Transcript ICT in Education - Technology Owes Ecology an Apology

ICT in Education
By Abdul Khan
Global Alliance for ICT and Development
Kuala Lumpur, Malaysia
19-20 June 2006
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Central Role of Knowledge for Development
Economic
Growth
Social
Development
Knowledge
Cultural
Enrichment
Political
Empowerment
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If knowledge is the engine of development, then
learning must be its fuel.
Takeushi
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“The ability to create and maintain
knowledge infrastructure, develop
knowledge workers and enhance their
productivity will be the key factors in
deciding the prosperity of the
knowledge society.”
Abdul Kalam, President of India
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Pillars of Knowledge Societies
Knowledge Societies
Knowledge Knowledge
Creation
Knowledge Knowledge
Preservation Dissemination Utilization
Pluralism
Human Needs and Rights
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The Revolution - Communications
Cellular
Networks
Television
Postal
System
Educational Radio
Teleconferencing
Technologies
2000
1900
20’s
19th Century
40’s
60’s
20th Century
80’s
90’s
21st
Century
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The Technology Era….
Digital Content
Fax/Data Modems
The Internet
Satellite
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Technology Impact
• Emerging ICTs have impacted numerous aspects
of our life …. Agriculture, medicine, egovernance, e-business, publishing, media, etc..
• The world of education is slow to adopt emerging
technologies!!
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Conventional Education Models
Involve the direct transfer of
information between the
teacher and the student.
Constrained by both time
and place.
Strongly dependent on
the skills and knowledge
of the instructor.
Limited by in-house available
resources.
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On Today’s Learning Challenge
Preparing students for a future in which today’s
jobs may be obsolete and future jobs can only be
imagined is a daunting challenge.
Adding to the challenge is the
realization that today’s students
— “digital natives” — learn
differently than many of today’s
educators.
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The Internet & Education: a Close Fit
“Is the Educational promise of the Internet
real? I believe it is.
The Internet has distinctive powers to
complement, reinforce, and enhance some of
our most effective traditional approaches to
university teaching and learning.”
Prof. Neil L. Rudenstine
President of Harvard University
The Chronicle of Higher Education
February, 1997
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New Forms of Learning
New literacy types:
• Technology literacy
• Information literacy:
– recognize when information is needed
– have the ability to locate, evaluate and use effectively
the needed information.
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New Forms of Learning
Nature of knowledge
• Increasingly interdisciplinary
• Increasingly contextual
• Application oriented ~ «learning by doing»
• Must reflect local/regional realities
New pedagogical paradigm
• Learning as a constructive process
• More than acquisition of basic literacy skills
• Non-formal and non-linear learning
• New flexible learning environments
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ICT and Capacity Building
•
•
•
•
•
Improves educational quality
Increases access to basic learning for everyone
Improves educational management
Enables lifelong learning opportunities
Capacity to reach disadvantaged populations
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ICT and Capacity Building
• Enhances diverse and collective learning processes
• Enables development of non-formal and informal learning
environments
• Shifts learning process:
– from teaching to self-directed learning
– from one-time event to lifelong learning process
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Constraints in Developing Countries
Access to All
Building Quality Content
Policies, Strategies, Copyrights,
Intellectual Property Rights, ….
Recycling of Computers,
Open Source Software,
Public Domain Content
Cyberspace…Legal
Framework
Capacity Building
Cultural & Linguistic Diversity
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New Media
Computer
Old Media
Radio
Multimedia
Television
CBT
Audiotape
Internet
Videotape
WWW
Books
CD/DVD
Slides
Virtual Reality
Digital learning resources
Easy to manipulate, duplicate and transport
Reusable with little difficulty
Globally accessible through network
Provides multi-sensory, multiple media in an
integrated way
Personalized instruction
Cost intensive, though it is decreasing
Ephemeral in nature for radio and TV
Easy access to large number of people
Reuse difficult
Most useful for mass delivery
Difficult to manipulate and do corrections
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Ingredients of Education Models
Knowledge
Destination
Delivery
Technology
Content
Development
Knowledge
Source
IV
III
II
I
• Institutions
• Students
• Direct
• Internet
• Videos
• Satellite
• Mail
• Lecture-Based
• Web-Based
• CD-Based
• Video-Taped
• Direct Broadcast
• WW Institutions
• Publishers
• Authors
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Building the New Education Models
Knowledge
Destination
IV
Delivery
Technology
Content
Development
III
Knowledge
Source
II
I
Requires an orchestrated effort similar to that required
for movie making and large musical productions.
Media/Press
Specialists
Graphics
Artists
Education
Specialists
Universities
Regional/International
Organizations
Private
Investors
Software
Houses
Government
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UNESCO’s Holistic Approach
UNESCO seeks to develop
educational solutions that
effectively blend the benefits
of modern technologies with
the proven qualities of
classical education modes
in an attempt to accelerate
the buildup of knowledge
societies while reducing the
“knowledge divide”.
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UNESCO Deploys OSS for E-Learning in Bahrain
The Open-Source
Content Management
System “Moodle” has
been deployed by
UNESCO in the AOU
branch in Bahrain.
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