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Session 3 ICT for Quality Education Services Davide Storti UNESCO

Session 3 ICT for Quality Education Services Davide Storti UNESCO Communication and Information Sector (CI). The Big Picture. 2. The ICT in Education Ecosystem. 3. Knowledge Societies – Knowledge Economies. 4. Teacher Training : ICT CFT. The ICT Competency Framework for Teachers

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Session 3 ICT for Quality Education Services Davide Storti UNESCO

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  1. Session 3 ICT for Quality Education Services Davide Storti UNESCO Communication and Information Sector (CI)

  2. The Big Picture 2

  3. The ICT in Education Ecosystem 3

  4. Knowledge Societies – Knowledge Economies 4

  5. Teacher Training : ICT CFT The ICT Competency Framework for Teachers • A Framework for training teachers to effectively integrate ICT in their practice. • A set of competencies that teachers need to integrate ICT into their practice and professional development to advance student learning. 5

  6. What’s inside? 6

  7. Background: ICT CFT Version 2.0 Enriched with inputs from subject matter experts and users worldwide Enhanced with the inclusion of exam syllabi and exam specifications Openly licensed so users are allowed to repurpose and re-use as necessary (including translation) for non-commercial purposes (It’s an OER!) The ICT CFT V.2 (2011) is an update of the ICT CFT V.1 (2008) Result of partnership between UNESCO, CISCO, INTEL, ISTE and Microsoft 7

  8. ICT CFT Knowledge Ladder Framework Conceptual Framework for Policy Planning 8

  9. The ICT CFT Main Framework 9

  10. ICT CFT : Understanidng ICT in Education

  11. http://ccti.colfinder.org/toolkit/ict-toolkit/index.html A set of resources to contextualize the ICT CFT to meet national needs. resources for creating an ICT in Education strategy, collecting education data, considering approaches to advocacy, designing curriculum to materials development and provides a set of open materials that could be used for training new or in service teachers. The tools were developed through a partnership of UNESCO, the Commonwealth Secretariat, the Commonwealth of Learning (COL), Microsoft and the Ministries of Education in the Caribbean and Pacific. The approach suggested calls for an adoption, and where necessary the adaption, of Open Education Resources (OER) selected and aligned to the UNESCO ICT Competency Framework for Teachers ( ICT CFT). The ICT CFT Toolkit 11

  12. Development of National Project Implementation Strategy Development of Training Materials using Open Educational Resources (OER) Elements of the ICT CFT Toolkit 12

  13. Open Educational Resources (OER) Any educational resource/materials that may be freely accessed, reused, modified and shared ….openly available for use without paying royalties/licence fees Image: http://foothillglobalaccess.pbworks.com/w/page/13095903/Open_Educational_Resources http://www.globalkap.com/Industries/Legal

  14. OER is NOT the same as….. Online Learning

  15. What is an OER? • Curriculum frameworks and maps • Course materials • Documents • Books • Research articles • Multimedia applications • Podcasts • Videos

  16. UNESCO World OER Congress 2012 Participants: • Ministers /senior policy makersexpert practitioners/ researchers and relevant stakeholders   Aims • To showcase innovative and promising practices in OER policies and initiatives • Debate and adopt the Paris OER Declaration UNESCO Hqs Paris (20-22 June 2012)

  17. Paris OER Declaration: 4 Main Types of Action • Facilitate understanding and use • Support capacity building • Reinforce strategic alliances • Encourage forward looking actions

  18. Paris 0ER Declaration 2012 Facilitate awareness and use of OER Facilitate enabling environments for use of ICT. Reinforce the development of strategies and policies on OER Promote the understanding and use of open licensing frameworks Support capacity building for the sustainable development of quality learning materials Foster strategic alliances for OER Encourage the development and adaptation of OER in a variety of languages and cultural contexts Encourage research on OER Facilitate finding, retrieving and sharing OER Encourage the open licensing of educational materials produced with public funds

  19. Hewlett Project ‘Implementing the Paris OER Declaration’ 19

  20. ICT in Education in 5 Arab States • A comparative analysis of ICT integration and e-readiness in Schools in Egypt, Jordan, Oman, Palestine and Qatar • Partnership between UIS and Tag.Org http://www.uis.unesco.org/Communication/Documents/ICT-arab-states-en.pdf 20

  21. 4 Areas of Study: • Use of ICT in policy and key curricular areas • ICT infrastructure to support the integration of ICT in education (access to ICT and connectivity) • Participation in programmes offering ICT • Teachers’ use of and training on how to use and teach ICT in the classroom 21

  22. Findings: • ICT adoption and use in the wider socio-economic context of the countries has becomes more prevalent • Highlights that all aspects of the ICT ecosystem need to be further examined in greater detail to have an understanding of the fuller picture of how ICT supports quality teaching and learning. 22

  23. Partnerships 23

  24. Thank you for more information: d.storti@unesco.org 24

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