ICT and Teacher Training

Case studies from across the world

TIM UNWIN 6th September 2006

Outline: context and case studies

• A focus on challenges facing teachers • SITE and UNESCO frameworks • Case Studies – African experiences – China – Jordan Education Initiative – UK – Singapore • Core principles for success

Challenges

• Teacher training is arguably the most important part of the education system – Yet it is often ignored – Why?

• The scale of the global problem – In 2002, UNESCO estimated that 3 million new teachers were necessary if the MDGs were to be delivered – 30,000 untrained teachers in Ghana’s schools – More teachers are dying of HIV/AIDS in Zambia than are being trained

Challenges

• ICTs often seen as being a ‘solution’ – Delivering relevant quality instructional material – Supporting student self-learning • Any where and any time – Enhancing teachers’ skills and knowledge • But – ICTs are also part of a fundamental shift in teaching style • From didactic to constructivist – They are

not

the ‘cheap’ solution that many people have often argued

Challenges

• Need to distinguish between distance education, and the use of ICTs to support it – Distance education (Perraton, 2000) can: • Provide trainee teachers with a general education • Improve teachers’ subject knowledge • Teach them about children, the curriculum and pedagogy • Develop classroom skills – A wide range of ICTs (not just computers and Internet) • Radio, TV, mobiles, PDAs, computers, Internet..

• Focus on ICT4E not on E4ICT

Existing Frameworks: SITE

• SITE (Society for IT and Teacher Education) – http://www.aace.org/site • Three key principles: – Technology should be infused into the entire teacher education programme – Technology should be introduced in context – Student teachers should experience innovative technology-supported learning environments in their own teacher education programme • Why are these so often ignored?

Existing Frameworks: UNESCO

• UNESCO (2002) framework – Key role of UNESCO Bangkok in ICT-education • Strategies – From web-based lessons to multimedia use • Supporting components – From curriculum resources to community support • Means of professional development – From mentoring to collaborative research • Need for a formal change management process to be in place

Africa

DEEPER

• Open University (UK) and Fort Hare University (South Africa) DEEPER project – Using hand-held PDAs for teachers – Focusing on • The advantages of handheld computers for teacher professional development • How handheld computers complement other professional resources • What curriculum development are enabled by these devices – Funding by bridges.org

– http://www.open.ac.uk/deep

IMFUNDO’s African experiences

• Vast physical wastage – Hardware underutilised • 24/7 principles for sustainability!

• Glorified typewriters!

– Hardware broken or ineffective – High costs of Internet access • Huge educational wastage – Insufficient relevant content – Multimedia potential underused – Networking and interaction ineffective because of lack of connectivity

IMFUNDO’s African experiences

• Principles of good practice in effective use of ICT for teacher training in Africa – Shift from ‘education for ICT’ to ‘ICT for education’ – Integrating ICTs across the curriculum – Combining pre- and in-service initiatives – Need for relevant locally produced content – The creation of real partnerships – Sustainability built in from the beginning

IMFUNDO’s African experiences

• Framework for use of ICT in African teacher training – Strategic leadership – Ownership and involvement of all stakeholders – Integration within national ICT policies and implementation strategies – Shaping implementation within context of infrastructure available – Value of awareness raising workshops – Clear programme for pre- and in-service training – Sustainability through community-led agendas

China

China: Gansu

• EU Gansu Basic Education Support Programme (2001-2005) – €15 million from EU – € 2 million from China • Focus on Gansu’s poorest 41 counties • Key emphasis on teacher training – From didactic mode to student-centred learning – Using ICTs but not driven by ICT agendas QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.

China: Gansu

• • •

Education quality:

Aim to improve the learning environment for teachers and students

Capacity Building:

Aim to improve the management and administrative capacity and performance of headteachers and education administrators

Monitoring and Evaluation:

Aim to improve information management and the knowledge base needed for decision making

China: Gansu

•

Some achievements by June 2005

– Successful completion of teacher training Diploma by 438 unqualified primary school teachers – 686 Teacher Learning Resource Centres (TLRCs) using ICT established in township schools and county level teacher training institutes – A wide range of training provided for teachers, headteachers and trainers – Production of locally relevant learning materials for teachers, using print and video.

– Scholarships for 77,825 children from poor rural families to enable them to attend school.

– A core of teachers trained in the use of ICT and capable of supporting others

China: Gansu Success Factors

• Focus on areas and groups which need most help in rural basic education, on educational equity and ensuring the rights of school-age children • An emphasis on developing human resources and local capacity in teachers, headteachers, administrators and teacher trainers, rather than on equipment provision • Implementation of a new model of school-based training to suit the needs of rural teachers • Development of policy as well as practice and close linkage with policy initiatives

China: Gansu Success Factors

• Innovative design and production of learning materials for rural teachers, combining print and video • Close collaboration: national and international consultants, project staff, and the Provincial Education Department • The appropriate use of new technology in rural contexts • Attention to sustainability

Jordan Education Initiative

Jordan Education Initiative

• World Economic Forum Initiative (2003) • Key emphasis on partnership

– Collaboration with government – Key role of private sector (Cisco)

• Importance of teacher training

– Integral to the programme

Jordan Education Initiative

• The Jordan Education Initiative strives to:

– Improve the delivery of education to Jordan citizens through public-private partnerships – Enhance the quality of education through the effective use of ICT – Build the capacity of the local ICT industry – Create a global education program model for replication in other countries

Jordan Education Initiative

• Teacher Training – Cisco and Cisco Learning Institute provided training • Subject matter experts for content development • Teachers in use of new content • Results since creation of JEI – Expertise transferred to local organizations – Mathematics e-curriculum built and deployed in over 70 schools – Four additional e-curricula funded and in development – Technology and training delivered to over 700 teachers and 70 schools

The UK

UK DfES experiences and strategy

• ICTs central to transforming teaching and learning in schools – Part of very significant e-government agenda • 2003 Secretary of State “my vision is one where schools are confidently, successful and routinely exploiting ICT alongside other transformational measures” • ICT in teacher education and practice thus only a part of a wider package – After many years, still a long way to go!

• National Grid for Learning programme launched in 1998 – 2003 report looking towards 2006 • Drawing out some key dimensions relating to teacher training

UK DfES strategy : teacher education dimensions

• Use of ICT for teachers: – Enhanced professional status rewarding e-learning practice – Access to advice, guidance and support on how ICTs can best be used in classroom practice – Access to ICT resources – More sophisticated use of pupil data – Revitalised professional networks – Automation of routine tasks – Opportunity to develop innovative learning – Rounded approach to digital learning

UK 2004 ICT in Schools Survey (DfES/Becta)

• Addressed the following themes:

– Computers in schools – Other ICT equipment – Internet and email – ICT-related staff confidence and training – Use of ICT in school – Perceived impact of ICT • Especially with SEN and behavioural problems – Management and funding

UK 2004 ICT in Schools Survey

• Surprisingly teacher training was not really addressed – In part because it is taken for granted • Key issues – Training focused mainly on gaining ICT skills • c.90% of teachers had received ITC-training • c.85% of staff felt they were e-confident • c.90% of teachers had access to computers at home – Uses of ICT in the school • Management and administration • In teaching and learning (c.46% of secondary schools made regular use of ICT for teaching and learning)

UK Recent initiatives

• Teachers’ Portal http://www.teachernet.gov.uk

– Teaching and learning; professional development; management; whole-school issues; research; education overview; useful sites • Teachers’ TV http://www.teacherstv.co.uk/ – Importance of integrating different media • Global Gateway http://www.globalgateway.org/ – Providing teachers with opportunities for linking with schools across the world – Shared practices

Singapore

Singapore: 1997 Masterplan for IT 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 • Infrastructure – 2:1 teacher-computer ratio – School-wide network – High-speed multimedia network across Singapore

Singapore: teacher achievements

• 2001 survey of teacher achievements – 24,000 teachers received 30-50 hours training in use of IT – IT integrated across the curriculum – 78% of teachers said that IT helped to make teaching more student centred • Importance of rewards and prizes for innovation – HP Innovation in IT Awards • Wider benefits for pupils, schools and communities

Success Principles for use of ICT in Teacher Training

• Integrated cohesive plan with sufficient funding • Involving all stakeholders – especially the teachers • Combining in-service and pre-service elements • Sufficient technical support (infrastructure and mentoring advice) • Building on existing examples of success • Need for partnerships to ensure sustainability • Wider links to teacher professional development and reward schemes

A final plea

• Remember the most marginalised – Those with ‘disabilities’ – Street children and out-of-school youth • Need to ensure that ICTs are used to empower them – Not add to their marginalisation