ICT TRANSFORMING

EDUCATION-A REGIONAL GUIDE

(UNESCO)

Group 1-ICT Policies and Safety Issues in Teaching & Learning

Technology for Teaching and Learning 1 (TTL1)
 This Guide is for whom?

● primarily for TEACHERS and those who TRAIN

TEACHERS - TEACHER EDUCATORS.
● can be useful to Principals, Administrators and
Ministry ICT coordinators.
ICTs are What?
● first computers made their entry into schools
in the late 1970s - we used to speak about
computers in education.
● Along with computers also came printers,
floppy disk drives, scanners and the first
digital cameras.
Impact of ICT on schools, teaching and
learning
● In a short period of time, ICT had a marked
effect on schools, on teaching and learning. At
the institutional level, schools have similar
needs to any small business and use the same
kinds of computer software for tasks such as
accounting, inventory control, communicating,
document preparation and printing.
Skills for the 21st Century
● Learning modes in 21st century is different. We note
the profound effects that ICT have had on every
aspect of daily life and particularly on the world of
work and similarly far reaching effects of ICT are
having on schools and on teaching and learning. The
impacts of ICT on every aspect of society are so
significant that the question is even raised whether in
this second decade of the 21st century, are we on the
threshold of a fourth revolution.
Teaching learners in a digital world

● The digital age refers to a period that began

about 30 years ago and has rapidly
continued into this century. It is sometimes
called the Digital Revolution because during
this time, analogue technologies began to
change to digital technologies.
Learning and Innovation Skills
● Learning and innovation skills are what separate
students who are prepared for increasingly
complex life and work environments in the 21st
century and those who are not.
● They include:
- Creativity and Innovation
- Critical Thinking and Problem Solving
- Communication and Collaboration
Information, media and technology skills
● 21st century people live in a technology and media-driven
environment, marked by access to an abundance of
information, rapid changes in technology tools and ability
to collaborate and make individual contributions on an
unprecedented scale. To be effective in the 21st century,
citizens and workers must be able to exhibit a range of
functional and critical thinking skills, such as:
- Information Literacy
- Media Literacy
- ICT (Information, Communications and Technology)
Literacy
Life and Career Skills
➔ Today’s life and work environments require far more than
thinking skills and content knowledge. Ability to navigate the
complex life and work environments in the globally
competitive information age requires students to pay
rigorous attention to developing adequate life and career
skills, such as:

➔ Flexibility and Adaptability

➔ Initiative and Self-Direction
➔ Social and Cross-Cultural Skills
➔ Productivity and Accountability
➔ Leadership and Responsibility
Support systems in 21st Century
● Comprehensive framework development for 21st century
learning requires more than identifying specific skills, content
knowledge, expertise and literacies. An innovative support
system must be created to master the multi-dimensional
abilities required of them in the 21st century.
● The Partnership has identified 5 Critical Support Systems that
ensure student mastery of 21st century skills:
- 21st Century Standards
- Assessments of 21st Century Skills
- 21st Century Curriculum and Instruction
- 21st Century Professional Development
- 21st Century Learning Environment
Stages for ICT Adaptation and Use
● The technology dimension is a continuum that represents
increasing amounts and variety of ICT in use. Pedagogy
dimension is also a continuum and represents changing
teaching practices resulting from adoption of ICT.
● Within these two dimensions are seen four stages that classes
or schools typically pass through in their integration of
ICT.However, there is general consensus that the integration
of ICT in education proceeds progressively in a SERIES OF
BROAD STAGES called in the model: Emerging, Applying,
Infusing and Transforming.
1. Emerging stage

● Schools at the emerging stage have just

begun to introduce computers. Initially, they
may have only one or two computers and a
printer, either donated or purchased by the
education department.
2. Applying stage

● School teachers in applying stage begin to

adapt the curriculum in order to increase
the use of ICT in different subject areas,
applying specific software tools such as
drawing, designing, modelling and
simulations in their teaching
 3.Infusing stage

● All aspects of teachers’ professional lives in such ways are

infuse as to improve student learning and management of
learning. Senior staff approach is to support active and
creative teachers who are able to stimulate and manage
the learning of students, and to integrate a range of
preferred learning styles in achieving their goals.

● Infusing stage is already leading to transformation. A major

challenge is to move teachers through the infusing stage to
point where ICT are tools used routinely to assist learning
in such a way that they are fully integrated in all classes.
 4. Transforming stage

● At the transforming stage, ICT may be taught

as a separate subject at senior levels of
secondary schools and incorporated into
vocational areas.
E-learning for Students and Teachers

- WHAT IS E-LEARNING?
● E-learning, or electronic learning, is a widely used term in
business, industry and education. Google “e-learning” and
you will get in excess of one hundred million hits. The term
e-learning is apt for education because it combines in its
name e (electronic) and learning, and thus puts an
emphasis on learning in a way that the term ICT by itself
does not.
 (4) Four basic categories of e-learning

● E-resources ● Online courses

- refer here to information and - are offered by many teaching
learning resources on the institutions around the world,
web that are available for usually for a fee, and often as
access by teachers and part of a diploma or degree.
learners for instruction. However, there are also many
Many collections of such free online courses on a
instructional resources, multitude of subjects offered
sometimes called information by organizations and
repositories, are freely individuals.
available
 (4) Four basic categories of e-learning

● Blended learning ● Communities of practice

- is a term to describe - are groups of people such as
learning that combines teachers or even students
different learning who share a common
environments: typically the interest. Communication
use of learning via the web between members may be by
and face-to-face teaching. email, by videoconferencing,
or increasingly by using
social networking tools.
Assessing Student E- learning
● Assessment was largely concerned with testing
whether students could reproduce information and
knowledge. Sheer amount of information and
knowledge is growing at such a rapid rate that it is
no longer practical to regard certain prescribed
information as sufficient to prepare students for
the world of work and for life.
Adopting a learner-centered Project-based learning
approach
- The type of learning
- or student-centered described above – seeking
learning in the classroom solutions to real-life
places learners in the problems, gathering
central position. In information, analysing data
student-centred learning, – is commonly called
students are given a voice. project-based learning or
Their needs, abilities, PBL for short.
interests and learning styles
help determine classroom
activities.
 Summative Assessment Formative Assessment

- Summative assessment is - The purpose of formative

teachers’ evaluation of assessment in PBL is to
students’ work when the provide constructive
projects are submitted. The feedback to students during
teacher’s task here is similar the course of projects so
to that used in traditional that they can modify and
testing where judgments are improve them.
made.
E-portfolios
● Another new approach to assessment is the
use of eportfolios. Portfolios have long been
used by artists as a means of showing a sample
of their work, whether these are paintings,
drawings, or photographs
Blended Learning with Web 2.0 Tools
● Blended learning is some kind of learning
approach that combines different types of
education techniques and technologies.
● Web 2.0 tools are tools of technology that allow
teachers and students alike to create,
collaborate, edit and share content on-line
that is user-generated.
 Popular Web 2.0 services

MySpace Flickr

- one of the first social - is a service that allows users

networking services to be set to store photos and videos,
up on the web and it edit and organize them, and
immediately enjoyed huge share them with others. The
success. Provides space for basic service, which has
users to place personal certain storage limits, is free.
profiles, upload photos and
videos, and add friends.
 Popular Web 2.0 services

Podcasting Facebook and Twitter

- is the name given to distributing - are social networking Web 2.0

media files, either audio or video – websites
referred to as podcasts – over the
internet.
 Popular Web 2.0 services

Blogs Wikis

- usually consist of text but - are websites that anyone

within a community of users
they can also contain photos
can either add content to or
and multimedia files (video edit existing content. You
and audio). If they contain can think of wikis as private
mostly photographs, they (restricted to particular
are termed photo blogs; if groups) or public (open to
everyone) spaces, where
mostly video, they are called
individuals can
vlogs; and if mostly audio, collaboratively build up a
podcasts. body of content on
particular topics of interest.
 Popular Web 2.0 services

Moodle

- a Web 2.0 tool developed in the Asia-Pacific region, in

Perth, Australia. The application, designed
specifically for educators, is a Course Management
System (CMS), also called a Learning Management
System (LMS) or a Virtual Learning Environment
(VLE).
Social Networking Websites

● ex. LinkedIn is similar to Facebook but is used primarily by

professional groups, like educators - A free service where
users can place their work profiles and link with others who
share similar professional interests.
● Ning, like both Facebook and Myspace - an online service
for users to create their own social networks. Users do not
need any technical skill to set up a Ning network and they
can join any number of networks.
Web tools for educators
● contains free web-based tools (computer software that is
accessible via the internet) that are useful for people
working in the education field.
● contains software that teachers can use to enhance
teaching and learning, and software that education
administrators can use to improve productivity and
efficiency.
 Other Web Tools for Teachers

Mind mapping tools Quiz and puzzle construction

kits
● Mind maps, also called
concept maps, are widely ● Other web tools that can be
used by educators as tools useful in the classroom are
to aid organizing, thinking websites where you can
and learning. construct Quizzes and
● used especially to develop puzzles relating to content
study skills – writing essays, that you are currently
note-taking, summarizing, teaching.
reading and studying.
Changing Learning Environments

Interactive whiteboards
● Connected to a computer and projector, this allows
students in classrooms to see display from the
connected computer running in the large board.
● The whiteboard can be free standing or mounted to a
wall.
Virtual excursions, virtual field Videoconferencing
trips, web tours
● the use of computer
● are various terms used to hardware and software to
describe organized student enable individuals in
online learning experiences separate locations to see
around visits to different
and hear one another as in
places or different time
a conference setting. A form
periods.
● part of a guided exploration of videoconferencing,
activity, students commonly sometimes called desktop
connect with other places conferencing, can be carried
and people, collect out using a webcam and PC
information and report their with software such as Skype
findings in electronic form
using text and images.
Videoconferencing and virtual excursions

● As videoconferencing has entered schools and classrooms of the

21st century, a unique opportunity for new learning experiences,
previously out of reach, has arrived.
● These experiences occur without students having to leave their
home school or even their home classroom via “virtual
excursions”. Virtual excursions involve students visiting locations
via an internet link using videoconferencing systems and
becoming increasingly available in major locations of interest
worldwide.
M-learning
● Mobile learning and its shortened form m-learning are
terms increasingly encountered in educational circles.
● widens the scope of e-learning
● a ubiquitous learning system for distance education where
anyone who wants to study can study anywhere, anytime,
with the internet and multimedia.
 Supporting Teachers in Transforming
Education
● “Teachers are the key to transforming education”. Since teachers
are so critical, it follows that their professional development is of
prime importance in bringing about changes that will transform
education, along with a clearly stated vision for ICT use in
education and adequate ICT infrastructure and support.
● Through its Regional Office for Education in Asia and the Pacific,
UNESCO has taken a lead in the region in conducting workshops,
seminars and conferences on teacher training on ICT use and ICT
pedagogy integration (UNESCO, 2003, 2004, 2005, 2006, 2007).
Developing Learning Networks Professional Communities Of
Practice
- The kind of continuing
professional development we - Communities of practice are
are talking about in this positioned along a continuum
section is not through at a point where the richest
attending short courses or form of communication takes
workshops on ICT, beneficial place. This occurs when
though these are, but rather teachers use web tools to
through engaging with other
communicate with other
teachers in the same school
teachers and professionals to
and with teachers in
neighbouring schools and
ask questions, share ideas
beyond. A valuable strategy is and experiences, and build up
to develop what are called collective knowledge.
learning networks or personal
learning networks.
 THANK YOU
for listening well!

SORSOGON STATE UNIVERSITY

DITAN, ANDRELYN D. - BTVTED FSM-3A
[email protected]