Ict4e

Overview on ICT4E iSchools Project Team HUMAN CAPITAL DEVELOPMENT GROUP Commission on Information and Communications Technology

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Process Questions • How different is today's society from that of your youth? What

are considered important? What skills are considered necessary? iSchools - CILC for Teachers

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Digital Economy We are living in a new economy… powered by technology fueled by information driven by knowledge. - Secretary’s Commission on Achieving Necessary Skills (SCANS), US Dept of Labor, 1991 iSchools - CILC for Teachers

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technology research & devt

globalization

SOCIETY knowledge workers

media rapid changes

“instant” universal access to information, people, ideas real-time inter-operation/ interactivity through networked devices and databases active participation/involvement rather than passive observation

Growing up Digital:

THE NET GENERATION • techno-natives (kids) vs. technomigrants (us)  “instant”/

“copy-paste” generation  proof in India: “hole in the wall” experiment

• interactive Internet use: winning over passive TV-watching

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DIGITAL AGE READINESS INFORMATION AGE

DIGITAL WORLD

21 CENTURY SKILLS st

= lifelong learning

“Without 21st century skills, students are being prepared to succeed in yesterday’s world – not tomorrow’s.” – enGauge: 21 Century Skills st

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Learning can, of course, take place in the classroom, but most of it doesn’t. Today’s learners are not just students; learning has suddenly become everybody’s business. In fact, learning “how to learn” may now be your most critical survival skill. from Jensen, E. Super Teaching. 1995.

LITERACY IN THE DIGITAL AGE

ICTs & 21st Century Skills use ICT as a tool to efficiently and effectively leverage knowledge & skills and match to current needs and opportunities Information literacy = e-literacy iSchools - CILC for Teachers

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From the Business Software Alliance from Educating for the Future by BSA, June 2004 (how the business sector views 21st Century Learning)

General Math, Science, and Engineering Skills: marrying cutting-edge technology with current

problems and opportunities – facilitate analysis, evaluating information, making sound decisions, assessing and understanding results and implications, recommending improvements, etc.

General Workforce Skills: use ICT to collaborate and

practice teamwork on projects for shared credit; to enhance selfdirection, adaptability, accountability; critical thinking and creative problem solving; social responsibility and ethical behavior

Global and Civic Awareness: interact with/ participate in gov’t,

economic, and social institutions globally and locally, includes: finding multiple and best sources through ICT for accurate and unbiased information to gain multicultural literacy, and make sound decisions about various matters, taking advantage of egovernment services, etc.

ICT Literacy: use of ICT tools to communicate and express ideas effectively, to facilitate analysis and problem solving, to sort through resources for research and information synthesis, to manage time and tasks effectively – includes technological literacy and information literacy

Basic Literacy: functional proficiency in language and numeracy KNOWLEDGEABLE, SKILLED, SAVVY, GLOBALLY AWARE, ENGAGED, PRODUCTIVE STUDENTS adapted from Educating for the Future by BSA, June 2004

EDUCATION vis-à-vis 21st C Skills • significant implications for  pedagogy

(evaluate standards vis-à-vis 21st C skills)  teacher and student roles  curriculum  strategies and tools  assessment standards  infrastructure (equipment, materials/supplies, layout)  role of community

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How does a teacher become a catalyst for transforming a plagiarist into the artist? How do we reach for Picasso, when we are entrenched in a “paint by number” ideology? 75% of teachers: sequential, analytical presenters BUT 70% of students do not learn best this way The lesson plan is like a restaurant menu – it’s a useful planning tool, but it’s not the meal. from Jensen, E. Super Teaching. 1995.

Traditional vs. 21 Century learning st

Traditional Learning Lifelong Learning Model Teacher = source of knowledge; Educators = guides, facilitators, planning for teaching; rigid

catalysts of learning; designing for learning; flexible

Learners conform to / receive knowledge from teacher – teacher-centered • chalk & talk • rote-learning & repetition • textbook-based • exam-driven

Learners learn by asking/inquiring, doing, authentic learning - studentcentered • life skills, competency-based, multiple intelligences & learning styles • vast information resources –

Learners work by themselves

People learn in groups and from each other; collaborative learning

From: TechKnowLogia, Jan-March 2003, p. 78. www.TechKnowLogia.org

Traditional vs. 21 Century learning st

Traditional Learning Model Tests: to prevent progress until

Lifelong Learning

Assessment: guides learning complete mastery of strategies and identifies facts/skills and to ration access pathways for future learning to further learning • integrated with the lesson • tests are separate from the • rapid feedback lesson All learners do the same thing Educators develop individualized learning plans Teachers receive initial training Educators are lifelong learners: plus ad hoc in-service training initial training and on-going professional development are linked = if learning has taken Grades = to establish ranking Rubrics place have access to learning “Good” learners are identified People and permitted to continue their education

opportunities over a lifetime

From: TechKnowLogia, Jan-March 2003, p. 78. www.TechKnowLogia.org

Summary of Implications • schools: change or become obsolete • multiple opportunities & channels to learn  ICTs • regular assessment and feedback to see if learning is indeed taking place and 21st C skills are being developed “Look beyond the schoolhouse to the roles students will play when they leave to become workers, parents, and citizens.” - (SCANS), US Dept of Labor, 1991 iSchools - CILC for Teachers

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ICT4E Integrating technology into education in a meaningful way is key to making learning relevant to the generation of young learners for whom technology is an important part of their daily lives. from Educating for the Future by BSA, June 2004

when used appropriately  enhanced teaching and learning

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ICT4E Findings • “simply putting computers into schols is not enough to impact student learning” • fully supports Constructivism • well-utilized ICTs enhance learning  multi-channel

learning  motivating and engaging  concretizes abstract concepts  inquiry and exploration  efficiency

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Effective ICT4E infrastructure and connectivity ample and appropriate training (pre- / inservice) on ICT and corresponding student-centered pedagogy reliable tech support & continued ICT4E training appropriate policy framework (system changes, incentives, and sustainability), curriculum changes iSchools - CILC for Teachers

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Teacher Training Standards Specializing in the use of ICT

Stage 4: Transforming

Creating innovative learning environments

Understanding how to use ICT

Stage 3: Infusing

Facilitating learning

Learning how to use ICT Becoming aware of ICT

Stage 2: Applying

Enhancing traditional teaching Supporting work performance Pedagogical Usages of ICT

Stages of ICT Usage

Stage 1: Emerging Stages of ICT Development

From Padongchart, S. A Curriculum Framework for Integrating ICT and Pedagogy in Teacher Education. National Training Programme for Teacher Educators on ICT-Pedagogy Integration Training Manual. UNESCO-Bangkok. June 2006. iSchools - CILC for Teachers

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Teacher Training Standards • Teachers understand technology operations and concepts. • Teachers plan and design effective learning environments supported by technology. • Teachers can implement plans that include methods for applying technology to maximize student learning. • Teachers can apply technology to facilitate assessment. • Teachers can use technology to enhance their own productivity. • Teachers understand the social, ethical, legal, and human issues related to the use of technology. - from the International Society for Technology in Education (ISTE)

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ICT4E in the Philippines

Commission on Information and Communications Technology

Status of Philippine Education “The poor performance of students across the country in national and international achievement tests, and the consistently high dropout rates at both elementary and secondary school levels, underscore the deterioration of the quality of the Philippine schools system.” - National Framework Plan for ICTs in Basic Education, 2005

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ICT4E Issues • limited/ unequal access to ICT, costly investment 

including power, telecommunications access, Internet service

• under-utilized by teachers 

unprepared



satisfied with current approach to teaching



technical difficulties abound



no sufficient time to adapt (overly packed curricula & school day, teaching to the test)



lacking strong admin support and policies

• need for more Impact Research/ Studies via effective M&E iSchools - CILC for Teachers

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ICT4E Support in the Philippines • UN Millennium Development Goals • PGMA’s 10-point Agenda: EFA (Education for All) • Medium Term Development Plan of the Philippines (MTPDP) 2004-2010 • the National Framework Plan for ICTs in Basic Education (2005-2010) • the 2002 Basic Education Curriculum (BEC) • DepEd’s Strategic Framework on ICT4E (2006) • DepEd’s ICT4E Master Plan (2006) iSchools - CILC for Teachers

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DepEd’s ICT for Education Master Plan Secretary Jesli Lapus (ICT Congress) • Improvement of quality and access • Empowerment of teachers and learners towards lifelong learning • Efficient and effective educational planning and governance • Coordination and collaboration with stakeholders

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DepEd’s ICT for Education Master Plan: Targets • All public High Schools (4,729) with multimedia laboratories by 2010 • 20% of public Elem Schools (7500 of 37492) with computer labs, with multimedia equipment • 50% of Community Learning Centers with computer labs • All public schools with computer labs connected to Internet • All recipient schools to be provided with appropriate software and instructional resources iSchools - CILC for Teachers

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ICT4E – Philippine Experience • various initiatives: – – – – – – – –

DTI PCPS GILAS DOST-SEI ELSA text2teach SEAMEO INNOTECH FIT-ED Intel Teach to the Future Microsoft’s Partners in Learning/ Learn.ph – Coke edVenture – Knowledge Channel iSchools - CILC for Teachers

• primary level: 1:25,000 computer:student ratio • secondary level: 1:300 computer:student ratio – 67% penetration – DTI-DepEd initiative: by 2006, full penetration at 10 PCs per school

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CICT – EO269 The CICT shall be the primary policy, planning, coordinating, implementing, regulating, and administrative entity of the executive branch of Govt that will promote, develop, & regulate integrated & strategic ICT systems and reliable & costefficient communication facilities & services iSchools - CILC for Teachers

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CICT's ICT4E: Table of Activities Educators Training

Applications Dev

Content Dev

Infrastructure Deployment

Elem

Limited

No

No

No

HS

Yes

Yes

Yes

Yes

ALS

Yes

Yes

Yes

Yes

Tertiary

Yes

Yes

Yes

Yes

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Related ICT4E Projects • National ICT Competency Standards (vendorneutral)  NICS-Basic  NICS-Advanced  NICS-Teachers

standards)

(based on UNESCO and ISTE

• ICT Literacy Project – FOSS CD KIT  FOSS Applications

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and CBTs

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iSchools

Commission on Information and Communications Technology

iSchools • Supports efforts of DepEd in expanding ICT4E initiatives and effective integration • Vis-à-vis CyberEducation • eGov Fund 2005 (40) & 2006 (320)

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Program Components Stakeholders’ Training

Community Mobilization

Monitoring & Evaluation

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iSchools

Infrastructure Deployment

Content & Apps Development

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Program Components Stakeholders’ Training

Community Mobilization •Division Officials, School officials & teachers, HOR

•CILC •Lab Management •WebBoard / Think.com •Specialized software training

iSchools

Monitoring & Evaluation •In coordination with Division officials •Action Plan iSchools - CILC for Teachers

Infrastructure Deployment •21 units + peripherals + broadband connectivity •320 sites

Content & Apps Development •ESM modules •Competition for students & teachers •M&E system 37

Infrastructure Deployment • 21 Computers 20 PCs loaded with open source productivity tools, learning modules, etc (15 + 1 in lab, 3 in faculty, 1 in principal’s office, 1 in library)  server  LCD projector  3-in-1 printer (print, scan, copy)  2 A/C units • Edubuntu Linux & Open Office • Special software (library mgt + ATutor) 

• Free Internet connection for 1 year; wireless iSchools - CILC for Teachers

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Thank you

Commission on Information and Communications Technology