Transcript Slide 1

ICT – the Physical and
Intellectual Infrastructure of
the Educational Reform
Dr. Bálint Magyar
Minister of Education
www.om.hu
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Accelerated time
 Learnt professional skills become outdated within
10 years
 5% of existing professions change every five
years
 32 times more relevant information appears on
the Internet than elsewhere linked to a given
profession every year
 5% decrease in every two years in professions
not based on knowledge of info-communication
technology
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From IT to Digital Culture
Teaching, frontal
pedagogy
Mentoring, constructionist
pedagogy
Rigid, limited
knowledge
Flexible, unchained
knowledge
Facts, data, rules
Skills and competences
Fixed, homogeneous,
teamstudying method
Flexible, heterogeneous,
individualized education
Informatics
Digital Literacy
Info-specialists
Users
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Dissemination of Constructionist Pedagogy
I. Internet
access
III. Teacher
training IV. Digital content
provision
II. ICT infrastructure
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I. Providing Internet Access
Challenge: Access for All
 All schools (5500) will be equipped with
broadband Internet access until the end of 2005
 Satellite network in 600 Hungarian schools of
remote areas and of neighbouring countries
 Establishment of local networks
 600 wireless networks for secondary schools
in 2004 and 2005
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II. Establishing ICT Infrastructure
Challenge: applying Lisbon objectives
 Providing sustainable service level and quality
(8 pupil/computer)
 From 2005 normative financial support for ICT
equipment developments (on a base of leasing
construction: 18M Euros/year)
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II. Establishing ICT Infrastructure
Challenge: ICT – tailored for the special
needs of teaching situation
 „Digital trolley” and „Digital suitcase” (Mobile
Multimedia Set) in all secondary schools 2004
(13 Million Euros)
 Trolley includes:
 Suitcase includes:
 Laptop
 Projector
 DVD, VHS
 Amplifier
 Laptop
 Projector
 Portable, user-friendly, ready to use
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Digital Trolley
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II. Establishing ICT Infrastructure
Challenge: Spreading ICT at homes
SuliNet Express tax allowance program from 2003:
 50% (max. 250 euro) tax refund for purchase of ICT
equipment to all citizens under 6 times higher salaries
than the minimal wage
 Result: 60 000 PCs/year; 90 Million Euros/year
2001
2002
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3
22
78
3
75
2003
27
4
69
2004
27
5
68
0%
10%
20%
30%
40%
1 PC
50%
More PCs
60%
70%
80%
90%
100%
No PC at home
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II. Establishing ICT Infrastructure
Challenge: Spreading ICT at homes
Applying the Swedish model:

Internet access to any employee can be provided
by employers free of tax from 2003

200 euro vouchers to any employee/year can be
provided by employers free of tax from 2004
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III. Teacher Training
Challenge: Overcoming teachers’ resistance
 Until 2004 training for the basic use of ICT
 In 2004 reformed ICT training (10 000 teachers)
 2005–2006 training for the teaching situation (use
of the Digital Knowledge Base): ICT training for
30 000 teachers for competence and IT-based
education
combined
with
incentives
for
purchasing computers
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IV. Digital Content Provision
Challenge: Providing extendable, flexible,
compatible knowledge elements (= Intellectual
Infrastructure of Pedagogical reform)
Sulinet Digital Knowledge Base (sdt.sulinet.hu)
 E-learning objects developed with the help of
public funds (in public education, vocational
training, higher education, adult education), must
be technically and methodologically compatible
to the Digital Knowledge Base
 From 2004 September: Digitalized teaching
materials for K7-12, covering the whole
curriculum (10 subjects)
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IV. Digital Content Provision
Sulinet Digital Knowledge Base (sdt.sulinet.hu)
 65 000 learning objects
 3400 lessons in 750 topics
 3300 simulations, animations, 900 collections
 6700 tests
 12 000 images, 1200 sound clips, 1100 videos
 200.000 learning objects until the end 2005
 Methodology assistance, lesson plans
 Supplementary databases, background
information
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Traditional vs. Digital teaching materials
Traditional, descriptive
archives
Alternative, changeable
learning paths,
cognitive structures
Closed, lexical
knowledge-block
becomes out of date
Transmission of open,
stable, ready-to-use,
situational knowledge
Rigid, Disciplinarily
Interdisciplinary
„Searches” based on a
definite number of
words
Indefinite, combinative
possibilities of
searches
Convergent –
reproductive thinking
Divergent – creative
thinking
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Traditional vs. Digital teaching materials
Rare assessment
occasions: „endof-topic”,
semester
summary, script
Routine assessment
of performance
integrated into
everyday
education
Standardized tests
Individualized tests
Separation of
learning and
testing
Combination of
learning and
testing
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IV. Digital Content Provision
Challenge: Common online content market

Building up a content market on an international
level

Increasing use of international resources

Elaborating and accepting common technical,
methodological and legal standards

Avoiding unnecessary duplication and reinvention

Setting up an
Educational Content Exchange Centre for Europe
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Let us take a look at the
Sulinet Digital Knowledge Base
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