle access
routeBanking modelLinear thinking
Plural way of knowingLearning is a reconstruction of
knowledge Interactive microworlds as alternative
route to knowledgeSocial constructivist modelSystems thinking incorporating
feedback and adaptation
Challenge in Teacher Professional Development: Paradigm shift
Assumptions about models for professional learning and development
One time initial or specialized training
‘Deficit approach’ focusing on content knowledge: use of external expertize
‘Technical approach’ focused on teaching practice: school based with outside help
‘Empowerment approach’ focusing on teaching professionalism; collaborative practice
Lifelong learning approach for professional preparedness, development and research
Technology Infusion
Computer mediated or technology enhanced learning a critical support within a paradigm shift for broad educational reform, renewal and social development
Use of ICT in TPD in Africa
Paradigm shift towards• Longer term, systemic TPD
initiatives• Features of ICT
integration in and across curricula, on-line learning, virtual communities of practice, web portals of resources, certification of progress
Farrell and Isaacs, 2007
ICT for TPD:Towards Transformational Professional Learning
Figure 1: Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced
Institutions and schools in collaboration with the community (local, national, regional)
ICT a core technology
Given
‘Transition’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment
3
‘Transformation’‘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’‘Technology add-on’Teacher training focus the use of ICT as an add-on to the traditional curricula and standardized test systems
2‘Transmission’‘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
Adapted: Kennedy, 2005; UNESCO, 2008
ICT for TPD:Teacher Competency Framework
Three Approaches for ICT Integration in Teacher Professional 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
ICT for TPD:Development PathsA country may need to identify a long-term
trajectory to move from one approach to another
The framework can be used to localize or tailor a teacher development programme 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.
UNESCO, 2008
Farrell, G and Isaacs, S. 2007. Survey of ICT in Africa [Online]. Available from infoDEV at: www.infodev.org/en/Document.353.pdf [ Accessed 28 April 2009]
Kennedy, A. 2005. Models for Continuing Professional Development: A framework for Analysis. Journal of In-Service Education [Online]. 31 (2), pp235-250. Available from Professional Development Collection at: http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 15 December 2008]
UNESCO 2008. ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at: http://cst.unesco-ci.org/sites/projects/cst/The%20Standards/ICT-CST-Policy%20Framework.pdf [Accessed 11 April 2009]