Overall Information of

ICT in Education Programmes

UNESCO Bangkok

fc.miao@unescobkk.org

UNESCO’s VISION of ICT in Education

Source: UNESCO’s Planning Guide: Information-Communication Technologies in Teacher Education (2002)

Content and Pedagogy

Social Issues

Technical Issues

Collaboration& Networking

TEACHER EDUCATION

UNESCO recognizes the potential of ICT to achieve EFA goals, in particular its ability to:

Enable the inclusion of groups with no access to education

Improve the quality of teaching & learning Increase the efficiency & effectiveness in

planning & administration

UNESCO’s RECOGNITIONon ICT in Education

Scope of the ICT in Education Programmes

1. Education Policy

2. Trainin

g of Teacher

s

3. Teaching & Learning4. Non-Formal Education

5. Monitoring &

MeasuringChange

6. Research & Knowledge Sharing

ICT-Teacher-Training Project: ICT-Pedagogy capacity building for in-service-teacher educators at individual level

NextGen Project: Curriculum planning and capacity building for pre-service-teacher educators at institutional level

ICT in Education ICT in Education POLICY PROJECTPOLICY PROJECT

Build national capacities of member-states to develop appropriate policies and plans

3 Main Components

2003-04 2004-05 2005-06

Assessment of needs of policymakers

Development of the Policy Toolkit

Training of policymakers & educational planners

The PartnersThe Partners

ww

w.I

CTin

ED

toolk

it.o

rg

1. Step by step guidelines2. Forms to record data3. Mechanisms to generate proposals,

options and scenarios4. Instruments to evaluate proposals,

options and scenarios5. A device to survey attitudes, skills,

opinions & collate results

Assists decision makers, planners and developers in the different processes of planning by providing:

What the Toolkit Does

6. A way to consult with specialists and experts

7. An systematic environment for deliberations, consultations and decision making

8. Standard, documented and replicable procedures

9. Efficient and organized system

What the Toolkit Does

Assists decision makers, planners and developers in the different processes of planning by providing:

www.ICTinEDtoolkit.org

USERNAMESPASSWORD

cida-user1 toolkitcida-user2 toolkitcida-user3 toolkit

Workshops Conducted

CHIANG MAISEPT. 2005

BANGKOKJUNE 2006

FIJISEPT. 2006

At least 2 regional workshops (South and Central Asia)

More national workshops(allows more people from MOEs to be trained)

Continue updating the Toolkit(World Bank infoDev is investing for further development of the tool)

Plans in 2007

ICT and Education IndicatorsICT and Education IndicatorsUNESCO Institute for StatisticsUNESCO Institute for Statistics

presentation prepared by: Ko-Chih Tung, Regional Advisor for the UIS

and Jon Kapp, Assistant Programme Specialist, UIS

with contributions from Simon Ellis, UIS HQand the ICT in Education Unit, UNESCO

Bangkok

Context

World Summit on the Information Society (WSIS)

Global monitoring role of UIS AIMS-UIS Asia and Pacific Regional

Office UNESCO Bangkok

IntroductionUIS and Information Society: ICT and Education

– establishing core global indicators for the Partnership– Potential for regular data collection for education

statistics– ICT skills assessment through hhld survey:

• Literacy Assessment and Monitoring Programme (LAMP) & Programme for International Assessment of Adult Competency (PIAAC)

Content and use of ICTs– work on Linguistic diversity– press and broadcast surveys

AIMS-UIS Regional Office

Supporting capacity building in the areas of monitoring, assessment and analysis of disparities in access to education

Planning for and coordinating the EFA Mid-Decade Assessment (2006-2007)

Developing manuals, guidelines and tools and instruments for better study, analysis and reporting on education data

Capacity building

Requires: prior political commitment from Ministry

concerned, based on a policy commitment in national development plans

A co-ordinated approach including; regulators, NSOs, Ministries, ISPs/telecomms companies and NGOs

Sustained assistance in a groups of countries over a numbers of years to change the institution as well as the staff.

Need for stronger co-ordination

Need to co-ordinate statistical activities between regulators, Internet Service Providers, phone companies, ministries, and national statistics offices

Need to include ICT data collection in existing surveys

UNESCO’s help to countries in this major task

UIS statisticians permanently stationed in Africa, Asia and Latin America

Performance indicators on ICT use in educationPerformance indicators on ICT use in education

UNESCO Asia-Pacific ICT in Education Programme

Our aim is to empower– Learners,– Teachers, educators– Principals, administrators– Leaders

Monitoring & measuring the impact of ICT in

education using performance indicators

5. Monitoring &

MeasuringChange

Scope of the UNESCO Programme

Monitoring and Measuring Change

Monitor the use and assess the impact of technologies in education.

Demonstrate accountability

Performance indicators are required to:

Indicators Project

Developing, pilot testing and promoting the institutionalization of indicators for ICT use in education systems.

Assessing the impact of ICT use on the teaching-learning process.

Pilot testing in India, Philippines and Thailand

Major outcomes

National Reports completed (India, Thailand) Multi-country Workshop report prepared for

publication Manual on using ICT performance indicators

in assessing the impact of ICT in education drafted for publication

Output Objectives

The main objective of the manual is:

– to provide practical guidelines on how to adopt/adapt the ICT indicators in measuring in turn the use and impact of ICTs in the educational system and in teaching and learning.

Contents Definition, conceptual framework, purposes and

criteria for validating ICT for education performance indicators

Validated matrix of indicators specifying the purposes of each indicator, source of data, how to collect, and the corresponding survey instruments for collecting data

Synthesis of three countries’ experiences and survey reports in pilot testing the performance indicators

Lessons learned in pilot testing the performance indicators

Contents, continued… Steps in using the validated set of indicators to

measure impact of ICT in education which cover survey design, data collection and processing

Ways in using the indicators to analyze the use of ICT in education

Ways of applying and mainstreaming indicators into the ICT for education programme and in the educational management information system.

Advocacy for the integration of performance indicators into the education system.

Proposed Performance Indicators

Approximately 50 indicators, classified in 5 categories:

– ICT-Based Policy and Strategy– ICT Infrastructure and Access– Curriculum/textbooks– Teaching Professionals Use and Teaching – Student Use and Learning

Thai pilot survey ~ students

Percentage of studentswith cell phone 20.1%

with computer at home 40.1% with e-mail 5.9% Percentage of students who can

use a computer 22.7% use digital camera 7.8 % write a webpage 0.16% Percentage of student using

internet for education 9.9% internet at school 9.0% internet every week 3.2%

ICT trained teachers 338,726 or 42.48% Teachers per 1 PC in Primary schools 20:1

in Secondary schools 2:1 Amongst teachers using ICT

85% used for instruction 15% used for administration

Percentage of teacher with cell phone 79% Percentage of teacher with e-mail 13.7%

Thailand pilot survey ~ Teachers

Other international data sources

Programme for International Student Assessment (PISA):– Important source of information on ICT for education at

the primary and secondary levels– 2000 cycle: 28 OECD and 4 non-OECD countries

participated– 2002 cycle: additional 11 countries participated– The PISA 2000 Technical Report: the first to provide a

good picture of access, usage and impact of ICT in schools

Was presented at WSIS Tunis To establish a core set of indicators for ICTs

in Education Focussed on capacity of developing countries Minimise burden of data collection and

response Use existing indicators to maximise existing

data on survey design sampling etc. Use school survey based data which can

largely be collected through administrative systems and linked directly to educational processes

UIS ICT and Education Paper and the Core Indicators

Basic Core:1.% of schools with electricity (by ISCED level 1-3)2.% of schools with radio used for educational purposes

(by ISCED level 0-4)3. % of schools with television sets used for educational

purposes (by ISCED level 0-4)4. Student to computer ratio (by ISCED level 0-4)5. % of schools with basic telecommunication

infrastructure or telephone access (by ISCED level 1-4)6. % of students who use internet at school (by ISCED

level 1-4)

Suggested Basic Core of Indicators for ICT in Education

Indicators- contd..

Extended Core:(i) % of students enrolled by gender at the tertiary level in an ICT-related field (by ISCED level 5-6)(ii) % of ICT qualified teachers in primary and secondary schools (of the total no. of teachers)

(Note: all indicators should be collected by sex, grade and age)

Challenges: Language

Language is the 1st barrier in using the Internet

UNESCO upholds rights of speakers of minority and endangered languages in society and in education

Language presents many technical barriers eg. coding

Other areas of education work

ICT skills assessment•LAMP; Literacy Assessment and

Monitoring Programme. Includes questions on use and access to ICTs

•PIAAC; Joint OECD/UIS adult skills assessment programme. First phase for implementation before 2009 includes questions on ICT skills

For further information, please visit:www.unescobkk.org/aimswww.unescobkk.org/ict

or contact the AIMS unit:Assessment, Information Systems, Monitoring and Statistics Unit (AIMS)Office of the Regional Advisor for the UNESCO Institute for Statistics (UIS)UNESCO BangkokMom Luang Pin Malakul Centenary Building920 Sukhumvit RoadBangkok 10110 Thailandtel: +66 2 391 0577 fax: +662 391 0866

Training and Professional Development of Teachers and Other Facilitators for Effective Use of ICTs in Improving Teaching and Learning

• ICT-TT: ICT-Pedagogy capacity building for in-service-teacher educators at individual level

• NextGen: Curriculum planning and capacity building for pre-service-teacher educators at institutional level

• ICT-TT: ICT-Pedagogy capacity building for in-service-teacher educators at individual level

• NextGen: Curriculum planning and capacity building for pre-service-teacher educators at institutional level

2. Trainin

g of Teacher

s

2004-05 2005-07

Regional guidelineCompetency-Based

Standard

National training workshopsfor teachereducators at9 countries

Designof training: training modules & methods

Following-upactions & scale-up activities:

case studies

resources CD

FOSS

Web-based application

…

UNESCO’s PublicationsInternational Experts Grounded at regional

situations

Mapping out training materialsmodelling of ICT-pedagogy training

25-30 Ps, 5 Days ICT-pedagogy as focusHands-on practicesKey players & policy

makers involvementNecessary localization

2003-04

grass-rooted & practical project implementation approaches

Key features and 3 phases

2007

Regional guideline

Guiding philosophy & principles for policy making, training and teaching practice

Competency-Based Standard

Four stages of ICT Integration

Main outcomes (1)

(a) Stages of ICT usages (b) Pedagogical Usages of ICT

Specializing In the use of ICT

Understanding how and when to use ICT

Learning how to use ICT

in subject teaching

Becoming aware of ICT Emerging

Creating innovative & OFL environments

Facilitate learning using multi-modal instruction

Enhancing traditional teaching

Applying productivity tools

Applying

Infusing

Transforming

A Curriculum Framework

Training syllabi

Matrix on key players & UNESCO’s

training module

Suggested training methodology

Main outcomes (2)

Five curriculum modules comprising the ICT-pedagogy integration curriculum

ModulesTarget Trainees Related Standards

General Description

Module A: Integrating ICT productivity tools

Those trainees moving from the stage 1 to stage 2 of ICT-Pedagogy integration

Designed based on the competency-based standards for level 1 specified in the Guideline

…Module B: Application of ICT in subjects/ areas teaching - learning

Those trainees moving from the stage 2 to stage 3 of ICT- Pedagogy integration, particularly, for those who more concerned on ICT usage in subject-specific domains

Designed based on the competency-based standards for level 2 specified in the Guideline ,with subject specific teaching & learning as main focus

…

Module C: Infusing ICT across the curriculum

Those trainees moving from the stage 2 to stage 3 of ICT- Pedagogy integration, particularly, for those who more concerned on ICT usage in interdisciplinary themes

Designed based on the competency-based standards for level 2 specified in the Guideline, with inquiry across curriculum as main focus

…

Module D: Specializing in the use of ICT to create innovative and open & flexible learning environments

Those trainees moving from the stage 3 to stage 4 of ICT-Pedagogy integration

Designed based on the competency-based standards for level 3 …

Module E: Pedagogical knowledge, values ； and pedagogical practices

Trainee at all stages who would like to get systemic and deeper understanding of a wide range of pedagogies available

Designed based on the specifications on pedagogy embedded in competency-based standards for all levels

…

A Curriculum Framework

Main outcomes (2)

A framework for Module A Integrating ICT Productivity Tools

Objectives Content Training MethodologyTraining Material

Available

After the training of module A, trainees should be able to:• Demonstrate expertise in basic computer operation and utilizing computer peripherals •Demonstrate expertise in working with productivity tools, such as word processing; working with a spreadsheet, a database, presentation and e-mail•Apply productivity tools in learning context in authentic environment: using spreadsheet to create class lists for assessment or using presentation software for developing instructional lecture•Differentiate functional differences of various digital and non-digital technologies to support teaching and learning•Apply active, intentional and collaborative learning principles while designing learning and teaching materials•Develop positive attitudes of utilizing ICT for learning•Demonstrate appropriate understanding about the related social and ethical issues, and using ICT in a legal and responsible way

A1 Basic Concepts of ICTA2 Using the Computer and Managing FilesA3 Word Processing A4 Working with a SpreadsheetA5 Working with a Database A6 Composing Presentations with text and graphicsA7 Information & CommunicationA8 Social and Ethical Issues A9 Teachers’ Professional Development and/with ICT

• Explanations of the basic ICT concepts with diagrams, video and real objects, and field trips where necessary. • Flexible combination of vicarious learning (in which, learners observe and follow trainers’ operation) and enactive learning (in which, learners engaged into active thinking and operation based on authentic problems/ tasks); self-study/ operation & cooperative learning or team work. • Project/problem-based ICT application• Hands-on lesson plan or courseware design

• Microsoft: Integrating ICT Skills into Teaching and Learning(for grades 5-8); Using MS Office XP for Learning Projects (for grades 6-12)• Integrating ICT productivity tools in learning practices developed by Dr. Majumdar

A Modeling on ICT-pedagogy Integration

Main outcomes (3)

ICT UsageP

edag

og

y

ability

ICT-Pedagogy Integration

Module A

Module E

Module B

Module C

Module D

Pedagogy Knowledge, ideas, beliefs & valuesPedagogy Knowledge, ideas, beliefs & values

Pedagogical Skills, esp.Instructional DesignPedagogical Skills, esp.Instructional Design

Adaptation to contentAdaptation to content

Fitting to learnersFitting to learners

Adaptation to local contextAdaptation to local context

Embedded Pedagogy ：Contextual Knowledge; Skills; --Hands-on practice

Embedded Pedagogy ：Contextual Knowledge; Skills; --Hands-on practice

Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources

Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources

Ped

ago

gy(ab

ility)

EmergingEmergingEmergingEmerging

ApplyingApplyingApplyingApplying

InfusingInfusingInfusingInfusing

TransTransformationformation

TransTransformationformation

Suggested training methodology

Main outcomes (4)

aims to make trainees to

Requires

Authentic training activities

Inquiry, operate, and solve

problems

based on ororiented to

Contextualizedknowledge

Context-action pairs

Requires performance-knowledge pairs

avoiding the Unexpected

outcomes that

Teacher learned Inert

knowledge

as aresult of

Inappropriatetrainingmethods

as

pedagogy

Facts & ends

or teach

ICT skill

Operation steps

teach

only as Situated cognition

Focus on creating

Constructivism

Apprenticeship

Flexiblecognition

Theme-basedlearning

Lend ideas from and provide modeling of

Themes/tasks/problems/projects

as anchors

Authentic T-L problems

On the video or using diagram

Interesting

Examples for tasks in real context and a macrocontext

Complex enough

Challenging

Data-embedded

creates

Have following characteristics

Trainees ExploreWork likeMaster teachers or experts

Identifyproblems

Defineproblems

Solveproblems

Think from multiple

perspectivesDiscuss

Look for Relevant

information

work in groups

Trainers

Coach, guide & facilitate

A series of training

modules

ICT-pedagogy integration Instructional design

Interactive powerpoint

Webquest

Blog

…

Main outcomes (5)

Free and open-source software

Main outcomes (6)

Multimedia resources for ICT integration

National workshops

Penang, Malaysia, 6-10 June 2005

Bangalore, India, 29 Aug – 2 Sept 2005

Beijing, China, 14-18 November 2005

Jakarta, Indonesia, 6-10 March 2006

Manila, Philippines, 5-9 June 2006

Chiangmai, Thailand, 28 Aug-1 Sept. 2006

To be continued …

Vietnam, March 2007

Mongolia, June 2007

m.lee@unescobkk.org

fc.miao@unescobkk.org

Thank you!

Clearinghouse Clearinghouse ProjectProject

Regional ClearinghouseRegional Clearinghousein Support of the in Support of the

ICT in Education ProgrammeICT in Education Programme

Scope of the UNESCO Programme

1. Education Policy

2. Trainin

g of Teacher

s

3. Teaching & Learning4. Non-Formal Education

5. Monitoring &

MeasuringChange

6. Research & Knowledge Sharing

Collecting, creating & disseminating information &

knowledge about ICT in education

6. Research & Knowledge Sharing

Objectives To support the ICT in

Education projects by compiling, analyzing, repackaging and disseminating information and the lessons learned through the projects.

To research and disseminate information about the use of ICT in education in the Asia-Pacific region.

Functions of the Clearinghouse

Conduct research on activities and projects relating to the use of ICT in education in the Asia-Pacific region.

Repackage information and provide resources that are useful to targeted users.

Share knowledge and lessons learned via publications and Internet.

Knowledge is shared worldwide via…

E-newsletters

CD-ROMs

Print publications

Website

Website contents

Information about the ICT in Education programme

Details of the project activities and results

Regional and country information

E-library

Searchable databases

Portal for teachers

Teacher training forum

Website impact

The website enables people to gain easy and fast access to the results of the ICT in Education Unit’s projects and the knowledge gained.

Resources on the website are used by a wide range of organizations, including schools, universities, project managers, researchers, NGOs and international agencies. This information can assist in policy development and project planning.

Thank YouThank You

Ellie MeleiseaEditor and Assistant Project Officer (Clearinghouse)ICT in Education UnitUNESCO Bangkoke.meleisea@unescobkk.org

Key results so far of theUNESCO SchoolNet project

General Goals

Demonstrating how ICT can improve the quality of education for all and equip youth for Knowledge Societies.

Testing innovative models in the use of ICT in schools.

Improving connectivity and access to resources through national and regional SchoolNet.

► Held expert meeting which developed strategies and project implementation plans.

►Documented and synthesized case studies reflecting the experiences, innovative strategies and best practices among participating schools in ICT integration.

►Produced two volumes of “Lessons Learned”.

►Produced the SchoolNet Toolkit.

►Held workshop to compile final lessons-learned.

Objective 1: Document experiences and best practices in ICT use in participating schools.

Activities Undertaken

Objective 2: Formulate national plans for integrating ICT into the curriculum of each of the eight participating countries.

►Held high-level officials and policy-makers meeting at which support was gained through Memorandum of Agreement (MoA).

► Organized a workshop for national ICT coordinators to flesh out the MoAs and prepare the country plans for each of the eight participating countries.

► Held national follow-up planning workshops with pilot schools to develop a curriculum framework for ICT integration into three subjects and work plan.

Activities Undertaken

Objective 3: Develop and adapt ICT-based materials, lessons & educational software.

►Examined school subjects and identified plans for integration of ICT into teaching/learning these subjects.

►Workshops held to compile existing materials, adapt and/or develop additional lessons.

►Translated locally-developed materials into English for sharing and posting on the regional website.

►Produced a CD-ROM (and directory) containing ICT-based materials.

Activities Undertaken

Objective 4: Enhance the capacity of school teachers and administrators to integrate ICT into teaching.

Activities Undertaken

►Held 10-day training for teachers in basic computer literacy.

►Held sub-regional training workshops for developing ICT-based lessons (in three subjects).

►Held advanced training on ICT integration.

►Held training in telecollaboration and held Learning Circles activities.

Objective 5: Test the developed materials (in three subjects) in pilot schools

Activities Undertaken

►Established connectivity and equipped pilot schools in CLMV countries with ICT tools (new and donated computers, printers, Internet, furniture).

►Pilot tested the materials in 3 subjects in all schools.

►Revised materials based on best results.

Objective 6: Establish national and ASEAN-region SchoolNets to facilitate sharing and equal access to educational resources online

►Design national and sub-regional SchoolNet strategy, format and content.

►Train teachers and principals, webmaster and technicians on how to develop, maintain, monitor, update, contribute and operate SchoolNets.

►Set up and operate national SchoolNets.

►Set up ASEAN-region SchoolNet

Proposed Activities

Remaining objectives

To develop national and regional SchoolNet websites.

To share lessons learned in the project.

To evaluate and identify examples of best practice, lessons learned and overall project impact.

Enable ongoing telecollaboration and cooperative ICT-based projects among the eight participating countries

Document and disseminate best practices generated from the project via a third edition of the SchoolNet “Lessons Learned” report.

Develop proposal for follow up of SchoolNet activities

Remaining Objectives

Visit SchoolNet pilot schools to gain first-hand knowledge of results of the implementation of project activities.

Train SchoolNet stakeholders in using the regional SchoolNet website

Engage external networks in the regional SchoolNet website implementation and disseminationactivities

“We feel very sad to say goodbye because we have had a good chance to make friends, exchange knowledge and it’s been very useful for all of us.”Lanta Khetoukham and class, Laos

“We learned lot of things about the world that we live in. We enjoyed learning things and communicating with other students in other places. We are hoping to have more activities in tellecollaboration.”Ivy Jo Leopoldo and the First Year students of Cabancalan National High School, Philippines

Comments and feedback from teachers and students who participated in telecollaboration activities.

Thank you!

Contact:

Email: fc.miao@unescobkk.org

SchoolNet website:http://www.unescobkk.org/education/ict/schoolnet