1. Global Alliance for ICT and Development
ICT in Education
By Abdul Khan
Global Alliance for ICT and Development
Kuala Lumpur, Malaysia
19-20 June 2006

2. Central Role of Knowledge for Development
Economic Growth
Social Development
Knowledge
Political Empowerment
Cultural Enrichment

3. If knowledge is the engine of development, then learning must be its fuel.     Takeushi

4. “The ability to create and maintain knowledge infrastructure, develop knowledge workers and enhance their productivity will be the key factors in deciding the prosperity of the knowledge society.”
Abdul Kalam, President of India

5. Pillars of Knowledge Societies

6. The Revolution - Communications
Cellular
Networks
Television
Computer
Networks
Satellites
Postal
System
Educational Radio
Teleconferencing
Technologies
1900
2000
20’s
40’s
60’s
80’s
90’s
21st
Century
19th Century
20th Century

7. The Technology Era…. Digital Content Fax/Data Modems The Internet
Satellite

8. Technology Impact
Emerging ICTs have impacted numerous aspects of our life …. Agriculture, medicine, e-governance, e-business, publishing, media, etc..
The world of education is slow to adopt emerging technologies!!

9. Conventional Education Models
Lack of Resources
Large Numbers
Involve the direct transfer of information between the teacher and the student.
Constrained by both time and place.
Limited by in-house available resources.
Strongly dependent on the skills and knowledge of the instructor.

10. On Today’s Learning Challenge
Preparing students for a future in which today’s jobs may be obsolete and future jobs can only be imagined is a daunting challenge.
Adding to the challenge is the realization that today’s students — “digital natives” — learn differently than many of today’s educators.

11. The Internet & Education: a Close Fit
“Is the Educational promise of the Internet real? I believe it is.
The Internet has distinctive powers to complement, reinforce, and enhance some of our most effective traditional approaches to university teaching and learning.”
Prof. Neil L. Rudenstine
President of Harvard University
The Chronicle of Higher Education
February, 1997

12. New Forms of Learning New literacy types: Technology literacy
Information literacy:
recognize when information is needed
have the ability to locate, evaluate and use effectively the needed information.

13. New Forms of Learning Nature of knowledge
Increasingly interdisciplinary
Increasingly contextual
Application oriented ~ «learning by doing»
Must reflect local/regional realities
New pedagogical paradigm
Learning as a constructive process
More than acquisition of basic literacy skills
Non-formal and non-linear learning
New flexible learning environments

14. ICT and Capacity Building
Improves educational quality
Increases access to basic learning for everyone
Improves educational management
Enables lifelong learning opportunities
Capacity to reach disadvantaged populations

15. ICT and Capacity Building
Enhances diverse and collective learning processes
Enables development of non-formal and informal learning environments
Shifts learning process:
from teaching to self-directed learning
from one-time event to lifelong learning process

16. Constraints in Developing Countries
Recycling of Computers,
Open Source Software,
Public Domain Content
Access to All
Building Quality Content
Cyberspace…Legal
Framework
Capacity Building
Policies, Strategies, Copyrights,
Intellectual Property Rights, ….
Cultural & Linguistic Diversity

17. New Media Old Media Computer Radio Multimedia Television CBT Audiotape
Internet
WWW
CD/DVD
Virtual Reality
Radio
Television
Audiotape
Videotape
Books
Slides
Digital learning resources
Easy to manipulate, duplicate and transport
Reusable with little difficulty
Globally accessible through network
Provides multi-sensory, multiple media in an integrated way
Personalized instruction
Cost intensive, though it is decreasing
Ephemeral in nature for radio and TV
Easy access to large number of people
Reuse difficult
Most useful for mass delivery
Difficult to manipulate and do corrections

18. Ingredients of Education Models
Analysis
Interpretation
Translation
Quality Control
Assessment
Delivery
Technology
Content
Development
Knowledge
Source
Knowledge
Destination IV
III II I
Direct
Internet
Videos
Satellite
Mail
Lecture-Based
Web-Based
CD-Based
Video-Taped
Direct Broadcast
WW Institutions
Publishers
Authors
Institutions
Students

19. Building the New Education Models
Knowledge
Destination
Delivery
Technology
Content
Development
Knowledge
Source IV
III II I
Requires an orchestrated effort similar to that required for movie making and large musical productions.
Universities
Graphics
Artists
Private
Investors
Media/Press
Specialists
Software
Houses
Education
Specialists
Government
Regional/International
Organizations

20. UNESCO’s Holistic Approach
UNESCO seeks to develop educational solutions that effectively blend the benefits of modern technologies with
the proven qualities of classical education modes in an attempt to accelerate the buildup of knowledge societies while reducing the “knowledge divide”.

21. UNESCO Deploys OSS for E-Learning in Bahrain
The Open-Source Content Management System “Moodle” has been deployed by UNESCO in the AOU branch in Bahrain.