1. IITE Approach 3 April 2012 iite.unesco.org Using ICTs in Teaching Intercultural Dialogue and Cultural Diversity ©Andrew Lewis design

2. 2/37 Cultural diversity is as necessary for humankind as biodiversity is for nature UNESCO Universal Declaration on Cultural Diversity, Article 1 iite.unesco.org

3. Added Value of ICT Use in Fostering Cultural Diversity ICTs facilitate ICTs Guarantee inclusion & equal access to education Ensure diversity of content Improve media & information literacy Bridge digital divide Promotion of indigenous knowledge Implementation of intercultural education in school curricula Acquisition of professional & social competencies Intercultural dialogue 3/48

4. IITE Approach 4/37 Consequently, in its activities IITE seeks to:  Fulfill its global mandate by covering max number of UNESCO Member States (56 states in 2010-2011), strengthening their cooperation in the field of education and promoting fruitful intercultural dialogue  Facilitate equal access to education for all  Introduce ICTs in pedagogy, training materials and curriculum  Improve media and information literacy  Reinforce indigenous cultures and knowledge  Reduce geographical digital divide  Create educational opportunities for people living in remote and isolated areas

5. Implementation modalities 5/37 Knowledge Services Policy and Research Capacity Development

6. Policy Advocacy 6/37 Policy Briefs Cloud computing ICT for Inclusion Mobile learning Global Trends in OER OER and IPR Social Media for Learning Digital literacy Cost-benefit Modeling for Open Learning ICT and Indigenous People Digital Natives ICTs for reinforcement of indigenous cultures and knowledge

7. Policy Advocacy 7/37 Improve media & information literacy “Media literacy is an important aspect of media access and a crucial dimension of non-formal education” UNESCO World Report “Investing in Cultural Diversity and Intercultural Dialogue”

8. 8/37  3-year project  9 Expert team members, representing  5 geographical regions of the world  Best practices and policy recommendations  Presented at WCEССE (Moscow, 2010)  Published in English, Russian, Slovak ICT in pre-school education ICT in primary education Policy Advocacy

9. 9/37 Technical assistance to Member States in the area of ICT application in education Ministry of Education and Science of the Republic of Armenia Ministry of Education of the Azerbaijan Republic Ministry of Education, Culture and Science of Mongolia Recommendations developed Report is being prepared Requests to assess the state-of-the-art of ICT in education and develop recommendations received from Recommendations developed Policy Advocacy

10. IITE Conferences 10/37 International Conference IITE-2010 “ICTs in Teacher Education: Policy Development, OER and Partnership” International Conference “ICT and Quality of Education: UNESCO ASPnet On the Way Towards a School of the Future” International Conference “Emerging Information & Communication Technologies in Higher Education-2011” (July 8–10, 2011, Ulaanbaatar, Mongolia) International Conference “UNESCO Chairs Partnership on ICTs use in Education: Innovations and Best Practices”

11. 11/37 IITE-IFESCCO Project Analytical Study of ICTs in TVET Meeting of the UNEVOC CIS Regional Network: Networking and Building Capacity for TVET and ESD in the CIS Capacity Development

12. 12/37 Standard and specialized hard-and software Training and information materials Training session for educators on ICT accessibility for blind and partially sighted ITU - UNESCO IITE project “IT center for visually impaired persons” Opening in November 2011 in Yerevan, Armenia Capacity Development

13. Knowledge management 13/37 “ICT in education: Best Practices” publication series ICTs in education for people with disabilities in cooperation with the European Agency for Development in Special Needs Education E-Learning in the Republic of Korea Introduce ICTs in pedagogy

14. Knowledge management 14/37 IITE OER flagship project  IITE OER Gateway  Workshop on OER and IPR, Moscow, 2011  Online training course Facilitate equal access to education

15. Partnership with UNESCO Networks 15/37

16. Partnership with NGOs, Public and Private Sector 16/37

17. 17/37 IITE FLAGSHIP PROJECTS iite.unesco.org

18. TEACHERS OF THE ARCTIC iite.unesco.org

19. 19/37  To guarantee inclusion & equal access to education for indigenous children with relevant attention to their mother languages, customs and traditions  To modernize education system through support of teachers working in conditions of circumpolar region  To create educational opportunities for people living in remote and isolated areas  To reduce geographical digital divide  To promote indigenous cultures and knowledge  To ensure diversity of content Goals

20. Main Interventions 20/37  Workshop "Key components of the Teachers of the Arctic Project as a basis for creation of an innovative learning environment for professional development of Arctic Region Educators” (March 2011)  Conference (2010), Sakha Yakutia  Training class was set up at the Sakha Institute for Educational Staff Professional Development (in cooperation with Cisco)

21. Teachers of the Arctic 21/37  Advanced Educational Technologies for Arctic Teachers  Interactive technologies and presentation techniques  Management of e-Content Trainings are being developed:  Creating educational opportunities for people living in remote and isolated areas  Reducing geographical digital divide

22. iite.unesco.org IITE – ASPnet Project “Learning for the Future”

23. Objectives and Goals 23/37 3 GOALS:  To enable teachers and students to better comprehend the transformation of societies due to the impact of ICTs and future trends expected in this field  To ensure an integrated and more effective use of ICTs in strengthening the four pillars of learning for the 21 st Century and the overall school environment  To develop new educational approaches and experiment and develop new learning materials, with the help of ICT, in support of a sustainable future and a “New Humanism” Overriding objective – to fully integrate the effective use of ICT in education, to renew pedagogy and enhance learning – now and for the future

24. 24/37  Guaranteeing inclusion & equal access to high quality education for all  Facilitating acquisition of professional & social competencies  Improving dialogue among project participant from different countries The project will contribute to promotion of cultural diversity through: Objectives and Goals

25. FOCUS AREA 25/37  Effective integration of ICT in teaching and learning  Reinforcement of education for sustainable development (ESD)  Education for a new humanism

26. Introduction 26/37 New Concerns for Education  Technology can provide tools for improving the teaching and learning, customizing the learning process  Education must provide students with the skills necessary to join a knowledge society – 21 st century competencies  People who do not acquire and master these competencies may suffer from a new form of the digital divide

27. Strengthening the four pillars of learning through the effective use of ICT 27/37  Learning about, understanding and applying ICT  Education for Sustainable Development (ESD)  New humanism Learning to know:

28. Strengthening the four pillars of learning through the effective use of ICT 28/37  Use of ICT for learning, teaching and creativity  Language learning skills  Problem solving skills Learning to do:

29. Strengthening the four pillars of learning through the effective use of ICT 29/37  Education and values  Leadership, critical thinking  Teamwork  Creativity Learning to be:

30. Strengthening the four pillars of learning through the effective use of ICT 30/37  Networking Learning to live together :

31. Participating countries 31/37  Baltic States  CIS States  Eastern European States

32. Selection of participating schools 32/37  Previous successful experience gained in an ASPnet projects;  Minimum ICT infrastructure and capacity to develop  Deep commitment to achieving pilot project’s aims  Active participation of the entire school (principal, teaching staff, students and others)  Setting up a Project Advisory Team  Appoint a project leader Each country is to select 3 schools:

33. School/Country Twinning 33/37  Each participating country/school be twinned with another one

34. 34/37 IITE KEY ACHIEVEMENTS iite.unesco.org

35. 35/37 Key Achievements 1.Policy advocacy through the Policy Briefs were appreciated by the Member States. 2.IITE has organized 9 conferences and meetings, co- organized 12 events, and attended 41 meetings. 3. 56 Member States covered by the IITE activities, including 43 Member States contributed or reflected in IITE publications, 42 Member States represented in the IITE events, 26 Member States involved in the IITE projects. 4. 12 Policy briefs, 1 theoretical study, 3 analytical studies, 2 best practices were published during the biennium. 4 on- line courses were developed.

36. WELCOMES COLLABORATION ON A WAY TOWARDS KNOWLEDGE SOCIETY ПРИГЛАШАЕТ К СОТРУДНИЧЕСТВУ НА ПУТИ К ОБЩЕСТВУ ЗНАНИЙ UNESCO IITE 36/37

37. LFF 37/37 Prof. Alexander Khoroshilov National Programme Officer UNESCO IITE a.khoroshilov@unesco.org Web : http://iite.unesco.org Ms. Ekaterina Kuzina Assistant Programme Specialist UNESCO IITE e.kuzina@unesco.org