1. Integrating Information and Communication Technology (ICT) into Education

2. Following Topics would be covered during Discussions:
1. Changing Society
2. Education
3. Developments in ICT
4. Competencies
5. The Future school
6. Institutionalisation
7. Learning systems management

3. 1. Changing Society Information: Facts, comments, opinions,
expressed through words, images, sounds... etc. which can be stored, circulated... among people are known as Information .
Knowledge: The output of the reconstruction
of information by a person, according to his/her
history and context. It depends on the person.

4. Information society: A society in which information is good that one can exchange, buy, sell, store, transport, process, … etc. is called Information Society.
Knowledge society: A human society, in which knowledge can bring justice, solidarity, democracy, peace... A society in which knowledge is a force for changing society. A society which should provide universal and equitable access to information.

5. Information can be transmitted, But
Knowledge must be acquired, constructed.
Integrating Information & Communication Technology (ICT) in order to build the Knowledge Society.

6. 2. Education.
The "four pillars" (Jacques DELORS, 1996) of Education are:
Learning to know
Learning to do
Learning to live together
Learning to be

7. Integrating ICT in order to build the Knowledge Society
Learning to know
ICT and Knowledge, accessing Knowledge
Learning to do
New capacities, do through ICT
Learning to live together
New communication, the « e-citizen »
Learning to be
… in the knowledge society; personal development

8. 3. Developments in ICT
It is not a matter of technology, but some fundamental developments such as:
Networks
Collective intelligence
E-Learning
Ethics

9. Networks
A set of "nodes" (points, information, people...) and "edges" (links...)
Complex networks
The "world wide web"
From "trees", "pyramids", to networks..
In a network, many different possible paths from one point to another
Network: interactive, evolutive
Sub-networks, network of networks...
Circulate in a network
Changes in hierarchies

10. Networks
From pyramid to network…

11. Collective intelligence
communication
collaboration
collective competencies
collective memory
collective intelligence
an aim for education: build a collective intelligence

12. e-Learning from "CAL" (Computer Aided Lewarning) to distance-learning
then e-Learning
not only technology, but a new conception of teaching, training, learning
Managing differently time and space
Internet and virtuality
individualisation and collaboration
Interactivity: interactive content
interactive tutoring
« Blended learning »

13. Ethical questions ICT and "Education for all"
Digital divide and divides in education
Globalization
Commercialisation of education
Property rights, cyber-crime, privacy...

14. Worldwide coherence
The Dakar framework for action (Dakar, 2000): "Education For All" (Jomtien 1990)
"Learning, the Treasure within" (Jacques Delors, 1996): the "four pillars" of Education.
The IFIP Montreal Youth Declaration (Montreal, 2002): "youth oriented digital inclusion"
The Vilnius WITFOR Declaration (Vilnius, 2003) : lifelong learning, "e-inclusion", computer literacy, teacher education.
Ministerial Round-table (UNESCO, Paris 2003): universal access, "quality education for all"
WSIS (Geneva 2003): principles and recommendations

15. 4. Competencies New competencies Always more… or core competencies?
The « Common European Framework »
Ability to evolve
Permanent ability to increase one’s competency;
the "derivative" of competency!

16. 5. The Future School The OECD scenarios
“Schooling for tomorrow: what Schools for the future?”, CERI(The Centre for Educational Research and Innovation ), OECD (The Organisation for Economic Co-operation and Development (OECD; French: Organisation de coopération et de développement économiques, OCDE) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade.), 2001 (For details, Please visit
"status-quo" extrapolated
"re-schooling"
"de-schooling"

17. "status-quo" extrapolated
1. Robust bureaucratic school systems
status-quo, bureaucracy, uniformity, resistance to change
ICT: used, but not integrated
ICT may lead to the end of the "status-quo" (together with the lack of teachers)

18. "status-quo" extrapolated
2. Extending the market model
dissatisfaction, the « market law »: demand driven, diversification, new providers and professionals, “cyber-training”, inequality, competition
ICT: A tool for training
ICT exploited
ICT and competition

19. "re-schooling”
3. Schools as core social centres
education, a public good; schools: centres of community, equity, citizenship
ICT: for communication between partners, in and out of school
ICT: a tool for citizenship

20. "re-schooling”
4. Schools as focused learning organisations
(centred on « knowledge » rather than « society »), competence development; innovation; research and development
ICT widely exploited
ICT integrated in teaching and learning
ICT: a tool for learning, analysis, communication

21. "de-schooling”
5. Learner networks and the network society
dissatisfaction of school systems, cooperative networks, home schooling, no reliance on teachers
ICT for networking
ICT and independency from time and space

22. "de-schooling”
6. Teacher exodus - the meltdown scenario
School systems disintegrated, status-quo + lack of teachers
ICT to replace teachers
Companies involved in ICT in education

23. Variables and commands:
Attitude and expectation towards schools
Mission and objectives of schools
Organization and structures
Geopolitical dimension
Teachers

24. 6. Institutionalisation
The process of institutionalisation
Research
Innovation
“good practice”
Decision makers
Actors
« Experts »

25. 7. Learning systems management
(“Management et sciences cognitives”, Alain Bouvier, 2004, “Que sais-je ?, PUF, Paris)
From Taylorism
--> "human resources”
--> "quality insurance”
--> project management
--> networks & "learning systems”
artificial intelligence
--> cognitive sciences
--> collective and system intelligence

26. A system may have an intelligence
collective intelligence
collective learning (a process at the system level)
collective memory
Structuring a system in order to make it a "learning system"

27. Managing a learning system:
ensure retroactions and feedback with teams and sub-systems; reengineering, benchmarking
increase internal cooperation
make the work more reflexive (innovation, "R&D")
create a collective intelligence

28. META
SOFT
HARD

29. META SOFT HARD (intelligence, intellectual added value, coherence…)
(competences, qualification, training…)
HARD
(Equipment, structures, ICT, personnel…)

30. A learning society should be managed through "intelligence"
From piloting to "governance":
- involve actors; humanism; democracy; collective intelligence
- reconsider authority, hierarchy, bureaucracy: network
A learning society should be managed through "intelligence"