ICT, Education Transformation, and Economic and Social Development Dr. Robert Kozma | April 2011 | Montevideo Urugua

1. ICT, Education Transformation, and Economic and Social Development Dr. Robert Kozma | April 2011 | Montevideo Uruguay A UNESCO Workshop

2. The Rhetoric for ICT in Education Many countries justify the use of ICT in schools by saying it will help create an information economy or knowledge society: Singapore’s The third Masterplan “continues the vision of the first and second Materplans to enrich and transform the learning environments of our students and equip them with the critical competencies and dispositions to succeed in a knowledge economy” Jordan’s ICT-based reform effort was to make the education sector “responsive to employment market demands in key industries and develop critical ‘Knowledge Economy skills’ at all levels of the education system” Tech/NA, Namibia’s education ICT initiative, states that “Arising from the overall capacity building investments, Namibia will be transformed into a knowledge-based society.” Rwanda’s ICT in Education Strategic Plan envisions that all Rwandans will “reach their individual potential to become well-rounded critically thinking citizens of an innovative , knowledge-based economy.”

3. Away from a Manufacturing Economy • Mass production • Standardized products • Manual labor or rote cognitive tasks • Hierarchical command and control • Highly integrated organizations ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA

4. Toward an Information Economy • Services are the largest sector of 25 largest economies • Information products and services shows the most growth • Innovation and new knowledge are a major engine of economic growth

5. and a Knowledge Society • High level of education. • High penetration of ICT in the home. • Large majorities of people use the internet for email. • Large majorities use it as a primary information source • Large percentages of young people use it to connect with groups, create and share digital materials.

6. Transformed Business Practices • Self-managed teams • Regular employee meetings • Flexible work arrangements • Use of computers in front-line positions

7. Transformed Organizational Structures • Organizational flattening • Decentralized decision making • Disaggregation • Out sourcing/off shoring • Cross-organizational collaboration ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA

8. Transformed Jobs • Less demand for manual skills and routine cognitive tasks • More demand for problem-solving, communications skills and team skills. • ICT substitutes for low-skilled workers, supplements high-skilled workers ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA

9. Transformations are Enabled by ICT • To connect distributed teams of employees • To coordinate with partners and suppliers • To collect and share information • To provide products and services to customers

10. Transformed Schools? • Schools structured as enclosed groups and physical spaces • Curriculum is in silos tied to disciplines • Teacher lectures • Students study independently • Standardized exams test recall and application of simple procedures • Technology used as a supplement

11. Education Transformation Is the introduction of computers enough? What role can policy play? Not just ICT - - • Teaching and Learning • Curriculum and Assessment • Social Structure ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA

12. Knowledge Ladder • Conceptual framework for policy planning • Holistic: • All components • Aligned changes • Developmental and progressive: • Addresses a range of current conditions. • Advances build on current resources and experiences • Connected to economic and social development.

13. A Conceptual Framework: The Knowledge Ladder Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation • Each model has different implications for: • Policy Goals • Teaching and Learning • Curriculum and Assessment • Social Structure • ICT Use

14. Knowledge Ladder: Policy Goals Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation Increase workforce participation improved health and welfare Develop a manufacturing economy Create a highly knowledgeable citizenry that adds value to society Create a knowledge-driven economy and society Increase secondary completion, improve test scores Increase primary attendance Graduates who apply school learning to solve real world problems Graduates who are creative, innovative, lifelong learners

15. Knowledge Ladder: Teaching and Learning Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation Teachers with at minimum skills & subject knowledge Teacher content knowledge & direct instruction Content & pedagogical expertise Teachers as collaborators and model learners Collaborative teams working on complex real world projects Communities of learners who build on each other’s knowledge Large student-teacher ratios, lecture Students doing individual seat work

16. Knowledge Ladder: Curriculum and Assessment Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation Focus is on basic literacy and numeracy Focus on facts, simple principles, and computer applications applied to standard procedures Focus on deep understanding of key concepts and their application to solve real world problems Focus on innovativeness and the creation of knowledge products Assessed by standardized tests Assessed by standardized tests Assessed by complex, real world tasks Assessed by a community of users

17. Knowledge Ladder: Social Structure Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation Hierarchical structure Hierarchical structure and accountability Collaborative teaching and learning Anytime, anywhere, life-long learning Standardized delivery Little teacher or student autonomy Breaking disciplinary and physical boundaries Self-sustaining, cross-age, cross-sector knowledge communities

18. Knowledge Ladder: ICT Use Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation ICT for information delivery: radio, TV Drill and practice, tutorial software to support test performance Simulations, multimedia to support understanding &the application of knowledge to solve problems Social environments, Wikis, and knowledge-building tools Little computing; little networking, potential for teacher training. Computers & digital devices everywhere; networks for community Computers in labs; networks for management Computers in classrooms; networks for collaboration

19. Educational Transformation What kind of change needs to take place in education? What role can ICT play? Holistic Change A Lever for Change ICT alone will not transform education