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ICT and Teacher Training

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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 ... – PowerPoint PPT presentation

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Title: ICT and Teacher Training


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 Ghanas 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
IMFUNDOs 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
IMFUNDOs 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
IMFUNDOs 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 Gansus 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 Gansu Success 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 Gansu Success 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
  • 21 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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