Prepared for the International Education Network Symposium 2009

‘What should be the future of learning environments?’ session

By Mary Hooker, Research Manager, GeSCI

Our Background: GeSCI’s Foundation

Developing countries are placing ICT and Education at the centre of their development strategies.

However, developing countries are often less equipped in terms of human capacity and financial resources to successfully and effectively harness the potential of ICT.

With this in mind, GeSCI was founded by the UN ICT Taskforce in 2003, and began operations in 2005 working initially with Namibia, Ghana, India, Bolivia and later Rwanda. GeSCI is now operating also in regional forums and programmes in Africa, Asia and Latin America

WSIS

UN ICT TaskForce

GeSCI as a Global

Partnership

Context of our work: Knowledge Society

In the globalized world , knowledge is increasingly the key factor of production as well as a raw material for economic development (= poverty eradication).

While the transition to knowledge-based economies and societies is progressing, the gap between developing countries and developed or industrialised countries can be widening due the lower investments in ICT, education and innovation processes in developing countries

“World of Knowledge”

“World of Money”

Source: UNCTAD, 2007

Field of our work: Transitioning Education for a Knowledge Society

Source: AKRI Ltd.

It is acknowledged that transitioning successfully to the knowledge society requires investment in education, innovation systems, ICT infrastructure and implementation of those policies that support such a transition.

A coherent Knowledge Society policy requires collaboration across the relevant ministries, especially between ministries of education, S&T, industry and finance.

Education ministries are in key role in this development. Therefore GeSCI’s mission is to work together with MoEs empowering their policy making and strategy capacity.

Field of our work: Transitioning Education for a Learning Society

• Sustainable human development will depend not only on universal access to knowledge but also the participation of all in knowledge societies.

• Citizens 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), the ability to reflect, to analyse synthesize, to find solutions and to adapt

GeSCI, 2008; UNESCO, 2005, 2008

• While the importance of education is commonly accepted the developing world faces severe challenges with regard to education

• a lack of universal and inclusive access to education, and educational resources;

• poor quality of education;• acute shortages in the supply of

suitably qualified and experienced teachers;

• poor management and monitoring of the education system and

• the increasing irrelevance of the current education system in the knowledge society.

Davis, 2000; Yates, 2007; Leach 2008

Our Challenge in Developing Countries

INCLUSIVE ACCESS?

QUALITY ?

RELEVANCE ?

MANAGEMENT ?

GeSCI Outreach 2009 - 2011 1. Country programmes involving

direct advisory engagement with developing country MoEs to provide high quality strategic advice and support to the countries’ own plans, policies and efforts to deploy and integrate ICTs in education.

2. Regional programmes involving knowledge sharing between GeSCI and the partner countries and between the partner countries, at the regional level in Africa, Asia and Latin America.

3.3. Knowledge products and researchKnowledge products and research through the identification of major through the identification of major knowledge gaps or common challenges knowledge gaps or common challenges related to ICTs in education. related to ICTs in education.

4. Promoting partnerships and facilitating global policy dialogue with a diverse number of partners, globally, regionally and locally.

The way we work:

Knowledge Sharing• Peer to peer learning• Participatory policy making

Multi stakeholder partnerships Knowledge creation • Research, planning tools

Critical advocacy • Promoting knowledge, innovation, inclusiveness and sustainability

MoE’s

Donors

Scie

nce

Bu

siness

GeSCIGlo

bal P

atne

rs

Experts

Education

Comm

unity

Civil

Soci

ety

Evidence makes clear the incapacity of existing institutional structures to cope with the scale and urgency of the issues The thoughtful use of old and particularly new forms of ICT can be exploited to strengthen and enhance teaching and learning environments and improve the quality of education provision in general

Cawthera, 2001; Dhanarajan, 2001; Marker et al., 2002; cited in Leach, 2009; Swarts, 2006; Evoh, 2007

The future of learning environments in the developing world

Any intimations towards Illich’s deschooling solutions in the form of mass

distance learning programmes as alternatives for conventional models are not supported by international opinion;

schools and teachers remain central to the concept of a quality education

process.

Yates, 2007

The future of learning environments in the developing world

GeSCI approach: A Systemic view to ICT integration in education Technical level: Hardware/

software: ICT deployment mode should be:

• Admin / educative use ? • Resource centre / library

model?• PC lab model / distributed

model?• One2one, mobile, ubiquitous

etc? HardwareSoftware

HardwareICT

Warmware

Socialware

Cultureware

Principal, Teacher, Learners, Parents

School, UniversityHome

Society &policies

Pulkkinen, 2009

ICT innovation …

...a tool to be applied...

...a new process to be developed...

GeSCI approach: A Systemic view to ICT integration in education Technical level: Hardware/ software

: ICT deployment mode should be:

• Admin / educative use ? • Resource centre / library

model?• PC lab model / distributed

model?• One2one, mobile, ubiquitous

etc? Process level: “Warmware”; what

are educators supposed to do? What pedagogical processes should be developed based on use of ICT?

• Learning interaction ( among learners)

• Teaching interaction ( with learners)

• Management , monitoring, etc. processes ?

HardwareSoftwareHardware

ICT

Warmware

Socialware

Cultureware

Principal, Teacher, Learners, Parents

School, UniversityHome

Society &policies

Pulkkinen, 2009

Challenge in Education Systems

Lines…?Lines…? Circles…?Circles…?

Challenge in Education Systems: Paradigm shiftAssumptions about knowledge and

learningSingle way of knowingLearning is transmission of

knowledgeReading and writing principle

access routeBanking modelLinear thinking

Plural way of knowingLearning is a reconstruction of

knowledge Interactive microworlds as

alternative route to knowledgeSocial constructivist modelSystems thinking incorporating

feedback and adaptation

GeSCI approach: A Systemic view to ICT integration in education Technical level: Hardware/ software

: ICT deployment mode should be:• Admin / educative use ? • Resource centre / library

model?• PC lab model / distributed

model?• One2one, mobile, ubiquitous

etc? Process level: “Warmware”; what

are educators supposed to do? What pedagogical processes should be developed based on use of ICT?

• Learning interaction ( among learners)

• Teaching interaction ( with learners)

• Management , monitoring, etc. processes ?

Institution level: “Socialware”; what operational models should be developed based on use of ICT:

• Classroom / virtual model• Single institution / network

model • Hybrid models• De-schooling model

HardwareSoftwareHardware

ICT

Warmware

Socialware

Cultureware

Principal, Teacher, Learners, Parents

School, UniversityHome

Society &policies

Pulkkinen, 2009

The activity system

Subject

Object

Outcomesense,

meaning

Rules Community Division of labor

Instruments:tools and signs

ICT IMPLEMENTSICT SKILLSCHANGE LABCHANGE OF MINDSET

ICT INTERGRATION ACROSS THE CURRICILUM

TEACHER/ STUDENT MANAGEMENT

A. TIME TABLING (COMPUTER LABS)

B. TEACHING LOADS

C. OTHER COMPUTER REGULATIONS

D. POLICIES

MINISTRIAL AND SCHOOL LEVEL COORDINATION (CDNE, DEPT SEC, SMT).

PROVIDERS OUTSIDE THE SCHOOL

PTA

POLICY MAKERS

MOE DEPARTMENTS e.g. TT&D AND DNFE

CITIZENS WITH HIGH LEVELS OF ICT LITERACY

Facilitating Expansive School Transformation Using ICT in the SADC Region: A Botswana Pilot Project

Nleya, 2009

GeSCI approach: A Systemic view to ICT integration in education Technical level: Hardware/ software

: ICT deployment mode should be:• Admin / educative use ? • Resource centre / library

model?• PC lab model / distributed

model?• One2one, mobile, ubiquitous

etc? Process level: “Warmware”; what

are educators supposed to do? What pedagogical processes should be developed based on use of ICT?

• Learning interaction ( among learners)

• Teaching interaction ( with learners)

• Management , monitoring, etc. processes ?

Institution level: “Socialware”; what operational models should be developed based on use of ICT:

• Classroom / virtual model• Single institution / network

model • Hybrid models• De-schooling model

Society / policy level: “Cultureware” Relevance of the education system (and ICT) for development of the society

• Reproduction / Innovation • Production economy /

Knowledge economy?

HardwareSoftwareHardware

ICT

Warmware

Socialware

Cultureware

Principal, Teacher, Learners, Parents

School, UniversityHome

Society &policies

Pulkkinen, 2009

Traditional educational practices no longer provide prospective teachers with all the necessary skills for teaching students to survive economically in today’s workplace.

UNESCO (2008: 1)

Towards Expansive Professional Learning

Two dimensions for Expansive Professional Transformation

Institutions and schools in collaboration with the community (local, national, regional)

ICT a core technology

Given

‘Transition’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment

3

‘Transformation’‘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 practice4

Experimentation in context

Programmes 1‘Traditional’‘Technology add-on’Teacher training focus the use of ICT as an add-on to the traditional curricula and standardized test systems

2‘Transmission’‘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 technologyInstitutions and schools

as relatively isolated from the community

The trajectory for individual and collective technology enhanced expansive professional learning

Adapted: Engestrom, 2003; Kennedy, 2005; UNESCO, 2008

Towards System-wide Development

The central issue of educational change is the tension between technicalizing (improve teaching) and not technicalizing (improve learning), and here the teacher occupies the fulcrum position.

Papert (1993: 55)

A system defends itself against recognizing the depth of its problems and the need for fundamental change.

Papert (1993: 205)

System Solutions

‘Symptomatic Solution’

Technicalizing

Improve teaching

Hierarchical teacher-centric culture

‘Fundamental Solution’

Not technicalizing

Improve learning

Adapted: Senge, 2006

What sorts of new practices, institutional arrangements and human interactions can be developed to best support learning when we are not reliant upon a centrally organised location for people and material resources, but instead can enable ‘near presence’ interactions between learners, experts, advisors and mentors wherever they might be?

Daanen and Facer, 2007

Critical Transformation Zones Technical level: Hardware/ software

: ICT deployment mode should be:• Admin / educative use ? • Resource centre / library

model?• PC lab model / distributed

model?• One2one, mobile, ubiquitous

etc? Process level: ”Warmware”; what

are educators supposed to do? What pedagogical processes should be developed based on use of ICT?

• Learning interaction ( among learners)

• Teaching interaction ( with learners)

• Management , monitoring, etc. processes ?

Institution level: “Socialware”; what operational models should be developed based on use of ICT:

• Classroom / virtual model• Single institution / network

model • Hybrid models• De-schooling model

Society / policy level: “Cultureware” Relevance of the education system ( and ICT) for development of the society

• Reproduction / Innovation • Production economy /

Knowledge economy?

HardwareSoftwareHardware

ICT

Warmware

Socialware

Cultureware

Principal, Teacher, Learners, Parents

School, UniversityHome

Society &policies

Pulkkinen, 2009

Workshop on North/South Research Partnerships for ICT in Education

April 21st Irish Aid Centre, Dublin

• New joint research projects

• New models for integrating research to education development and policy making

• New capacities in South and North

Research

Policy making Education Development

GeSCI

What is needed?Bridging the gap between research, policy and practiceCoordinated and complementary effortsRe-examination of assumptionsFundamental re-thinking of educational purpose and

practiceMulti-disciplinary approaches and multiple perspectives Creation of innovative approaches which are

contextually relevant Transformational models and strategiesSustainable capacities and capabilities in developing

countries to develop own solutions

GeSCITowards Inclusive Knowledge Societies

Contact & more information

mary.hooker@gesci.org

www.gesci.org

References Daanen, H. and Facer, K. 2007. 2020 and Beyond: Future scenarios for education in the age of new

technologies [Online]. Available from Futurelab at: http://www.futurelab.org.uk/resources/documents/opening_education/2020_and_beyond.pdf [Acces 1 June 2009]

Engestrom, R. 2003. Change lab – a new perspective to teachers’ professional development [Online]. Available from WITFOR at: www.witfor.org.bw/doc/dr_ritva_education.ppt [Accessed 19 April 2009]

Evoh, C. J. (2007). Collaborative partnerships and the transformation of secondary education through ICTs in South Africa. Educational Media International [Online]. 44(2), 81-98. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 26 March 2009]

GeSCI 2008. Strategic Plan 2009 – 2011 [Online]. Available from GeSCI at: www.gesci.org [Accessed 15 December 2008]

Hakkarainen, K. et al. 2008. A Research Plan for the Academy of Finland. Helensinki: University of Helsinki (internal document)

Hakkarainen, K. et al. 2008. Facilitating expansive school transformation in the SADC region. A Research Plan for the Academy of Finland. Helsinki: University of Helsinki

Kennedy, A. 2005. Models for Continuing Professional Development: A framework for Analysis. Journal of In-Service Education [Online]. 31 (2), pp235-250. Available from Professional Development Collection at: http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 15 December 2008]

Leach, J. 2008. Do new information and communications technologies have a role to play in the achievement of education for all? British Educational Research Journal [Online]. 34 (6), pp783 – 805. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 26 March 2009]

References Nleya, P. 2009. Facilitating Expansive School Transformation Using ICT in the SADC Region: A

Botswana Pilot Project IN: Workshop on Perspectives for North/South Research for ICT in Education 21 April, 2009 [Online]. Available from GeSCI at: www.gesci.org [Accessed 27 April 2009]

Papert, S. 1993. The Children’s Machine: Rethinkinh School in the Age of the Computer. New York: Basic Books

Pulkkinen, J. 2009. Preliminary Conclusions and the Way Froward. IN: UN Global Alliance for ICT and Development Expert Group Web-Forum. 11 March 2009 [Online]. Available from GAID at: http://un-gaid.ning.com/forum/topics/preliminary-conclusions-and-1 [Accessed 17 April 2009]

Senge, P. 2006. The Fifth Discipline: The Art & Practice of the Learning Organization.London: Random House

Swarts, P. 2006. Teacher Professional Development Workshop Report. Dublin: GeSCI United Nations Conference on Trade and Development Secretariat 2007. The Least Developed Countries

Report 2007 [Online]. Available from UNCTAD at: http://www.unctad.org/Templates/webflyer.asp?docid=8674&intItemID=4314&lang=1&mode=downloads [Accessed 24 May 2009]

UNESCO 2005. Towards Knowledge Societies [Online]. Available from UNESCO at: http://unesdoc.unesco.org/images/0014/001418/141843e.pdf [Accessed 10 June 2009]

UNESCO 2008. ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at: http://cst.unesco-ci.org/sites/projects/cst/The%20Standards/ICT-CST-Policy%20Framework.pdf [Accessed 11 April 2009]

Yates, C. 2007. Teacher education policy: International development discourses and the development of teacher education. IN: Teacher Policy Forum for Sub-Saharan Africa November 2007, UNESCO Paris [Online]. Available from UNESCO at: http://unesdoc.unesco.org/images/0016/001627/162798e.pdf [Accessed 8 April 2009]