Trends and Perspectives of the Utilization of ICT in the Classrooms in Asia and the Pacific Region

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Trends and Perspectives of the Utilization of ICT
in the Classrooms in Asia and the Pacific Region

• Fumihiko SHINOHARA
• Specialist for ICT in Education
• ICT in Education Team
• UNESCO Bangkok

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Definition of ICT

• ICT
• the combination of informatics technology
  with other, related technologies, specifically
• communication technology

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Informatics

• Informatics (computing science)
• the science dealing with the design,
• realization, evaluation, use, and
• maintenance of information
• processing systems, including hardware,
• software, organizational and human
• aspects, and the industrial,
• commercial, governmental and political
• implications of these

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Informatics Technology

• Informatics technology
• the technological applications (artifacts) of
  informatics in society

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Potentials of ICT

• ICT will be used, applied, and
• integrated in activities of teaching,
• learning and management on the
• basis of conceptual understanding
• and methods of informatics

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Some consideration on the trends and perspectives
of ICT_in Education from the JFIT Programme on
ICT in Education in Asia and the Pacific -
Principles in Programme and its projects
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Rationale of the Programme (1/2)

• Programme
• Japanese Trust Fund for the Promotion of
  the Effective Use of
• Information and Communication Technologies in
  Education
• established in October 24 2001, and started
  to implement in May 2002
• Rationale/Background
• 1. Education for All
• 2. EFA Framework for Action, Dakar, April
  2000
• 3. 31C/4, 31C/5 (Digital Divide)
• Then this programme will focus on

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Rationale of the Programme (2/2)

• How to use ICT to help reduce disparities in both
  
• educational access and quality and, ultimately,
  bridge
• the digital divide.
• The task will be to harness ICT to provide
  greater
• access to relevant knowledge, learning
  experiences,
• and materials
• 1. introduce new educational content both about
  and through ICT
• 2. improve both the professional development of
  teachers and teaching-learning processes and
• 3. link up educators and learners to break the
  isolation they so often experience.

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General Objectives

• To contribute to bridging and Tapping the
• digital divide and promoting digital
  inclusion
• 1. By exploring and demonstrating how ICT can be
  
• used to reach those excluded from learning
  and to improve the quality of education for all,
  and
• 2. By developing innovative models of ICT use
  and of ICT-based teacher education,
  teaching-learning methods, and curriculum/material
  s development in schools and in other places of
  learning.

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Specific Objectives

• 1. To help create an enabling and supportive
  policy
• environment
• 2. To promote the integration of ICT in both
  formal and
• non-formal education programmes
• 3. To strengthen the training and professional
• development of teachers and non-formal
  education
• facilitators

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Supporting Activities

• 1. To ascertain the current situation of ICT
  application
• in the Asia-Pacific region in the field of
  education
• 2. To create, collect, analyze, and provide quick
  access
• to knowledge and information
• 3. To develop and use a set of performance
  indicators
• Special attention will be paid to how ICTs can
  promote the greater participation and achievement
  of girls and women in education.

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All about Projects (1/2)

• 1. Training and Professional Development of
  Teachers and Other
• Facilitators for Effective Use of ICTs in
  Improving Teaching
• and Learning (incl. Gansu Project)
  (PRFTL)
• 2. Improving management and delivery of
  Technical and
• Vocational Education (TVE) through the
  application of ICTs
• (TVEMD)
• 3. Strengthening ICT Use in Schools and
  SchoolNet in ASEAN
• Setting (SSNET)
• 4. Establishing the Effective Use of
  Information and
• Communication Technologies (ICT) in
  Education for All (EFA)
• in Cambodia (CMBDT)
• 5. Training of Teachers in Information
  Technology (IT) to Meet
• the Emerging Needs of New Learning
  Environment (SRLKT)
• 6. ICT Application for Non-formal Education
  Programmes
• (NFEPI)

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All about Projects (2/2)

• 7. The Establishment of a Regional Clearing
  House in Support of
• ICT in Education Programme in Asia and
  the Pacific (REACH)
• 8. Performance Indicators on ICT Use in
  Education (IDCTS)
• 9. The Meta-survey of the Asia-Pacific
  Programme on Promoting
• the Effective Use of Information and
  Communications
• Technologies in Education (METAS)
• 10. ICT in Education Policies (POLIE)

Synthesis by keywords
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Teachers/Facilitators Training Project (APEID
Project)

• To assure the maximum benefits to all sub-region
  and member state of the region
• Strengthening coordination consolidation of all
  projects under the Programme
• Built-in evaluation mechanism
• Setting up Mechanism for donor country,
  Japan.Accountability
• Team Work under the responsibilities of Project
  officer
• Geographical Balance will be considered as well
  as educational and technological development

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ICT in the Classrooms

• Tools for the teaching learning process
• Tools for the management of teaching-learning/clas
  sroom activities

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ICT integration into Classroom activities

• differs from..
• Educational aims
• The characteristics of subject matters
• The nature of students
• The functions/characteristics of media
• The conditions of institutional environments
• --? ATI
• Not all the teachers and students have to use the
  ICT
• --? Media selection will be of importance

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Challengeable hypothesis

• Teachers will be able to utilize ICT in a proper
  way and in his/her own way to improve their
  education environment and activities, coping with
  the trends of education to tap the higher-order
  educational aims such as the educational
  sustainability development and the four pillars
  of learning as well,
• Without ICT, teachers will be able to enjoy
  themselves to improve their teaching competencies
  including education and classroom management, and
  
• Without ICT, teachers will be able to enjoy
  themselves to improve their teaching and learning
  environment based on the systematic and
  scientific way of thinking
• Instructional design

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ICT and problems/ characteristics in the region

• Multigrade teaching
• Borderless learning environment
• Lack of quality teachers
• Pedagogy embedded CAI courseware utilizing
  accumulated printed materials
• Lack of experimental apparatus
• Control, design, wireless and network
  technologies will be the trends and perspectives
• Rich in World heritages
• Development of multimedia materials filled with
  indigenous knowledge as well

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Examples

• start with asking problems and issues in the
  classroom activities
• ICT in management
• ICT in teaching-learning process

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What should be considered

• Nobody knows what will happen even within three
  months due to the rapid development of sciences
  and technologies
• Change of value system
• --? What are the fundamentals/substances in
  education

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Recommendations

• Coping with the network and wireless
  technological society,
• Reconsideration of the significance of EMIS and
  realities of the current situation in the region
• Reconsideration and utilization of existing
  resources in the region
• Reconsideration of systemic approach for smooth
  and sound transition