1. Information Communication Technology (ICT) and Teacher Professional Development ict&tpd Michael Trucano infoDev Inter-American Development Bank 30 November 2007

2. id

3. Michael Trucano Education, ICT & Social Sector Innovation infoDev – The World Bank

4. infoDev

5. www.infodev.org

6. multi-donor consortium with an expert secretariat housed @ the World Bank

7. what does that mean?

8. we help the World Bank education sector and international donor community and ‘client countries’

9. “get smart”

10. @

11. appropriate

12. relevant

13. effective

14. and, just as importantly…

15. inappropriate

16. irrelevant

17. ineffective

18. uses of technologies

19. to aid a variety of development objectives

20. including EDUCATION!

21. ICTs in Education

22. ICTs = information & communication technologies computers Internet phones radio TV devices

23. What do we know about using technology in education in developing countries?

24. What do we know about using technology effectively in education in developing countries?

25. Do they help make schools more productive and efficient than they currently are? transform teaching and learning into an engaging and active process connected to real life? prepare the current generation of young people for the future workplace?

26. how do we know?

27. source (s)

28. USING TECHNOLOGY TO TRAIN TEACHERS Appropriate Uses of ICT for Teacher Professional Development in Developing Countries Edmond Gaible & Mary Burns www.infodev.org/teacher-training

29. Survey of ICT and Education in Africa Critical Review and Survey of ICT and Education in the Caribbean ICT in Education Toolkit for Policymakers, Planners & Practitioners (with UNESCO)

30. some context

31. ?

32. ict&tpd

33. why

34. should

35. why we should

36. why we should care

37. ????????

38. “I believe that the Internet is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks. It is possible to touch every branch of human knowledge through the Internet. “

39. I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks. It is possible to touch every branch of human knowledge through the motion picture. -- Thomas Edison 1922

40. What has changed?

41. the technology, of course and more widespread use in society

42. PRICES

46. (magic price: $100)

47. secondary student population

53. Countries struggling to meet EFA targets do not need ICTs! They need to: better train and support their teachers; move them into the classroom quickly; and support and re-train them regularly to upgrade skills and content mastery. This challenge is compounded by the fact that the greatest needs are often in remote areas far from existing training facilities. It is difficult to see how such challenges can be met without extending the breadth and depth of pre-service and in-service teacher professional development by using ICT.

54. a definition and a belief Teachers need a wide variety of ongoing opportunities to improve their skills. TPD (also known as “in service” or “teacher education”) is the instruction provided to teachers to promote their development in a certain area (e.g., technology, reading instruction, subject mastery, etc.). TPD is the tool by which policymakers’ visions for change are disseminated and conveyed to teachers. Though the recipient of TPD is the teacher, the ultimate intended beneficiary is the student. Consequently, professional development is often the most critical component of any ICT project. Many computer-supported TPD projects focus on technical concerns, to the exclusion of all others. Underlying these projects is the assumption that learning how to use computers equals knowing how to teach with computers. Some degree of technical knowledge is necessary—basic keyboard and mouse skills, familiarity with the operating system and with basic software applications. However, computers are not designed to be used as instructional tools and most teachers need suggestions on how to use them with students. Without those suggestions—and without sensitivity to the array of teachers’ concerns—improving teachers’ computer skills is not likely to lead to students’ use of computers as tools for learning.

55. ICTs will not make a bad teacher professional development program better. The use of technology can, in fact, make TPD programs worse.

56. from Ghana to Korea

57. good practices

58. CHARACTERISTICS Highly applied, practice-oriented, participatory, and iterative: TPD is often a process of step-by-step familiarization/mastery via “learning by struggling”, and TPD initiatives are too often designed to be “one-size-fits-all”, uni-modal (i.e., lecture-based), and overly theoretical, such that teachers never obtain a working knowledge or practice new content/techniques. Chris Spohr Social Sector Economist, Asian Development Bank Resident Mission in the People’s Republic of China

59. CHARACTERISTICS Realism: What is taught should be implemented, preferably immediately. Conditions and resources needed for implementation should be achievable, e.g., student literacy, infrastructural support. If technology support (e.g. computers) is expected to lag training, then the program should differentiate pedagogy from technology, message from media, ends from means, so that teachers can start implementing the pedagogy with less sophisticated technology or media. Dr. Margaret Chia-Watt Director, Educational Development Nanyang Polytechnic, Singapore

60. CHARACTERISTICS Relevance and appropriateness: The individual teacher must find the content and delivery of professional development relevant to his/her needs, and appropriate for the culture of the community, as well as in sync with the goals of the school. Dr. Shirley Hord, Scholar Emerita University of Texas and Southwest Educational Development Laboratory Austin, Texas (USA)

61. targeting TPD to educator ‘skills’

62. TPD program goals must be based in part on teachers’ needs and capacities. targeting TPD to educator ‘skills’ Choosing models and technologies for TPD must also reflect these conditions. Basic  Intermediate  Advanced

63. successful approaches

64. Timely Job-related Welcoming successful approaches Hands-on Technically appropriate Appropriate to the conditions in teachers’ schools

65. THREE RATIONALES 1.A delivery system providing teachers with information to improve pedagogy and content mastery 2.A focus of study that develops teachers’ abilities to use specific tools, such as computers 3.A catalyst for new forms of teaching and learning, such as inquiry-based learning, collaborative learning, and other forms of learner-centered pedagogy 1.Standardized TPD is the most centralized approach, best used to disseminate information and skills among large teacher populations 2.Site-based TPD involves intensive learning by groups of teachers in a school or region, promoting profound and long-term changes in instructional methods 3.Self-directed TPD relies on independent learning, sometimes initiated at the learner’s discretion, using available resources that may include computers and the Internet THREE CATEGORIES

66. learner-centered TPD

67. learn by doing recognizes and addresses the constraints teachers face in their own schools learner-centered TPD enabling teachers to experience the types of instruction that they are asked to provide to their students model instructional approaches that teachers can apply in their own settings

68. implementation

69. Planning process for ICT-supported TPD

70. teachers need continuous support -- both assistance and pressure  incentives   human, technical, administrative and infrastructural resources   adequate resources   school leaders  implementation When any of these supports is lacking and when support efforts are not coordinated, the entire investment in TPD is at risk.

71. teacher incentives

72. improved performance self-motivation Stipends for TPD Promotion or job retention linked to TPD Accreditation or certification teacher incentives Access to new or additional educational resources Advancement through stages of additional TPD Support for purchases of computers Merit-based pay Rewards and recognition Compulsory participation

73. school-level support

74. setting expectations for teachers culture & climate that encourages and rewards change and experimentation school-level support providing the time and resources for teachers to practice what has been learned demonstrating effective leadership, so that everyone in the schools is working to support change

75. partnerships

76. within government private sector partnerships civil society schools & communities

77. conclusion

78. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

79. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

80. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

81. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

82. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

83. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

84. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

85. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

86. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

87. Making ICT for TPD projects work Ten Key Considerations [1] Know why ICT is being used [1] [2] Incorporate specific tools to meet specific needs [2] [3] Match ICT to infrastructure [3] [4] Match ICT to human resources and learning resources [4] [5] Combine different tools for enhanced impact [5] [6] Prepare for complexity [6] [7] Remain flexible [7] [8] Commit enough time and money to allow ICT to realize its potential [8] [9] Keep in mind that ICT supports solutions; it is not the solution [9] [10] Continuously evaluate [10]

88. more information: www.infodev.org/education Michael Trucano mtrucano@worldbank.org