ICT in Education Two Global Agendas Teacher Professional Development Workshop for Tomorrow, Today Kigali, 27 th – 29 th April, 2009

Global Agenda: Education For All Education for All (EFA) agenda as a Global Social Justice (GSJ) Project; Concept of quality is fundamental to its achievement; A quality education is dependent on the development of high quality teachers; Momentous challenge in a global context of ever more complex demands on systems for educational provision; Acute shortages in the supply of suitably qualified and experienced teachers north and south; Disparities in quality provision accelerate as richer countries lure qualified teachers from less favoured regions. INCLUSIVE ACCESS? QUALITY ? RELEVANCE ? MANAGEMENT ?

Global Agenda: Knowledge Society Systemic economic growth is the key to poverty reduction and increased prosperity; “New Growth” economic models emphasize the importance of new knowledge, innovation, and the development of human capacity as the sources of sustainable economic growth; ICTs are engines for new growth and tools for empowering societies to change into knowledge economies or information societies;

Global Agenda: Knowledge Society Education is a major pillar of a knowledge economy and a human right; Citizens will need to be prepared in new technology literacy competencies inclusive of higher order thinking and sound reasoning skills - the ability to learn how to learn (i.e. to be a life-long learner), the ability to reflect, to analyse synthesize, to find solutions and to adapt Through access to an inclusive high-quality education by all –benefits to individual, business, private and public enterprise are multiplied and will lead to economic growth that is more equitably distributed and enjoyed by all.

Challenge in Education Systems: Paradigm shift Assumptions about knowledge and learning Single way of knowing Learning is transmission of knowledge Reading and writing principle access route Banking model Linear thinking Plural way of knowing Learning is a reconstruction of knowledge Interactive microworlds as alternative route to knowledge Social constructivist model Systems thinking incorporating feedback and adaptation

Challenge in Teacher Professional Development: Paradigm shift Assumptions about models for professional learning and development One time initial or specialized training ‘Deficit approach’ focusing on content knowledge: use of external expertize ‘Technical approach’ focused on teaching practice: school based with outside help ‘Empowerment approach’ focusing on teaching professionalism; collaborative practice Lifelong learning approach for professional preparedness, development and research

Technology Infusion Computer mediated or technology enhanced learning a critical support within a paradigm shift for broad educational reform, renewal and social development

Use of ICT in TPD in Africa Paradigm shift towards Longer term, systemic TPD initiatives Features of ICT integration in and across curricula, on-line learning, virtual communities of practice, web portals of resources, certification of progress Farrell and Isaacs, 2007

ICT for TPD: Towards Transformational Professional Learning Figure 1: Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology Given ‘Transition’ ‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment 3 ‘Transformation’ ‘Knowledge creation’ Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice 4 Experimentation in context Programmes 1 ‘Traditional’ ‘Technology add-on’ Teacher training focus the use of ICT as an add-on to the traditional curricula and standardized test systems 2 ‘Transmission’ ‘Technology literacy’ Teacher training focus on the development of digital literacy and the use of ICT for professional improvement with varying solutions ICT a complementary technology Institutions and schools as relatively isolated from the community Adapted: Kennedy, 2005; UNESCO, 2008

ICT for TPD: Teacher Competency Framework Three Approaches for ICT Integration in Teacher Professional Development Policy & VisionTechnology literacyKnowledge Deepening Knowledge Creation Curriculum & Assessment Basic KnowledgeKnowledge Application 21 st Century Skills PedagogyIntegrate Technology Complex Problem Solving Self Management ICTBasic ToolsComplex ToolsPervasive Technology Organization & Administration Standard ClassroomCollaborative GroupsLearning Organizations Teacher Professional Development Digital LiteracyManage & GuideTeacher as Model Learner Source: UNESCO 2008

ICT for TPD: Development Paths A country may need to identify a long-term trajectory to move from one approach to another The framework can be used to localize or tailor a teacher development programme to a particular country, its policies and its current educational conditions. The key to moving towards knowledge creation is to leverage current strengths to advance other components in the system. UNESCO, 2008

Thank you for your attention! Mary Hooker Research Manager, GeSCI

Farrell, G and Isaacs, S Survey of ICT in Africa [Online]. Available from infoDEV at: [ Accessed 28 April 2009] Kennedy, A Models for Continuing Professional Development: A framework for Analysis. Journal of In-Service Education [Online]. 31 (2), pp Available from Professional Development Collection at: [Accessed 15 December 2008] UNESCO ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at: Policy%20Framework.pdf [Accessed 11 April 2009] Policy%20Framework.pdf