Global Challenges

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Overall Information of ICT in Education
Programmes UNESCO Bangkok
fc.miao_at_unescobkk.org
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UNESCOs VISION of ICT in Education
Planning Management of Change
Leadership and Vision
Content and Pedagogy
Life Long Learning
Technical Issues
Collaboration Networking
TEACHER EDUCATION
Social Issues
Context and Culture
Source UNESCOs Planning Guide
Information-Communication Technologies in Teacher
Education (2002)
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UNESCOs RECOGNITIONon ICT in Education

• UNESCO recognizes the potential of ICT to
  achieve EFA goals, in particular its ability to

• Enable the inclusion of groups with no access to
  education
• Improve the quality of teaching learning
• Increase the efficiency effectiveness in
  planning administration

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Scope of the ICT in Education Programmes
6. Research Knowledge Sharing
1. Education Policy
2. Training of Teachers
5. Monitoring Measuring Change
www.unescobkk.org/education/ict

• ICT-Teacher-Training Project ICT-Pedagogy
  capacity building for in-service-teacher
  educators at individual level
• NextGen Project Curriculum planning and capacity
  building for pre-service-teacher educators at
  institutional level

3. Teaching Learning
4. Non-Formal Education
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ICT in Education POLICY PROJECT

• Build national capacities of member-states to
  develop appropriate policies and plans

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3 Main Components
Assessment of needs of policymakers
2004-05
2005-06

• 2003-04

Development of the Policy Toolkit
Training of policymakers educational planners
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The Partners
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www.ICTinEDtoolkit.org
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What the Toolkit Does
Assists decision makers, planners and developers
in the different processes of planning by
providing

1. Step by step guidelines
2. Forms to record data
3. Mechanisms to generate proposals, options and
   scenarios
4. Instruments to evaluate proposals, options and
   scenarios
5. A device to survey attitudes, skills, opinions
   collate results

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What the Toolkit Does
Assists decision makers, planners and developers
in the different processes of planning by
providing

• 6. A way to consult with specialists and experts
• 7. An systematic environment for deliberations,
  consultations and decision making
• 8. Standard, documented and replicable procedures
• 9. Efficient and organized system

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www.ICTinEDtoolkit.org

• USERNAMES PASSWORD
• cida-user1 toolkit
• cida-user2 toolkit
• cida-user3 toolkit

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Workshops Conducted
CHIANG MAI SEPT. 2005
BANGKOK JUNE 2006
FIJI SEPT. 2006
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Plans in 2007

• At least 2 regional workshops (South and Central
  Asia)
• More national workshops(allows more people from
  MOEs to be trained)
• Continue updating the Toolkit(World Bank infoDev
  is investing for further development of the tool)

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ICT and Education IndicatorsUNESCO Institute for
Statisticspresentation prepared by Ko-Chih
Tung, Regional Advisor for the UIS and Jon Kapp,
Assistant Programme Specialist, UISwith
contributions from Simon Ellis, UIS HQand the
ICT in Education Unit, UNESCO Bangkok
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Context

• World Summit on the Information Society (WSIS)
• Global monitoring role of UIS
• AIMS-UIS Asia and Pacific Regional Office
• UNESCO Bangkok

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Introduction

• UIS and Information Society
• ICT and Education
• establishing core global indicators for the
  Partnership
• Potential for regular data collection for
  education statistics
• ICT skills assessment through hhld survey
• Literacy Assessment and Monitoring Programme
  (LAMP) Programme for International Assessment
  of Adult Competency (PIAAC)
• Content and use of ICTs
• work on Linguistic diversity
• press and broadcast surveys

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AIMS-UIS Regional Office

• Supporting capacity building in the areas of
  monitoring, assessment and analysis of
  disparities in access to education
• Planning for and coordinating the EFA Mid-Decade
  Assessment (2006-2007)
• Developing manuals, guidelines and tools and
  instruments for better study, analysis and
  reporting on education data

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Capacity building

• Requires
• prior political commitment from Ministry
  concerned, based on a policy commitment in
  national development plans
• A co-ordinated approach including regulators,
  NSOs, Ministries, ISPs/telecomms companies and
  NGOs
• Sustained assistance in a groups of countries
  over a numbers of years to change the institution
  as well as the staff.

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Need for stronger co-ordination

• Need to co-ordinate statistical activities
  between regulators, Internet Service Providers,
  phone companies, ministries, and national
  statistics offices
• Need to include ICT data collection in existing
  surveys
• UNESCOs help to countries in this major task
• UIS statisticians permanently stationed in
  Africa, Asia and Latin America

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ICT and Education

• ICTs can be used in education to
• improve administrative efficiency
• disseminate teaching and learning materials to
  teachers and students
• improve the ICT skills of teachers and students
• allow teachers and students access to sources of
  information from around the world
• share ideas on education and learning

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ICT and Education, continued

• ICTs can be used in education to
• collaborate on joint projects
• conduct lessons from a remote location
• Data on availability of ICTs in formal
  education-- their costs and benefits, their use,
  equity of access, their impact on educational
  outcomes useful for educational planning
• ICTs play equally major role in promotion of
  non-formal education older technologies too!

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Performance indicators on ICT use in education
UNESCO Asia-Pacific ICT in Education Programme
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• Our aim is to empower
• Learners,
• Teachers, educators
• Principals, administrators
• Leaders

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• Vision
• By 2008, all member states in the Asia-Pacific
  region will have
• A national ICT in education POLICY.
• ICT as a component of TEACHER TRAINING.
• The beginnings of a process of developing
  relevant, multilingual and appropriate
  EDUCATIONAL CONTENT.
• NETWORKS for sharing knowledge and experiences.
• Key INDICATORS developed and used to monitor
  progress and to form strategies.

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Scope of the UNESCO Programme
5. Monitoring Measuring Change
Monitoring measuring the impact of ICT in
education using performance indicators
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Monitoring and Measuring Change
Performance indicators are required to

• Monitor the use and assess the impact of
  technologies in education.
• Demonstrate accountability

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Indicators Project

• Developing, pilot testing and promoting the
  institutionalization of indicators for ICT use in
  education systems.
• Assessing the impact of ICT use on the
  teaching-learning process.
• Pilot testing in India, Philippines and Thailand

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Major outcomes

• National Reports completed (India, Thailand)
• Multi-country Workshop report prepared for
  publication
• Manual on using ICT performance indicators in
  assessing the impact of ICT in education drafted
  for publication

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Output Objectives

• The main objective of the manual is
• to provide practical guidelines on how to
  adopt/adapt the ICT indicators in measuring in
  turn the use and impact of ICTs in the
  educational system and in teaching and learning.

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Contents

• Definition, conceptual framework, purposes and
  criteria for validating ICT for education
  performance indicators
• Validated matrix of indicators specifying the
  purposes of each indicator, source of data, how
  to collect, and the corresponding survey
  instruments for collecting data
• Synthesis of three countries experiences and
  survey reports in pilot testing the performance
  indicators
• Lessons learned in pilot testing the performance
  indicators

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Contents, continued

• Steps in using the validated set of indicators to
  measure impact of ICT in education which cover
  survey design, data collection and processing
• Ways in using the indicators to analyze the use
  of ICT in education
• Ways of applying and mainstreaming indicators
  into the ICT for education programme and in the
  educational management information system.
• Advocacy for the integration of performance
  indicators into the education system.

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Proposed Performance Indicators

• Approximately 50 indicators,
• classified in 5 categories
• ICT-Based Policy and Strategy
• ICT Infrastructure and Access
• Curriculum/textbooks
• Teaching Professionals Use and Teaching
• Student Use and Learning

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Thai pilot survey students

• Percentage of students
• with cell phone 20.1
• with computer at home
  40.1
• with e-mail
  5.9
• Percentage of students who can
• use a computer 22.7
• use digital
  camera 7.8
• write a webpage
  0.16
• Percentage of student using
• internet for education 9.9
• internet at
  school 9.0
• internet every
  week 3.2

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Thailand pilot survey Teachers

• ICT trained teachers 338,726 or 42.48
• Teachers per 1 PC in Primary schools 201
  in Secondary schools 21
• Amongst teachers using ICT 85
  used for instruction 15 used
  for administration
• Percentage of teacher with cell phone 79
• Percentage of teacher with e-mail 13.7

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Other international data sources

• Programme for International Student Assessment
  (PISA)
• Important source of information on ICT for
  education at the primary and secondary levels
• 2000 cycle 28 OECD and 4 non-OECD countries
  participated
• 2002 cycle additional 11 countries participated
• The PISA 2000 Technical Report the first to
  provide a good picture of access, usage and
  impact of ICT in schools

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UIS ICT and Education Paper and the Core
Indicators

• Was presented at WSIS Tunis
• To establish a core set of indicators for ICTs in
  Education
• Focussed on capacity of developing countries
• Minimise burden of data collection and response
• Use existing indicators to maximise existing data
  on survey design sampling etc.
• Use school survey based data which can largely be
  collected through administrative systems and
  linked directly to educational processes

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Surveys of Schools used

• Asia Pacific Regional Survey on ICTs in Education
  (APRS)
• Regional school assessments for
• Latin America (LABORATORIO)
• Francophone Africa (PASEC)
• Anglophone Africa (SACMEQ)
• Monitoring Learning Activities Survey in Africa
  (selected countries only) (MLA2)
• OECD countries plus selected non OECD countries
  in future (PISA)
• Other international assessments
• Progress in Intl Reading Literacy Study (PIRLS)
• SITES 1-2
• Third International Mathematics and Science
  Survey (TIMSS and TIMSS-R)
• UIS/OECD World Education Indicators- Primary
  School Survey - WEI-SPS

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Suggested Basic Core of Indicators for ICT in
Education

• Basic Core
• 1. of schools with electricity (by ISCED level
  1-3)
• 2. of schools with radio used for educational
  purposes (by ISCED level 0-4)
• 3. of schools with television sets used for
  educational purposes (by ISCED level 0-4)
• 4. Student to computer ratio (by ISCED level 0-4)
• 5. of schools with basic telecommunication
  infrastructure or telephone access (by ISCED
  level 1-4)
• 6. of students who use internet at school (by
  ISCED level 1-4)

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Indicators- contd..

• Extended Core
• (i) of students enrolled by gender at the
  tertiary level in an ICT-related field (by ISCED
  level 5-6)
• (ii) of ICT qualified teachers in primary and
  secondary schools (of the total no. of teachers)
• (Note all indicators should be collected by sex,
  grade and age)

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Challenges Language

• Language is the 1st barrier in using the Internet
• UNESCO upholds rights of speakers of minority and
  endangered languages in society and in education
• Language presents many technical barriers eg.
  coding

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Other areas of education work

• ICT skills assessment
• LAMP Literacy Assessment and Monitoring
  Programme. Includes questions on use and access
  to ICTs
• PIAAC Joint OECD/UIS adult skills assessment
  programme. First phase for implementation before
  2009 includes questions on ICT skills

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Languages results so far

• No agreement on count of web pages by language
• Potential for regional observatories
• Press and broadcast surveys will examine the use
  of mixed channels including Internet for
  distribution
• Work underway to assess the quality of existing
  data on languages and how UNESCO can improve it
• UIS literacy assessment and communications
  programmes looking at functional context for
  languages and learning

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For further information, please
visit www.unescobkk.org/aims www.unescobkk.org/ic
t or contact the AIMS unit Assessment,
Information Systems, Monitoring and Statistics
Unit (AIMS) Office of the Regional Advisor for
the UNESCO Institute for Statistics (UIS) UNESCO
Bangkok Mom Luang Pin Malakul Centenary
Building 920 Sukhumvit Road Bangkok 10110
Thailand tel [phone] fax [phone]
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Training and Professional Development of Teachers
and Other Facilitators for Effective Use of ICTs
in Improving Teaching and Learning
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2. Training of Teachers

• ICT-TT ICT-Pedagogy capacity building for
  in-service-teacher educators at individual level
• NextGen Curriculum planning and capacity
  building for pre-service-teacher educators at
  institutional level

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Key features and 3 phases

• Following-up
• actions scale-
• up activities
• case studies
• resources CD
• FOSS
• Web-based application

National training workshops for
teacher educators at 9 countries
Regional guideline Competency-Based Standard
grass-rooted practical project implementation
approaches
Design of training training modules methods

• UNESCOs Publications
• International Experts
• Grounded at regional
• situations

• 25-30 Ps, 5 Days
• ICT-pedagogy as focus
• Hands-on practices
• Key players policy
• makers involvement
• Necessary localization

• Mapping out training materials
• modelling of ICT-pedagogy training

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• Regional guideline
• Guiding philosophy principles for policy
  making, training and teaching practice
• Competency-Based Standard
• Four stages of ICT Integration

Main outcomes (1)
Creating innovative OFL environments
Specializing In the use of ICT
Understanding how and when to use ICT
Facilitate learning using multi-modal instruction
Learning how to use ICT in subject teaching
Enhancing traditional teaching
Becoming aware of ICT
Applying productivity tools
(a) Stages of ICT usages
(b) Pedagogical Usages of ICT
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• A Curriculum Framework
• Training syllabi
• Matrix on key players UNESCOs
• training module
• Suggested training methodology

Main outcomes (2)
Five curriculum modules comprising the
ICT-pedagogy integration curriculum
Modules Target Trainees Related Standards General Description
Module A Integrating ICT productivity tools Those trainees moving from the stage 1 to stage 2 of ICT-Pedagogy integration Designed based on the competency-based standards for level 1 specified in the Guideline
Module B Application of ICT in subjects/ areas teaching - learning Those trainees moving from the stage 2 to stage 3 of ICT- Pedagogy integration, particularly, for those who more concerned on ICT usage in subject-specific domains Designed based on the competency-based standards for level 2 specified in the Guideline ,with subject specific teaching learning as main focus
Module C Infusing ICT across the curriculum Those trainees moving from the stage 2 to stage 3 of ICT- Pedagogy integration, particularly, for those who more concerned on ICT usage in interdisciplinary themes Designed based on the competency-based standards for level 2 specified in the Guideline, with inquiry across curriculum as main focus
Module D Specializing in the use of ICT to create innovative and open flexible learning environments Those trainees moving from the stage 3 to stage 4 of ICT-Pedagogy integration Designed based on the competency-based standards for level 3
Module E Pedagogical knowledge, values and pedagogical practices Trainee at all stages who would like to get systemic and deeper understanding of a wide range of pedagogies available Designed based on the specifications on pedagogy embedded in competency-based standards for all levels
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A Curriculum Framework
Main outcomes (2)
A framework for Module A Integrating ICT
Productivity Tools
Objectives Content Training Methodology Training Material Available
After the training of module A, trainees should be able to Demonstrate expertise in basic computer operation and utilizing computer peripherals Demonstrate expertise in working with productivity tools, such as word processing working with a spreadsheet, a database, presentation and e-mail Apply productivity tools in learning context in authentic environment using spreadsheet to create class lists for assessment or using presentation software for developing instructional lecture Differentiate functional differences of various digital and non-digital technologies to support teaching and learning Apply active, intentional and collaborative learning principles while designing learning and teaching materials Develop positive attitudes of utilizing ICT for learning Demonstrate appropriate understanding about the related social and ethical issues, and using ICT in a legal and responsible way A1 Basic Concepts of ICT A2 Using the Computer and Managing Files A3 Word Processing A4 Working with a Spreadsheet A5 Working with a Database A6 Composing Presentations with text and graphics A7 Information Communication A8 Social and Ethical Issues A9 Teachers Professional Development and/with ICT Explanations of the basic ICT concepts with diagrams, video and real objects, and field trips where necessary. Flexible combination of vicarious learning (in which, learners observe and follow trainers operation) and enactive learning (in which, learners engaged into active thinking and operation based on authentic problems/ tasks) self-study/ operation cooperative learning or team work. Project/problem-based ICT application Hands-on lesson plan or courseware design Microsoft Integrating ICT Skills into Teaching and Learning(for grades 5-8) Using MS Office XP for Learning Projects (for grades 6-12) Integrating ICT productivity tools in learning practices developed by Dr. Majumdar
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A Modeling on ICT-pedagogy Integration
Main outcomes (3)
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Suggested training methodology
Main outcomes (4)
Requires
Requires
Lend ideas from and provide modeling of
Have following characteristics
work in groups
Coach, guide facilitate
Trainers
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Main outcomes (5)

• A series of training modules
• ICT-pedagogy integration
• Instructional design
• Interactive powerpoint
• Webquest
• Blog

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• Free and open-source software

Main outcomes (6)

• Multimedia resources for
• ICT integration

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National workshops
Penang, Malaysia, 6-10 June 2005
Bangalore, India, 29 Aug 2 Sept 2005
Beijing, China, 14-18 November 2005
Jakarta, Indonesia, 6-10 March 2006
Manila, Philippines, 5-9 June 2006
Chiangmai, Thailand, 28 Aug-1 Sept. 2006
Almaty, Kazakhstan, 2-5 October 2006
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To be continued
Vietnam, March 2007
Mongolia, June 2007
Thank you!
m.lee_at_unescobkk.org fc.miao_at_unescobkk.org
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Clearinghouse Project
Regional Clearinghousein Support of the ICT in
Education Programme
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Scope of the UNESCO Programme
6. Research Knowledge Sharing
1. Education Policy
5. Monitoring Measuring Change
2. Training of Teachers
www.unescobkk.org/education/ict
3. Teaching Learning
4. Non-Formal Education
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6. Research Knowledge Sharing
Collecting, creating disseminating information
knowledge about ICT in education
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Objectives

• To support the ICT in Education projects by
  compiling, analyzing, repackaging and
  disseminating information and the lessons learned
  through the projects.
• To research and disseminate information about the
  use of ICT in education in the Asia-Pacific
  region.

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Functions of the Clearinghouse

• Conduct research on activities and projects
  relating to the use of ICT in education in the
  Asia-Pacific region.
• Repackage information and provide resources that
  are useful to targeted users.
• Share knowledge and lessons learned via
  publications and Internet.

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Knowledge is shared worldwide via

• E-newsletters
• CD-ROMs
• Print publications
• Website

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Website contents

• Information about the ICT in Education programme
• Details of the project activities and results
• Regional and country information
• E-library
• Searchable databases
• Portal for teachers
• Teacher training forum

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Website impact

• The website enables people to gain easy and fast
  access to the results of the ICT in Education
  Units projects and the knowledge gained.
• Resources on the website are used by a wide range
  of organizations, including schools,
  universities, project managers, researchers, NGOs
  and international agencies. This information can
  assist in policy development and project planning.

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Thank You

• Ellie Meleisea
• Editor and Assistant Project Officer
  (Clearinghouse)
• ICT in Education Unit
• UNESCO Bangkok
• e.meleisea_at_unescobkk.org

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Key results so far of theUNESCO SchoolNet
project
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General Goals
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Key Objectives of the UNESCO SchoolNet project

• Document innovative and successful approaches,
  which serve as benchmarks for programme-planning
  and implementation. Share best practices and
  lessons learned.
• Develop strategies dealing with integration of
  ICT into the national curricula of each
  participating country.
• Develop an integrated ICT-based curriculum for
  each country, ICT-based teaching and learning
  materials and tools for science, mathematics and
  language subjects.

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Key Objectives (continued)

• Establish connectivity and test the use of ICT in
  24 schools in the eight participating countries.
• Train teachers in computer literacy, use of ICT
  as teaching tools, use of the ICT-based
  teaching/learning materials, and
  telecollaboration activities.
• Establish national and sub-regional SchoolNets
  for facilitating equal access to information and
  educational resources online.

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Objective 1 Document experiences and best
practices in ICT use in participating schools.
Activities Undertaken

• Held expert meeting which developed strategies
  and project implementation plans.
• Documented and synthesized case studies
  reflecting the experiences, innovative strategies
  and best practices among participating schools in
  ICT integration.
• Produced two volumes of Lessons Learned.
• Produced the SchoolNet Toolkit.
• Held workshop to compile final lessons-learned.

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Objective 2 Formulate national plans for
integrating ICT into the curriculum of each of
the eight participating countries.
Activities Undertaken

• Held high-level officials and policy-makers
  meeting at which support was gained through
  Memorandum of Agreement (MoA).
• Organized a workshop for national ICT
  coordinators to flesh out the MoAs and prepare
  the country plans for each of the eight
  participating countries.
• Held national follow-up planning workshops with
  pilot schools to develop a curriculum framework
  for ICT integration into three subjects and work
  plan.

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Objective 3 Develop and adapt ICT-based
materials, lessons educational software.
Activities Undertaken

• Examined school subjects and identified plans for
  integration of ICT into teaching/learning these
  subjects.
• Workshops held to compile existing materials,
  adapt and/or develop additional lessons.
• Translated locally-developed materials into
  English for sharing and posting on the regional
  website.
• Produced a CD-ROM (and directory) containing
  ICT-based materials.

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Objective 4 Enhance the capacity of school
teachers and administrators to integrate ICT into
teaching.
Activities Undertaken
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Objective 5 Test the developed materials (in
three subjects) in pilot schools
Activities Undertaken
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Objective 6 Establish national and ASEAN-region
SchoolNets to facilitate sharing and equal access
to educational resources online
Proposed Activities
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Remaining objectives
Enable ongoing telecollaboration and cooperative
ICT-based projects among the eight participating
countries
Document and disseminate best practices generated
from the project via a third edition of the
SchoolNet Lessons Learned report.
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Remaining Objectives
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Comments and feedback from teachers and students
who participated in telecollaboration activities.
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Thank you!
Contact Email fc.miao_at_unescobkk.org SchoolNe
t website http//www.unescobkk.org/education/ict/
schoolnet