Overall Information of ICT in Education Programmes UNESCO Bangkok

1. Overall Information of ICT in Education Programmes UNESCO Bangkok fc.miao@unescobkk.org

2. UNESCO’s VISION of ICT in Education Planning & Management of Change Leadership and Vision Content and Pedagogy Life Long Learning Technical Issues Collaboration & Networking TEACHER EDUCATION Social Issues Context and Culture Source: UNESCO’s Planning Guide: Information-Communication Technologies in Teacher Education (2002)

3. UNESCO’s RECOGNITIONon ICT in 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

4. Scope of the ICT in Education Programmes 6. Research & Knowledge Sharing 1.Education Policy 2. Training of Teachers 5. Monitoring & Measuring Change www.unescobkk.org/education/ict • 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 3. Teaching & Learning 4. Non-Formal Education

5. ICT in Education POLICY PROJECT Build national capacities of member-states to develop appropriate policies and plans

6. 3 Main Components Assessment of needs of policymakers 2004-05 2005-06 2003-04 Development of the Policy Toolkit Training of policymakers & educational planners

7. The Partners

8. www.ICTinEDtoolkit.org

9. What the Toolkit Does • Step by step guidelines • Forms to record data • Mechanisms to generate proposals, options and scenarios • Instruments to evaluate proposals, options and scenarios • A device to survey attitudes, skills, opinions & collate results Assists decision makers, planners and developers in the different processes of planning by providing:

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

11. USERNAMES PASSWORD cida-user1 toolkit cida-user2 toolkit cida-user3 toolkit www.ICTinEDtoolkit.org

12. Workshops Conducted CHIANG MAI SEPT. 2005 BANGKOK JUNE 2006 FIJI SEPT. 2006

13. Plans in 2007 • 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)

14. ICT and Education IndicatorsUNESCO Institute for Statisticspresentation prepared by: Ko-Chih Tung, Regional Advisor for the UIS and Jon Kapp, Assistant Programme Specialist, UISwith contributions from Simon Ellis, UIS HQand the ICT in Education Unit, UNESCO Bangkok

15. Context • World Summit on the Information Society (WSIS) • Global monitoring role of UIS • AIMS-UIS Asia and Pacific Regional Office • UNESCO Bangkok

16. Introduction UIS 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

17. 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

18. 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.

19. 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

20. Performance indicators on ICT use in education UNESCO Asia-Pacific ICT in Education Programme

21. Our aim is to empower • Learners, • Teachers, educators • Principals, administrators • Leaders

22. Scope of the UNESCO Programme 5. Monitoring & Measuring Change Monitoring & measuring the impact of ICT in education using performance indicators

23. Monitoring and Measuring Change • Monitor the use and assess the impact of technologies in education. • Demonstrate accountability Performance indicators are required to:

24. 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

25. 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

26. 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.

27. 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

28. 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.

29. 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

30. Thai pilot survey ~ students • Percentage of students with 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%

31. Thailand pilot survey ~ Teachers • 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%

32. 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

33. UIS ICT and Education Paper and the Core Indicators • 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

34. Suggested Basic Core of Indicators for ICT in Education 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)

35. 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)

36. 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

37. 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

38. For further information, please visit: • www.unescobkk.org/aims • www.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 Bangkok • Mom Luang Pin Malakul Centenary Building • 920 Sukhumvit Road • Bangkok 10110 Thailand • tel: +66 2 391 0577 fax: +662 391 0866

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

40. 2. Training of Teachers • 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

41. 2003-04 2004-05 2005-07 2007 Key features and 3 phases • Following-up • actions & scale- • up activities: • case studies • resources CD • FOSS • Web-based application … National training workshops for teacher educators at 9 countries Regional guideline Competency-Based Standard grass-rooted & practical project implementation approaches Design of training: training modules & methods • UNESCO’s Publications • International Experts • Grounded at regional • situations • 25-30 Ps, 5 Days • ICT-pedagogy as focus • Hands-on practices • Key players & policy • makers involvement • Necessary localization • Mapping out training materials • modelling of ICT-pedagogy training

42. Regional guideline • Guiding philosophy & principles for policy making, training and teaching practice • Competency-Based Standard • Four stages of ICT Integration Transforming Infusing Emerging Applying Main outcomes (1) Creating innovative & OFL environments Specializing In the use of ICT Understanding how and when to use ICT Facilitate learning using multi-modal instruction Learning how touseICT in subject teaching Enhancing traditionalteaching Becoming aware of ICT Applying productivity tools (a) Stages of ICT usages (b) Pedagogical Usages of ICT

43. 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

44. A Curriculum Framework Main outcomes (2) A framework for Module A Integrating ICT Productivity Tools

45. A Modeling on ICT-pedagogy Integration Pedagogy (ability) Pedagogy ability Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources Pedagogy Knowledge, ideas, beliefs & values Pedagogical Skills, esp. Instructional Design Adaptation to content Embedded Pedagogy： Contextual Knowledge; Skills; --Hands-on practice Fitting to learners Adaptation to local context Trans formation Module D Infusing Module C Module B Applying Module A Emerging ICT Usage ICT-Pedagogy Integration Module E Main outcomes (3)

46. Suggested training methodology aims to make trainees to based on or oriented to Work like avoiding the Unexpected outcomes that as a result of or teach Constructivism Apprenticeship Situated cognition Inquiry, operate, and solve problems Contextualized knowledge Context- action pairs performance- knowledge pairs ICT skill Facts & ends Data-embedded pedagogy Teacher learned Inert knowledge Authentic training activities Operation steps Look for Relevant information Inappropriate training methods Think from multiple perspectives Discuss Themes/tasks/ problems/projects as anchors Authentic T-L problems On the video or using diagram Interesting Complex enough Challenging Theme-based learning Flexible cognition Master teachers or experts Identify problems Trainees Define problems Solve problems teach as only as Focus on creating creates Explore Examples for tasks in real context and a macrocontext Main outcomes (4) Requires Requires Lend ideas from and provide modeling of Have following characteristics work in groups Coach, guide & facilitate Trainers

47. Main outcomes (5) • A series of training modules • ICT-pedagogy integration • Instructional design • Interactive powerpoint • Webquest • Blog …

48. Free and open-source software Main outcomes (6) • Multimedia resources for • ICT integration

49. 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 Almaty, Kazakhstan, 2-5 October 2006

50. To be continued … Vietnam, March 2007 Mongolia, June 2007 Thank you! m.lee@unescobkk.org fc.miao@unescobkk.org