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THE INTEGRATED MEDIA AND TECHNOLOGY EDUCATION...
Transcript of THE INTEGRATED MEDIA AND TECHNOLOGY EDUCATION...
THE INTEGRATED MEDIA AND TECHNOLOGY
EDUCATION COURSE AT WCE: CONTEXT,
OPPORTUNITIES & CHALLENGES OF ICT
INTEGRATION IN NAMIBIA
A Lecture Presentation by Erkkie Haipinge for EDGlo
Program on 27 April 2011,
University of Oulu
Objectives of the Lecture
To share experiences through creating an awareness about Namibia‟s educational context
To illustrate the context of ICT integration in education in Namibia
To show the objectives of the ICT integration course at Windhoek College of Education (WCE)
To share opportunities and challenges involved in the teaching of ICT integration in Namibia
To highlight challenges involved in shared global vision and agenda
To raise issues for discussion and pondering
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Lecture Outline
Introduction: Namibia in a nutshell
Theories, policy and pedagogical context of ICT integration in education in Namibia
The Integrated Media and Technology Education (IMTE) course
Rationale
Course content
Opportunities & challenges in teaching ICT integration
Globalisation: Common goals – different challenges
Immerging solutions
Group Discussion and Feedback
Conclusion
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Namibia in a nutshell: Location in
Africa
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Namibia in a nutshell: Location in
World
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Our pride
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Namibia in a nutshell: Facts in brief
Geography and Size
South-western Africa; 824 268 km²
Political
Got independence on 21 March 1990
Political system
Multi-party democracy
Population size
2.1 million (2001 census)/ 2.3 million (2010 est.)
Culture
Multi-cultural society with 14 ethnic groups and over 20 spoken languages
Literacy rate (2006)
92,3% for under 15 years of age
85 % for over 15 years of age
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Namibia in a nutshell: Facts in brief
Human Development Index (HDI) – (UNDP, 2010)
The average of life expectancy (long & healthy life), education (knowledge) and income (decent standard of living) indices
0.606 (medium human development)
Rank: 125th in the world of 177 assessed countries
Rank 1: Norway; Finland: rank 16
ICT Development Index (IDI) – (ITU, 2010)
The average of ICT Access (readiness/infrastructure), ICT Use (user intensity) and ICT skills (literacy & school enrolment) indices
1.95
Rank: 114th in the world out of 159 indexed countries
Rank 1: Sweden; Finland: Rank 12 2011/04/27
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Global Context of ICT Integration in
Education in Namibia
The 2003 World Summit on Information Society
Summit declare common desire and commitment to build a people-centred, inclusive and development-oriented Information Society, where everyone can create, access, utilize and share information and knowledge
Namibia was signatory to the Summit declaration
Millennium Development Goals
Recognition that MDGs will not be reached without effective and efficient utilization of ICTs
“Information and Communication Technologies (ICTs) offer enormous potential to help achieve development goals” (ITU, 2010)
Globalisation (global agenda)
Drive towards information and knowledge societies
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Development Context of ICT
Integration in Education in Namibia
Education for all (EFA) goals
At independence, government EFA goals guided by
goals of access, equity, quality and democracy
ICT plays a crucial role in their achievement
Vision 2030
Use equitable and sustainable development to drive
Namibia towards a developed country status and be a
knowledge-based society by the year 2030
Investment in ICT required to achieve Vision 2030
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Learning Theory & Pedagogical
Context
Constructivism
Learning takes place through active participation of learners in the learning process
Learners need access to authentic learning experiences
Teacher‟s role is that of a mediator of knowledge and facilitator of learning
Learner-centred approach
Based on constructivism
Ministry of education adopted the learner-centred teaching approach to replace teacher-centred approach & rote learning
ICTs as tools play an important role in enhancing teaching and learning
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Policies Informing ICT integration in
Education in Namibia
National Professional Standards for Teachers
Professional competencies that all teachers need to have, including ICT integration capabilities
National ICT Policy
Offers a regulatory framework for the development of ICT in all sectors of the economy, including education
ICT Policy for Education
Articulates the relevance, responsibility, and guidelines for integrating ICT in education with a view to meeting the learning needs of the 21st century
Translated into an implementation plan called Tech /na!
ICT Standards for Educators (ICTED)
List of ICT literacy and integration performance standards that all educators need to meet
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ICT Policy for Education: Goals
The goals of the policy are:
Produce ICT literate citizens;
Produce people capable of working and participating in the new economies and societies arising from ICT and related developments;
Leverage ICT to assist and facilitate learning for the benefit of all learners and teachers across the curriculum;
Improve the efficiency of educational administration and management at every level from the classroom, school library, through the school and on to the sector as a whole;
Broaden access to quality educational services for learners at all levels of the education system
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ICT Standards for Educators/Teachers
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All teachers need to be able to:
Operate ICT applications in an education context
Design and deliver lessons using ICT applications
Assess and evaluate lessons using ICT applications
Apply ICT to apply continuous professional
development in an education context
Use ICT for learners with special needs
Comply with social, ethical and legal requirements of
ICT use in an education context
The Integrated Media and
Technology Education (IMTE) course
The rationale of IMTE:
It aims to quip future teachers with the basic knowledge, skills and attitudes needed to integrate media and information and communication technologies (ICT) in instruction and assessment.
Students will learn: How to infuse information (library) and technological literacy skills
into the basic education curriculum
How to effectively use media and technology to engage learners and enhance pedagogy as well as meet the needs of learners from diverse social classes, gender, race, ethnicity, language, age and special needs
Students will explore the use of technology for their own professional development.
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The IMTE Course: Learning
Opportunities Offered
In the IMTE course, students learn the following:
Basic ICT skills linked to ICDL/ECDL
Operating a computer, using office applications, managing files, using the Internet and mail, etc
Create teaching aids and learning objects using computers and other ICTs
Integrate ICTs in teaching
Prepare lessons integrating web (e.g. Web-quests), audio/video tools, computer software & hardware, mobile phones, etc
Create assessment tools, record & analyse assessment records
Use the web for collaboration and sharing
Google groups, blogs, wikis
Use relevant ICT tools to identify learning needs, identify CPD opportunities & record professional development activities
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Challenges Experienced in the
Teaching of ICT integration in IMTE
Poor access to facilities:
Computer labs
Computers
Internet connectivity
Limited and varied ICT/computer skills for students
Poor ICT integration across the curriculum
Lack of subject content software
Limited support from administrators
Limited ICT facilities at schools
Low credits/time allocated to IMTE
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Computer lab setup at WCE
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Light at the end of the tunnel:
Immerging Solutions
Maximising benefits – gaining more from less
ICT cost trend
Lowering prices of ICT equipments will increase access
Improved bandwidth
West Africa Cable System (WACS) will enable access to broadband connectivity, increase Namibia‟s bandwidth and lower cost
Use of mobile phone solutions and wireless internet
Students have better access to mobile phones and wireless internet than computers and wired internet due to lower cost
Integration of mobile phones in teaching and learning needs to be explored
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Group Discussion
Questions for group discussion
1. What can be the best approaches for integrating
ICT in teaching and learning in environments with
limited access to ICTs?
2. What kind of collaborative activities can be forged
between the north and south in the area of teaching
and learning?
3. Does globalisation narrows or widens the digital
divide?
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Feedback Session
Question 1: What can be the best approaches for integrating ICT in teaching and learning in environments with limited access to ICTs?
Increase of access
Creation/provision of cheap devices (e.g. Through one laptop per child initiative)
Adjustment of goals according to resources (or will it increase the digital divide further?)
Need for different standards & different priorities for different countries (How can equality be achieved?)
Proper analysis of the problem: e.g. Is access a problem or a symptom of another problem?
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Question 2: What kind of collaborative activities can be
forged between the north and south in the area of teaching
and learning?
Creation of teacher education online space for sharing
resources between North and South teachers
Sharing of practices and approaches to ICT integration
Carrying out of joint projects that can attract funding
Development of open source applications for free
sharing and use
Acquicision of equipments through donor agencies
Feedback Session
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Question 3: Does globalisation narrows or widens the digital divide?
Use of common standards to measure success for all countries, unfair since they have different priorities
Need for differentiation of standards
Digital divide linked to income divide: one can‟t be addressed without addressing the other
Need for efforts to attain equality between and within nations
ICTs facilitate contact: the more people learn about each other, the better they relate. But who benefits from globalisation?
Is it not just the elite with access to means of communication and the poor remain left out?
If so then globalisation probably hardly affects the digital divide – it may either maintain the status quo or it widen it
Feedback Session
Conclusion – inspirations from class
discussion and feeback
Namibia is one of the top countries in world in terms of acute income disparity, which has led to inequality
Access to education in general and quality education in particular, was and still remains a challenge
ICT integration in education would not solve all problems but will alleviate some of them, access in particular
Investment in affordable ICTs such as open source-based software and initiatives like „One laptop per child‟ should be embraced
ICT literacy and integration skills for teachers has to continue being a priority, while better approaches for teaching such skills need to be explored
North-South collaboration can be effective in areas of resource sharing and joint project collaboration
Countries with limited resources need to adjust their priorities and develop standards relevant to their immediate developmental needs
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End of Lecture
Thank you
Other Namibian languages:
Baie dankie
Tangi
Okuhepa
Ke a leboga
Gangans
Nalitumela
Niitumezi
Mpandu
Dankeschön
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