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
TanzaniaDar Es Salaam, 20 –22 October, 2009
Mary Hooker, Research Manager, [email protected]
Outline: Global context, case studies and frameworks for ICT use in Teacher Professional DevelopmentA focus on the global challenges facing
education systemsSITE, UNESCO and GESCI frameworksCase Studies
IrelandSingaporeAfrican experiences
Development Path for ICT use in Teacher Professional Development
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)
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 ?
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.
Agricultural Economy
Information was communicated fromperson to person or in group meetings.
Written knowledge was rare.
Industrial EconomyInformation became more readily
available,through: libraries, newspapers,
radio and TV
Industrial Economy
Information was in short supply.Teaching was teacher centred
Knowledge EconomyInformation is widely available,
through: Internet, Books, CDs, DVDs
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
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
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
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)
Is ICT integration the solution?ICT is often seen as being a ‘solution’Delivering relevant quality
instructional materialSupporting 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)
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
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 autonomyKennedy 2005
Existing Frameworks for ICT use in Teacher Professional Development: SITESITE (Society for IT and Teacher Education)http://www.aace.org/siteThree key principles:
Technology should be infused into the entire teacher education programme
Technology should be introduced in contextStudent teachers should experience innovative
technology-supported learning environments in their own teacher education programme
Why are these so often ignored? (Unwin 2004)
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
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
Existing Frameworks: UNESCO
Integration in stagesThe 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
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.
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
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
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.
Existing Frameworks: UNESCOICT 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
Technology Literacy
Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum
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
Knowledge Creation
Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge
Existing Frameworks: GeSCITowards 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 practice4
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 technologyInstitutions and schools
as relatively isolated from the community
A consolidated continuum of approaches for ICT Integration in Teacher Professional DevelopmentSources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008
Existing Frameworks: GeSCITowards 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
Case studies from across the world
Emerging
Applying Infusing
Transforming
Ireland ?
Singapore ?
Africa ?
Ireland
Schools IT2000 National Centre for Technology in Education – Schools
IT 2000 InitiativesTechnology Integration Initiative (TII)Teaching Skills Initiative (TSI)Schools Integration Project (SIP)Interactive Software in the Curriculum (ISC)ScoilNet
Technology Integration Initiative (TII)Support technology planning and infrastructure
building in schoolsSupports schools with purchasing, planning, and
technical informationGrants provided to schoolsTarget of 60,000 multimedia computersEvery school has Internet access
Teaching Skills Initiative (TSI) ICT Course development and delivery for teachers120,000 training places since 1998, approx 10,000
annuallyRange of evolving courses to meet teacher needs
accreditation path courses to Grad. Dip & MastersOngoing course development to blended, online, e-
learning
Teaching Skills Initiative (TSI) Over 1,000 tutors recruited and trained to
deliver coursesAdministered through the local education
centre networkVery high demand from enthusiastic teachers
who were prepared to avail of the training in their own time
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 Intel Teach to the Future Specialist Courses Maths, Music, Guidance etc.
Schools Integration Project (SIP)SIP is a collection of school-based projects focusing on the innovative use of ICT in teaching and learningover 70 projects involving more than 300 schoolsSIP is intended to: Inform future government expenditure on ICTDevelop resourcesSuggest new pedagogic strategiesDisseminate good practicePartnership:Support from industry, commerceSupport from third level colleges to projects in their region Inter-school networking involving clusters of schools working collaboratively
NCTE Educational Software Evaluation Pilot120 Software titles being evaluatedEvaluations published on ScoilNetSoftware libraries in education centresDiscounts and special licensing dealsIdentifying new software titles (UK, USA, Australia)Advice to companies developing new software
Interactive Software in the Curriculum
ScoilNet is the 'official' Irish educational web portalProviding on-line resources and information for teachers,
students and parentsRange of categorised educational content onlineCollaboration through the development of user communities
using discussion groupsPartnership with Intel IrelandPlatform for teachers to publish contentAttracts an average of 900,000 hits per month
Warde 2007
ScoilNet
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 thatlooks 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
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
Singapore
Singapore: 1997 Masterplan for IT in EducationNational 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
Singapore: Success Principles for use of ICT in Teacher Professional DevelopmentIntegrated cohesive plan with sufficient fundingInvolving all stakeholders
Especially the teachersCombining in-service and pre-service elementsSufficient technical support (infrastructure and mentoring
advice)Building on existing examples of successNeed for partnerships to ensure sustainabilityWider links to teacher professional development and
reward schemes
Singapore: Teacher achievements2001 survey of teacher achievements
24,000 teachers received 30-50 hours training in use of IT78% of teachers said that IT helped to make teaching more
student centredICT-pedagogical integration
A major concern30 hours of instruction not enough for ICT –pedagogy
integration proficiencyStudent - teachers want more ICT-Pedagogy integration in
the praticuumJung 2005, Unwin 2006
Share your reflections on the Singapore experience of ICT use in TPD with your neighbour
Emerging
Applying Infusing
Transforming
Ireland
Singapore ?
Africa
Where would you place Singapore on the knowledge ladder?
Africa
DEEPDigital Education Enhancement ProjectOpen 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 AfricaUsing hand-held PDAs for teachersFocusing on
Advantages of handheld computers for TPDHow handhelds compliment other professional resourcesWhat curriculum development in literacy, numeracy and science is
enabled by the devices (DEEP http://www.open.ac.uk/deep)
Complex Landscape: Multiple InitiativesUp 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
Mathematics, Science and ICT EducationWorld Bank Study (2007) conducted in ten countries in sub-
Saharan AfricaSystematic use of ICT for teaching and learning purposes in TPD
programmes is lowStudents learn mainly basic computer skillsResources 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
IMFUNDO’s African ExperiencesVast physical wastage
Hardware under-utilisedHardware broken or ineffectiveHigh costs of Internet access
Huge educational wastage Insufficient relevant contentMultimedia potential
underusedNetworking and interaction
ineffective because of lack of connectivity
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
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
Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa
Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa
Most if not all schemes should be scalableNeed for creation of real partnerships Communications between schools, teacher
training institutions should be facilitatedNeed to develop policy to deal comprehensively
with TPD for ICT integration The focus should be on sustainable, resource
adequate and on-going professional developmentImfundo 2001; Unwin 2004; Evoh 2007; Olakulehin 2007
Discuss your reflection on the African experiences with your neighbour
Emerging
Applying
Infusing
Transforming
Ireland
Singapore
Africa ?
At what stage would you position the Africa experiences on the knowledge ladder?
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
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 progressionpropose ways and means for further
development of ICT in professional learning programmes.
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:
PolicyPolicy AwarenessClassroom Practice
Curriculum and AssessmentCurriculum PlanningLearning EnvironmentAssessmentCommunications and CollaborationSpecial Education Needs
The GeSCI ICT –TPD Development MatrixPedagogy
PlanningProblem Based earningStudent ExperienceProject Based learningCommunications and collaboration
ICTProductivity toolsAuthoring tools InternetCommunication and CollaborationAdministrationStudent Learning
The GeSCI ICT –TPD Development MatrixOrganization and Administration
Teacher UnderstandingICT IntegrationClassroom ManagementAcceptable and Appropriate Use
Professional DevelopmentPlanningTeacher Awareness and ParticipationInformal Learning
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.
ICT-TPD Development Matrix ExerciseReview the descriptors for each development areaMark 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
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.
Exercise ContinuedLook 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?
Butler, D. 2005. Reconceptualizing Teaching and Learning in a Digital Age. Dublin: St, Patrick’s College of Education, Dublin City University
Davies, R and Dart, J. 2007. The ‘Most Significant Change’ Technique [Online]. Available from: http://www.mande.co.uk/docs/MSCGuide.pdf
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.
Farrell, G. and Isaacs, S. 2007. Survey of ICT in Education in Africa Volume 2: 53 Country Reports [Online]. Available from infoDEV at: http://www.infodev.org/en/Publication.354.html [Accessed 04 June 2009]
Hakkarainen, K., Engestrom, R., Miettinen, R., Sinko, M., Virkkunen, J., Aston, M., Hardman, J., Nleya, P and Senteni, A. 2008. A Research Plan for the Academy of Finland. Helsinki: University of Helsinki
Isaacs, S. 2006. Towards a GeSCI Initiative on Teacher Professional Development in Africa. Dublin: GeSCI
Imfundo 2002. Delivering the Vision: ICT in pre and in-service Teacher Training [Online]. Available from: imfundo.digitalbrain.com/imfundo/web/activities/vision/workshop/ICT%20in%20Teacher%20Education%201.doc [Accessed 14 April 2009]
Jolliffe, A. n.d. Moving towards learner centred instruction with ICT. Bangkok: UNESCO
Jung, I. (2005). ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide. Educational Technology & Society, 8 (2), 94-101.
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 34 (6), pp783 – 805
Ottevanger, W., Akker, J.V.D., & de Feiter, L. (2007). Developing science, mathematics, and ICT education in sub-Saharan Africa: Patterns and promising practices [Online]. Available from Worldbank at: http://siteresources.worldbank.org/INTAFRREGTOPSEIA/Resources/No.7SMICT.pdf [Accessed 20 October 2009]
Olakulehin, F. K. (2007). Information and communication technologies in teacher training and professional development in Nigeria. Turkish Online Journal of Distance Education, 8(1) [Online] Available from: http://tojde.anadolu.edu.tr/tojde25/pdf/article_11.pdf [Accessed 06 June, 2009]
Temechegn , E. 2009. Development of ICT-enhanced Teacher Standards for Africa (ICTeTSA). UNESCO-IICBA
UNESCO 2002. Information and Communication technologies in Teacher Education: A Planning Guide [Online]. Available from UNESCO at: http://unesco.org/images/0012/001295/129533e.pdf [Accessed 20 October 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]
Unwin, T. 2004. Towards a framework for the use of ICT in teacher training in Africa. Open Learning: The Journal of Open and Distance Education [Online]. 20, pp 113-129. Available from: http://www.gg.rhul.ac.uk/ict4d/ict%20tt%20africa.pdf [Accessed 15 December 2008]
Unwin, T. 2006. ICT and Teacher Training: Case studies from around the world IN: Innovating with Technoogy. The Challenge to Education Policy, Leadership and Management. 6 September 2008, Cebu City, Philippines.
Warde, E. 2007. Ireland's e-Learning Story IN: African Knowledge Exchange Workshop II: E-learning in Education – The Way Forward . June 23 – 26 2007, Kigali, Rwanda
Yates, C. 2007. Teacher education policy: International development discourses and thedevelopment of teacher education. IN: Teacher Policy Forum for Sub-Saharan AfricaNovember 2007, UNESCO Paris [Online]. Available from UNESCO at: http://unesdoc.unesco.org/images/0016/001627/162798e.pdf [Accessed 8 April 2009]