ict innovation & education development by jyrki pulkkinen, phd [email protected]
TRANSCRIPT
Content
1. WSIS , Connectivity and Digital Divide2. ICT and Knowledge Society3. ICT innovations in education development4. How it can be done5. Innovation and Evidence based policy making
ContextDiscussion – 5 min
What innovation has had the biggest impact to social and economic development globally in the last two decades?
Why do you think so? Mention some countries that has benefitted
the most?Do you think this development will continue
in the future?
1. WSIS & Plan of Action 2005Targets to be achieved by 2015
1. To connect villages with ICTs and establish community access points2. To connect universities, colleges, secondary schools and primary schools with ICTs3. To connect scientific and research centres with ICTs4. To connect public libraries, cultural centres, museums, post offices and archives with ICTs5. To connect health centres and hospitals with ICTs6. To connect all local and central government departments and establish websites and e-
mail addresses7. To adapt all primary and secondary school curricula to meet the challenges of the
information society, taking into account national circumstances8. To ensure that all of the world’s population have access to television and radio services9. To encourage the development of content and put in place technical conditions in order to
facilitate the presence and use of all world languages on the Internet10. To ensure that more than half the world’s inhabitants have access to ICTs within their
reach
1.1 Global Connectivity and Digital Divide
2005 there was some 5 billion people in the world and some 2 billion had a mobile phone some 1 billion Internet users
2012 there is some 7 billion people in the world, and some 5 billion mobile phones some 3 billion internet users
1.2 Internet Penetration by Regions
2. Knowledge Society – Knowledge Divide?
We know: Knowledge and Innovation are key factors
for economic and social development globally.
ICT is the infrastructure for Knowledge and Innovation
However: Relatively lower investments in ICT,
education and innovation processes in developing countries
The gap between developing countries and developed countries is widening
World of Knowledge & Innovation (R&D)
World of Money ( GDP)
2.1 ICT= Global Infrastructure for Information, Knowledge and Innovation
2.2 Knowledge Society – Better Education is needed
Transitioning requires More investment in education,
innovation systems, and ICT infrastructure.
More coherent Knowledge Society policy that requires collaboration across the relevant ministries, especially between ministries of education, S&T, industry and finance.
Education ministries are in a key role in this development.
3. ICT innovations and Educational Challenges in Developing Countries
Developing world faces severe challenges with regard to education. Some of these challenges can be addressed with ICT if used innovative & appropriate ways
These challenges can be summarized as: a lack of universal and inclusive access
to education; poor quality of education;poor management of the education
system ;the increasing irrelevance of the current
education system in the knowledge society.
INCLUSIVE ACCESS?
QUALITY ?
RELEVANCE ?
MANAGEMENT ?
Discussion: Do you think that the challenges are very different in Finland?
3.1 Layers of ICT innovations in education
1. Technical layer: Hardware/ software deployment models:
• PC lab model / distributed model• One2one, mobile, ubiquitous etc
2. Human layer : ”Warmware”; what people are doing? Processes that are developed based on use of ICT.
• Learning & Teaching interaction• Curriculum delivery• Management – monitoring, etc.
3. Institution layer : “Socialware”; operational models that are developed based on use of ICT:
• Classroom / virtual model• Single institution / network model
4. Society layer : “Cultureware” Relevance of the education system for development of the society
• Reproduction / Innovation ? • Skills required in society• Knowledge and Innovation policies
Hardware
“Hardware”“Software”
ICT
“Warmware”
“Socialware”“Cultureware”
Principal, Teacher, Learners, Parents
School, University
Strategies &policies
3.2 Global Chalenges - Research shows that there is…
Very little innovative practice filtering down to classroom level (Grammar of schooling)
No thorough analysis of expected ICT impact at education system level
Poor decisions about deployment and intended use of ICT resources ( just dropping the boxes…)
Isolated, individually-driven initiatives: no systemic changeMassive educational technology investments: little
evidence of success
( GeSCI Meta-research 2009)
3.3 What is needed in ICT & Education research?
Bridging the gap between research, policy and practice Coordinated and complementary efforts – multi stakeholder partnerships Multi-disciplinary approaches and multiple perspectives
Re-examination of research assumptions – what are the real problems to be solved? Fundamental re-thinking of educational purpose of ICT and practice Bridging formal and informal education, education and working life
Creation of innovative research approaches which are contextually relevant in developing countries Sustainable capacities and capabilities in developing countries to develop
own ICT for education solutions Adopting transformational research models and strategies to address
dysfunctional education systems
4. How can it be done?
MoE’s
Donors
Rese
arc
h
com
mu
nit
y Bu
siness
PPP’sGlo
bal P
atne
rs
Experts
Education
Comm
unity
Civil
Soci
ety
Building human capacity,
especially teachers
competences
Promoting participatory
& evidence based policy
making processes
Innovative research
solving real problems
4.1 Teacher’s capacity is the key
Discussion: assess your own ICT conmpetency as a teacher …
4.2 Standards needs to be adapted to fit the needsRwanda Case:
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Stages in drafting Teacher’s Competency Framework on ICT for Education in Rwanda
Studying the Global policy challenges:Education systems:
Global Agenda of Education for All Learners’ needs to keep up with ICT
and continually develop new skill sets ( 21st Century Skills) Global Knowledge Economy / Society agenda:– Information is in abundant supply, what to believe?– Technology is changing rapidly – which one to invest?– New kind of jobs appear and disappear very quickly – what
kind of work force to develop?
Studying Rwanda policy Context:Vision 2020MINEDUC ICT Education PolicyNational CurriculumICT-TPD Landscape
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Rwanda Case - Stage 1:Document Review - Challenges
Studying the existing Frameworks:ISTE NETS for Teachers Achievement RubricUNESCO ICT Competency FrameworkAustralia CompetenciesIreland e-Learning RoadmapEU Competency and Qualifications
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Rwanda Case - Stage 2:Field Research defining the baseline
Field research: Identification of key stakeholders School and national institutional visits Teacher and student case studies
Baseline statements: Teachers are not able to fully use the deployed ICT infrastructure for Teaching & Learning Need for a comprehensive curriculum for ICT in Education for both pre/in-service
teachers Need to increase capacity of teacher trainers Need to follow up support to teachers at the cluster / school level. Lack of digital learning material Lack of Maintenance and technical support High cost and low availability / reliability of electricity
Aspects Considered: Themes, Trends, Tools, Models / Approaches and Community / Networks
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Rwanda Case - Stage 3: Consultation workshops for participatory policymaking
Key Stakeholders:MINEDUC – ICT in Education UnitMinistry of ICT, Science & Technology and ResearchRwanda Information Technology Authority (Now RDB-IT)Kigali Institute of EducationKigali Institute of Science & TechnologyRegional ICT Training and Research CentreRwanda Development Gateway FoundationNational University of RwandaNGO’sCivil Society OrganizationsDevelopment Partners and GeSCI
Continued…
20
Rwanda Case - Stage 3 cont... Consultation workshops for participatory policymaking
Teacher Professional Development Workshop – April 2009:
Significant issues and observations from workshop process There is a need to develop national standards using UNESCO standards as a reference The UNESCO competency standards may be too high In some elements, teachers have not attained the first stage of Tech Literacy as yet Current status of provision in Rwanda close to Technology Literacy levels in most
componentsProposal from Workshop
Develop a ICT-TPD policy framework to incorporate the four approaches for ICT integration from traditional to knowledge creation levels
Set up a coordination committee to take the momentum from the workshop forward - inviting participants from the workshop to form a working group
Develop and cost a ICT-TPD strategic action plan for 2009-2013 in line with Education Sector Strategic Plan
Aspects Considered: Themes, Trends, Tools, Models / Approaches and Community / Networks
5. Innovation and Evidence based policy making: Formin – GESCI Knowledge Partnership
Enabling environment
Evi
denc
e fo
r po
licie
s
Innovative practices
5.1 About GeSCI
GeSCI was founded by the UN ICT Taskforce during the WSIS in 2003
Mission to address the strategic human capacity needs of developing countries on ICT integration in Education
Based initially in Dublin, now headquarters relocating to Nairobi, Kenya
Assisting initially Namibia, Ghana, India, Bolivia and later Rwanda and Kenya in national strategies and policies on ICT4E. More countries to join.
GeSCI operates also at regional and global levels providing programmes and platforms enabling the development of Inclusive Knowledge Societies.
WSIS
UN ICT TaskForce
GeSCI Global
Partnership
More information
UNESCO: http://www.unesco.org/new/en/unesco/themes/icts/ UNESCO ICT competency standards for Teachers:
http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/
Towards Inclusive Knowledge Societies. http://www.uis.unesco.org/Library/Documents/towards-inclusive-knowledge-societies-wsis-communication-ict-2010-en.pdf
Unesco Institute of Statistics: http://www.uis.unesco.org/Communication/pages/ict-education.aspx?SPSLanguage=EN
GESCI: http://www.gesci.org