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ICT and Teacher Training

ICT and Teacher Training. Case studies from across the world. TIM UNWIN 6th September 2006. Outline: context and case studies. A focus on challenges facing teachers SITE and UNESCO frameworks Case Studies African experiences China Jordan Education Initiative UK Singapore

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ICT and Teacher Training

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  1. ICT and Teacher Training Case studies from across the world TIM UNWIN 6th September 2006

  2. Outline: context and case studies • A focus on challenges facing teachers • SITE and UNESCO frameworks • Case Studies • African experiences • China • Jordan Education Initiative • UK • Singapore • Core principles for success

  3. Challenges • Teacher training is arguably the most important part of the education system • Yet it is often ignored • Why? • The scale of the global problem • In 2002, UNESCO estimated that 3 million new teachers were necessary if the MDGs were to be delivered • 30,000 untrained teachers in Ghana’s schools • More teachers are dying of HIV/AIDS in Zambia than are being trained

  4. Challenges • ICTs often seen as being a ‘solution’ • Delivering relevant quality instructional material • Supporting student self-learning • Any where and any time • Enhancing teachers’ skills and knowledge • But • ICTs are also part of a fundamental shift in teaching style • From didactic to constructivist • They are not the ‘cheap’ solution that many people have often argued

  5. Challenges • Need to distinguish between distance education, and the use of ICTs to support it • Distance education (Perraton, 2000) can: • Provide trainee teachers with a general education • Improve teachers’ subject knowledge • Teach them about children, the curriculum and pedagogy • Develop classroom skills • A wide range of ICTs (not just computers and Internet) • Radio, TV, mobiles, PDAs, computers, Internet.. • Focus on ICT4E not on E4ICT

  6. Existing Frameworks: SITE • SITE (Society for IT and Teacher Education) • http://www.aace.org/site • Three key principles: • Technology should be infused into the entire teacher education programme • Technology should be introduced in context • Student teachers should experience innovative technology-supported learning environments in their own teacher education programme • Why are these so often ignored?

  7. Existing Frameworks: UNESCO • UNESCO (2002) framework • Key role of UNESCO Bangkok in ICT-education • Strategies • From web-based lessons to multimedia use • Supporting components • From curriculum resources to community support • Means of professional development • From mentoring to collaborative research • Need for a formal change management process to be in place

  8. Africa

  9. DEEPER • Open University (UK) and Fort Hare University (South Africa) DEEPER project • Using hand-held PDAs for teachers • Focusing on • The advantages of handheld computers for teacher professional development • How handheld computers complement other professional resources • What curriculum development are enabled by these devices • Funding by bridges.org • http://www.open.ac.uk/deep

  10. IMFUNDO’s African experiences • Vast physical wastage • Hardware underutilised • 24/7 principles for sustainability! • Glorified typewriters! • Hardware broken or ineffective • High costs of Internet access • Huge educational wastage • Insufficient relevant content • Multimedia potential underused • Networking and interaction ineffective because of lack of connectivity

  11. IMFUNDO’s African experiences • Principles of good practice in effective use of ICT for teacher training in Africa • Shift from ‘education for ICT’ to ‘ICT for education’ • Integrating ICTs across the curriculum • Combining pre- and in-service initiatives • Need for relevant locally produced content • The creation of real partnerships • Sustainability built in from the beginning

  12. IMFUNDO’s African experiences • Framework for use of ICT in African teacher training • Strategic leadership • Ownership and involvement of all stakeholders • Integration within national ICT policies and implementation strategies • Shaping implementation within context of infrastructure available • Value of awareness raising workshops • Clear programme for pre- and in-service training • Sustainability through community-led agendas

  13. China

  14. China: Gansu • EU Gansu Basic Education Support Programme (2001-2005) • €15 million from EU • € 2 million from China • Focus on Gansu’s poorest 41 counties • Key emphasis on teacher training • From didactic mode to student-centred learning • Using ICTs but not driven by ICT agendas

  15. China: Gansu • Education quality: Aim to improve the learning environment for teachers and students • Capacity Building: Aim to improve the management and administrative capacity and performance of headteachers and education administrators • Monitoring and Evaluation: Aim to improve information management and the knowledge base needed for decision-making

  16. China: Gansu • Some achievements by June 2005 • Successful completion of teacher training Diploma by 438 unqualified primary school teachers • 686 Teacher Learning Resource Centres (TLRCs) using ICT established in township schools and county-level teacher training institutes • A wide range of training provided for teachers, headteachers and trainers • Production of locally relevant learning materials for teachers, using print and video. • Scholarships for 77,825 children from poor rural families to enable them to attend school. • A core of teachers trained in the use of ICT and capable of supporting others

  17. China: GansuSuccess Factors • Focus on areas and groups which need most help in rural basic education, on educational equity and ensuring the rights of school-age children • An emphasis on developing human resources and local capacity in teachers,headteachers, administrators and teacher trainers, rather than on equipment provision • Implementation of a new model of school-based training to suit the needs of rural teachers • Development of policy as well as practice and close linkage with policy initiatives

  18. China: GansuSuccess Factors • Innovative design and production of learning materials for rural teachers,combining print and video • Close collaboration: national and international consultants, project staff, and the Provincial Education Department • The appropriate use of new technology in rural contexts • Attention to sustainability

  19. Jordan Education Initiative

  20. Jordan Education Initiative • World Economic Forum Initiative (2003) • Key emphasis on partnership • Collaboration with government • Key role of private sector (Cisco) • Importance of teacher training • Integral to the programme

  21. Jordan Education Initiative • The Jordan Education Initiative strives to: • Improve the delivery of education to Jordan citizens through public-private partnerships • Enhance the quality of education through the effective use of ICT • Build the capacity of the local ICT industry • Create a global education program model for replication in other countries

  22. Jordan Education Initiative • Teacher Training • Cisco and Cisco Learning Institute provided training • Subject matter experts for content development • Teachers in use of new content • Results since creation of JEI • Expertise transferred to local organizations • Mathematics e-curriculum built and deployed in over 70 schools • Four additional e-curricula funded and in development • Technology and training delivered to over 700 teachers and 70 schools

  23. The UK

  24. UK DfES experiences and strategy • ICTs central to transforming teaching and learning in schools • Part of very significant e-government agenda • 2003 Secretary of State “my vision is one where schools are confidently, successful and routinely exploiting ICT alongside other transformational measures” • ICT in teacher education and practice thus only a part of a wider package • After many years, still a long way to go! • National Grid for Learning programme launched in 1998 • 2003 report looking towards 2006 • Drawing out some key dimensions relating to teacher training

  25. UK DfES strategy : teacher education dimensions • Use of ICT for teachers: • Enhanced professional status rewarding e-learning practice • Access to advice, guidance and support on how ICTs can best be used in classroom practice • Access to ICT resources • More sophisticated use of pupil data • Revitalised professional networks • Automation of routine tasks • Opportunity to develop innovative learning • Rounded approach to digital learning

  26. UK 2004 ICT in Schools Survey (DfES/Becta) • Addressed the following themes: • Computers in schools • Other ICT equipment • Internet and email • ICT-related staff confidence and training • Use of ICT in school • Perceived impact of ICT • Especially with SEN and behavioural problems • Management and funding

  27. UK 2004 ICT in Schools Survey • Surprisingly teacher training was not really addressed • In part because it is taken for granted • Key issues • Training focused mainly on gaining ICT skills • c.90% of teachers had received ITC-training • c.85% of staff felt they were e-confident • c.90% of teachers had access to computers at home • Uses of ICT in the school • Management and administration • In teaching and learning (c.46% of secondary schools made regular use of ICT for teaching and learning)

  28. UK Recent initiatives • Teachers’ Portal http://www.teachernet.gov.uk • Teaching and learning; professional development; management; whole-school issues; research; education overview; useful sites • Teachers’ TV http://www.teacherstv.co.uk/ • Importance of integrating different media • Global Gateway http://www.globalgateway.org/ • Providing teachers with opportunities for linking with schools across the world • Shared practices

  29. Singapore

  30. Singapore: 1997 Masterplan for IT in Education • Key importance of teachers • Human Resources • Training every teacher in effective use of IT in education • Equipping trainee teachers with core skills in teaching with IT • Involving institutions of higher learning and industry as partners in schools • Infrastructure • 2:1 teacher-computer ratio • School-wide network • High-speed multimedia network across Singapore

  31. Singapore: teacher achievements • 2001 survey of teacher achievements • 24,000 teachers received 30-50 hours training in use of IT • IT integrated across the curriculum • 78% of teachers said that IT helped to make teaching more student centred • Importance of rewards and prizes for innovation • HP Innovation in IT Awards • Wider benefits for pupils, schools and communities

  32. Success Principles for use of ICT in Teacher Training • Integrated cohesive plan with sufficient funding • Involving all stakeholders • especially the teachers • Combining in-service and pre-service elements • Sufficient technical support (infrastructure and mentoring advice) • Building on existing examples of success • Need for partnerships to ensure sustainability • Wider links to teacher professional development and reward schemes

  33. A final plea • Remember the most marginalised • Those with ‘disabilities’ • Street children and out-of-school youth • Need to ensure that ICTs are used to empower them • Not add to their marginalisation

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