1. Global Trends
Global Agendas for ICT use in Teacher Professional Development
Workshop : Developing a Framework for ICT Use in Teacher Professional Development for Pre-service and In-service Training in Tanzania
Dar Es Salaam, 20 –22 October, 2009
Mary Hooker, Research Manager, GeSCI

2. Outline: Global context, case studies and frameworks for ICT use in Teacher Professional Development
A focus on the global challenges facing education systems
SITE, UNESCO and GESCI frameworks
Case Studies
Ireland
Singapore
African experiences
Development Path for ICT use in Teacher Professional Development

3. What is the Global Agenda of Education for All?
The Education for All (EFA) agenda is a Global Social Justice (GSJ) Project
The concept of quality is fundamental to its achievement;
Even if all children get into school by 2015, what is more important is that:
they manage to stay in school and complete the education cycle and
that they receive a quality education experience to enable them to become independent lifelong learners as a result of having been in school
A quality education depends on quality teachers
(Yates 2002)

4. What are the challenges?
75 million children worldwide are not in school
UNESCO estimates that eighteen million new primary teachers are needed to achieve Education for All (EFA) by 2015
Acute shortages in the supply of suitably qualified and experienced teachers north and south
Disparities accelerate as richer countries lure qualified teachers from less favoured regions
In Sub-Saharan Africa up to third of teachers are untrained
UNESCO 2008; Leach 2008
INCLUSIVE ACCESS?
QUALITY ?
RELEVANCE ?
MANAGEMENT ?

5. What is the Global Agenda for a Knowledge Economy or Information Society?
“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
Education is a major pillar of a knowledge economy.

6. Information was communicated from
Agricultural Economy
Information was communicated from
person to person or in group meetings.
Written knowledge was rare.

7. Information became more readily available,
Industrial Economy
Information became more readily available,
through: libraries, newspapers, radio and TV

8. Information was in short supply. Teaching was teacher centred
Industrial Economy
Information was in short supply.
Teaching was teacher centred

9. Information is widely available, through: Internet, Books, CDs, DVDs
Knowledge Economy
Information is widely available,
through: Internet, Books, CDs, DVDs

10. What are the challenges?
Information is in abundant supply
Technology is changing rapidly
Learners need to keep up with technology and continually develop new skill sets.
Jobs appear and disappear very quickly
Jolliffe n.d

11. What skills do today’s learners need to participate in a Knowledge Based Economy or Information Society?
Learners 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),
to reflect, analyse and synthesize
to find solutions and to adapt
to take initiative
to be creative
to work in teams
to lead
to communicate

12. Inclusive Education for All
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.
UNESCO 2008

13. The UNESCO “Information and Communication Technologies in Teacher Education: Planning Guide” (2002) recommends: “A shift from teacher-centred instruction to learner-centred instruction is needed to enable students to acquire the new 21st century knowledge and skills.” (p23)

14. Is ICT integration the solution?
ICT is often seen as being a ‘solution’
Delivering relevant quality instructional material
Supporting student self directed learning
anywhere and anytime
Enhancing teachers’ skills and knowledge
Promoting international collaboration and networking
But
ICT is also part of the fundamental shift in teaching and learning styles
from didactic to constructivist
They are not the ‘cheap’ solution that many people have argued
(Unwin 2004)

15. Paradigm shift: Challenging our assumptions about knowledge and learning
Didactic
Single way of knowing
Transmission of knowledge
Reading and writing principle access route
Reproducing knowledge
Learning as a solitary activity
Constructivist
Plural way of knowing
Learning is a reconstruction of knowledge
Interactive digital worlds as alternative route to knowledge
Producing and sharing knowledge, participating at times as expert
Learning collaboratively with others
Linear – banking model (Freire) for knowledge acquisition/ Systems thinking (Senge) with feedback loop for continuous authentic experiential learning

16. Paradigm shift: Challenging our assumptions about models for Teacher Professional Development
Transmission
One time initial or specialized training
‘Deficit approach’ focusing on content knowledge
‘Technical approach’ focused on teaching practice
Transition
‘Empowerment approach’ focusing on teaching professionalism; collaborative practice
Transformation
Lifelong learning approach for professional preparedness, development and research
initial preparation
structured opportunities for retraining, upgrading and acquisition of new knowledge and skills
continuous support
Increasing capacity for professional autonomy
Kennedy 2005

17. Existing Frameworks for ICT use in Teacher Professional Development: SITE
SITE (Society for IT and Teacher Education)
Three key principles:
Technology should be infused into the entire teacher education programme
Technology should be introduced in context
Student teachers should experience innovative technology-supported learning environments in their own teacher education programme
Why are these so often ignored? (Unwin 2004)

18. UNESCO Conceptual Framework – ICT use in Learning
Adoption of ICT in Learning
Instructional Approach to Learning What instructional approaches work most effectively with various ICT applications?
Authenticity of Learning Which ICT applications can be a springboard for student learning in a real-world context?
Complexity of Learning What types of ICT uses support thinking and learning?
All approaches to learning will require different types of TPD
Temechgn 2009

19. UNESCO Conceptual Framework – ICT Integration in Teacher Professional Development
Teacher integrating pedagogy and technology while operating within
environmental (contextual) factors
social and economic conditions
telecommunications infrastructure
cultural and linguistic factors
change factors
national vision for ICT
curriculum reform
and a need to continue learning throughout life
recognition that learning continues throughout life
and that learners need to learn how to learn

20. Existing Frameworks: UNESCO
Integration in stages
The introduction and use of ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps, namely: Emerging, Applying, Infusing, Transforming
Each of the successive stages in the continuum gets richer in both technology and pedagogy in terms of quality and complexity
Temechgn 2009

21. Emerging Stage
Educational establishments just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum
Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice.

22. Applying Stage
Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum
Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development

23. Infusing Stage
Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.
The curriculum also begins to merge subject areas to reflect real-world applications.
The teachers use ICT to manage not only the learning of their students but also their own learning

24. Transforming Stage
Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.
The emphasis changes from teacher-centered to learner-centered.
Institutions at this stage of ICT4TED development have become centers of learning for their communities.

25. Existing Frameworks: UNESCO ICT Teacher Competency Framework
Three approaches for ICT Integration that connect education policy with economic development
Policy & Vision
Technology literacy
Knowledge Deepening
Knowledge Creation
Curriculum & Assessment
Basic Knowledge
Knowledge Application
21st Century Skills
Pedagogy
Integrate Technology
Complex Problem Solving
Self Management
ICT
Basic Tools
Complex Tools
Pervasive Technology
Organization & Administration
Standard Classroom
Collaborative Groups
Learning Organizations
Teacher Professional Development
Digital Literacy
Manage & Guide
Teacher as Model Learner
Source: UNESCO 2008

26. Technology Literacy
Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum

27. Knowledge Deepening
Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the country and the economy by applying it to solve complex, real-world problems

28. Knowledge Creation
Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge

29. ICT a complementary technology
Existing Frameworks: GeSCI Towards Transformational Professional Learning
Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced expansive professional learning
Institutions and schools in collaboration
with the community (local, national, regional)
ICT a core technology
Given
‘Transition’
‘Infusing’
‘Knowledge deepening’
Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment 3
‘Transformation’
‘Transforming’
‘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’
‘Emerging’
‘Technology add-on’
Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems 2
‘Transmission’
‘Applying’
‘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
A consolidated continuum of approaches for ICT Integration in Teacher Professional Development
Sources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008

30. Continuum of approaches represents a conceptual framework
Existing Frameworks: GeSCI Towards Transformational Professional Learning
Continuum of approaches represents a conceptual framework
Practitioners and institutions move
from isolated, passive consumers and implementers of externally defined education programmes for ICT knowledge and skills
to more open communities of active learners and learning organizations that generate new knowledge on the use of ICT to enhance educational practice

31. Case studies from across the world
Emerging
Applying
Infusing
Transforming
Ireland ?
Singapore
Africa

32. Ireland

33. Schools IT2000
National Centre for Technology in Education – Schools IT 2000 Initiatives
Technology Integration Initiative (TII)
Teaching Skills Initiative (TSI)
Schools Integration Project (SIP)
Interactive Software in the Curriculum (ISC)
ScoilNet

34. Technology Integration Initiative (TII)
Support technology planning and infrastructure building in schools
Supports schools with purchasing, planning, and technical information
Grants provided to schools
Target of 60,000 multimedia computers
Every school has Internet access

35. Teaching Skills Initiative (TSI)
ICT Course development and delivery for teachers
120,000 training places since 1998, approx 10,000 annually
Range of evolving courses to meet teacher needs accreditation path courses to Grad. Dip & Masters
Ongoing course development to blended, online, e-learning

36. Teaching Skills Initiative (TSI)
Over 1,000 tutors recruited and trained to deliver courses
Administered through the local education centre network
Very high demand from enthusiastic teachers who were prepared to avail of the training in their own time

37. Teaching Skills Initiative (TSI)
Primary School Training Courses
Introductory Phase One
Introductory Phase Two
ICT and the Primary Curriculum
Intel Teach to the Future
Post Primary School Training Courses
Post Primary Phase One
Post Primary Phase Two
Specialist Courses
Maths, Music, Guidance etc.

38. Schools Integration Project (SIP)
SIP is a collection of school-based projects
focusing on the innovative use of ICT in teaching and learning
over 70 projects involving more than 300 schools
SIP is intended to:
Inform future government expenditure on ICT
Develop resources
Suggest new pedagogic strategies
Disseminate good practice
Partnership:
Support from industry, commerce
Support from third level colleges to projects in their region
Inter-school networking involving clusters of schools working collaboratively

39. Interactive Software in the Curriculum
NCTE Educational Software Evaluation Pilot
120 Software titles being evaluated
Evaluations published on ScoilNet
Software libraries in education centres
Discounts and special licensing deals
Identifying new software titles (UK, USA, Australia)
Advice to companies developing new software

40. ScoilNet ScoilNet is the 'official' Irish educational web portal
Providing on-line resources and information for teachers, students and parents
Range of categorised educational content online
Collaboration through the development of user communities using discussion groups
Partnership with Intel Ireland
Platform for teachers to publish content
Attracts an average of 900,000 hits per month
Warde 2007

41. Ireland: ICT professional development model
The Schools IT2000 initiative teacher professional development model of training is inadequate as well as outmoded
Need for a model based on current thinking about learning and social constructionist that
looks beyond how teachers engage with technology
to how teachers’ use of technology as they work alongside their students
allows them to redefine learning itself
Butler 2005

42. Where do you feel Ireland is on the knowledge ladder?
Share your reflections on the Irish experience of ICT use in Education and Professional Development with your neighbour
Emerging
Applying
Infusing
Transforming
Ireland ?
Singapore
Africa

43. Singapore

44. Singapore: 1997 Masterplan for IT in Education
National Institute of Education – Integration of ICT in Education
Key importance of teachers
Human Resources
Training every teacher in effective use of IT in education
Equipping trainee teachers with core skills in teaching with IT
Involving institutions of higher learning and industry as partners in schools
Curriculum revision
3 types of IT courses – basic ICT, foundation, and elective courses
Infrastructure
2:1 teacher-computer ratio
School-wide network
High-speed multimedia network across Singapore

45. Singapore: Success Principles for use of ICT in Teacher Professional Development
Integrated cohesive plan with sufficient funding
Involving all stakeholders
Especially the teachers
Combining in-service and pre-service elements
Sufficient technical support (infrastructure and mentoring advice)
Building on existing examples of success
Need for partnerships to ensure sustainability
Wider links to teacher professional development and reward schemes

46. Singapore: Teacher achievements
2001 survey of teacher achievements
24,000 teachers received hours training in use of IT
78% of teachers said that IT helped to make teaching more student centred
ICT-pedagogical integration
A major concern
30 hours of instruction not enough for ICT –pedagogy integration proficiency
Student - teachers want more ICT-Pedagogy integration in the praticuum
Jung 2005, Unwin 2006

47. Where would you place Singapore on the knowledge ladder?
Share your reflections on the Singapore experience of ICT use in TPD with your neighbour
Emerging
Applying
Infusing
Transforming
Ireland
Singapore ?
Africa

48. Africa

49. DEEP Digital Education Enhancement Project
Open University (UK) and Fort Hare University (South Africa)
Investigating use of new technologies to improve teaching and learning in primary schools in Egypt and South Africa
Using hand-held PDAs for teachers
Focusing on
Advantages of handheld computers for TPD
How handhelds compliment other professional resources
What curriculum development in literacy, numeracy and science is enabled by the devices
(DEEP

50. Complex Landscape: Multiple Initiatives
Up to sixty ICT-related Teacher Professional Development programmes underway in Africa
Many of the programmes consist of ‘one-off, topic-led, short-term training programmes that aim to develop specific skills of teachers, but which do not necessarily comply with professional standards of competency development’
Isaacs and Farrell 2007 p20

51. Mathematics, Science and ICT Education
World Bank Study (2007) conducted in ten countries in sub-Saharan Africa
Systematic use of ICT for teaching and learning purposes in TPD programmes is low
Students learn mainly basic computer skills
Resources are inadequate for practical experiences
Instructional models in both the teacher colleges and the universities are excessively academic, teacher-centric and remote from the real challenges of classroom practice
Students who specialize in ICT tend to leave the teaching field behind for business and industry jobs
Ottevanger et al. 2007

52. IMFUNDO’s African Experiences
Vast physical wastage
Hardware under-utilised
Hardware broken or ineffective
High costs of Internet access
Huge educational wastage
Insufficient relevant content
Multimedia potential underused
Networking and interaction ineffective because of lack of connectivity

53. Lack of Research
A dearth of evidence-based research and knowledge in the system, particularly from the African perspective
Most research is drawn on the knowledge and experience of frameworks developed in the USA or Europe
Isaacs 2006

54. Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa
Need to focus on ‘ICT for Education’ not on ‘Education for ICT’
Teachers and teacher educators should genuinely ‘own’ the process of ICT integration
Pre-service and in-service initiatives should be combined to balance support to both environments
Technology should be integrated across the curriculum in a blended way
Content should be produced locally that is relevant to teachers and learners

55. Most if not all schemes should be scalable
Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa
Most if not all schemes should be scalable
Need for creation of real partnerships
Communications between schools, teacher training institutions should be facilitated
Need to develop policy to deal comprehensively with TPD for ICT integration
The focus should be on sustainable, resource adequate and on-going professional development
Imfundo 2001; Unwin 2004; Evoh 2007; Olakulehin 2007

56. At what stage would you position the Africa experiences on the knowledge ladder?
Discuss your reflection on the African experiences with your neighbour
Emerging
Applying
Infusing
Transforming
Ireland
Singapore
Africa ?

57. Knowledge and Conceptual Gap
In view of the complexity of the teacher professional development landscape and the constancy of changes in the systems, a great deal remains unknown to the major stakeholders who act without engaging with one another.
There still appears to be an absence of conceptual clarity on the objectives of teacher professional development and ICT integration.
Isaacs 2006

58. The GeSCI ICT –TPD Matrix
GeSCI has taken the ICT Competency Standards statements and restructured them to create an ICT Teacher Professional Development Matrix to enable teacher education providers to
assess the current status of ICT integration
identify priorities and challenges for progression
propose ways and means for further development of ICT in professional learning programmes.

59. The GeSCI ICT –TPD Development Matrix
The ICT-TPD Development Matrix builds on the “ICT Competency Standards for Teachers” and presents clear progression paths under the following key areas:
Policy
Policy Awareness
Classroom Practice
Curriculum and Assessment
Curriculum Planning
Learning Environment
Assessment
Communications and Collaboration
Special Education Needs

60. The GeSCI ICT –TPD Development Matrix
Pedagogy
Planning
Problem Based earning
Student Experience
Project Based learning
Communications and collaboration
ICT
Productivity tools
Authoring tools
Internet
Communication and Collaboration
Administration
Student Learning

61. The GeSCI ICT –TPD Development Matrix
Organization and Administration
Teacher Understanding
ICT Integration
Classroom Management
Acceptable and Appropriate Use
Professional Development
Planning
Teacher Awareness and Participation
Informal Learning

62. The GeSCI ICT –TPD Development Matrix
The matrix can be used to localize or tailor a development path for ICT use in professional development 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.

63. ICT-TPD Development Matrix Exercise
Review the descriptors for each development area
Mark an “X” on each continuum indicating level of progress (Left side – “Emerging” Right side – “Transforming.”)
Circle top three priorities you want to focus on for ICT use in Teacher Professional Development in Tanzania for the next 3 years

64. Exercise Continued
Post the RED dot indicating what you consider to be your first priority on the wall charts at the corresponding location on the continuum.
Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding location on the continuum.
Post the BLUE dot indicating what you consider to be your third priority on the wall charts at the corresponding location on the continuum.

65. Exercise Continued Look at the charts:
What patterns do you see and what does this tell you?
What seem to be highest ICT-TPD development priority areas for the total group and what might be the causes?
What ICT-TPD development areas seem to be lower priorities and what might this indicate?

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

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