Transcript Teaching and Learning: Moving Target May 2011 All of the information a person living in the 18th century acquired in their entire life is.

Teaching and
Learning: Moving
Target
May 2011
All of the information a person living in the 18th century
acquired in their entire life is equivalent to what the
New York Times publishes in one week.
All the information produced by humans in the past
5,000 years is equivalent to what will be produced in the
next 12 months.
Total
Totaldevices
devicesconnected
connectedtotothe
theInternet
Internet
Total devices connected to the Internet
Number of monthly searches in Google (billions)
10 places in the world with the highest number of
inhabitants
(millions of people)
• China: 1,306
• Twitter: 210
• India: 1,080
• Brazil: 186
• Facebook: 580
• Pakistan: 162
• United States: 296
• Bangladesh: 144
• Indonesia: 242
• Russia: 143
Total: 6,800
A student who is in school now will have
changed jobs 10 to 14 times before turning 40.
Demand for competencies (Levy & Mumane)
Do you still think that whether or not to incorporate
Information and Communication Technologies in
Education is an option?
We don’t believe in ICTs in Education
We believe in Educational Programs that use
technology as part of their systemic strategies
centered on the quality of learning for each
student
The challenge of education
Children
Schools
New Learning
The same
process?
Society
New demands
Personalization
19th century
education
20th century
education
21st century
education
Minority
Elite
Homogeneous
Personalized
Majority
Democratic
Heterogeneous
Industrial
Majority
Democratic
Heterogeneous
Personalized
What is the problem of learning?
»
There is no common framework to recognize and compare the impact
of diverse types of intervention and help the implementation of costeffective solutions.
»
There is a growing consensus that ICTs in education should help
improve student learning, but there are few measurement instruments
and serious and comprehensive evaluations.
»
As a consequence, decision count on scare information and elements
to aid their actions.
»
Poorly designed and implemented projects, centered on improving
access and uses of ICTs are creating new knowledge gaps and for
teachers and students.
Evaluations
»
Perceived performance
(E-learning Nordic (2006) - SITES (2006) - Plan Ceibal Uruguay (2010))
»
»
»
»
ICTs have a positive and moderate impact on student achievement
ICTs have an important impact on differentiation, inclusion, student
motivation, school-to-home communications, and ICT use of teachers
ICTs improve student ability for autonomy, collaboration with peers and
experts, and communication
The greatest gains are perceived when students have the guidance and
feedback of teachers
Evaluations
»
Actual performance on standardized tests
(ImpaCT2 (2002) – OECD PISA (2003-2006) - World Bank - Colombia
(2009) - IDB Peru (2011))
»
»
»
»
»
Positive relationship between the use of ICTs and educational attainment
However, it does not show significant differences in all subjects
Students with less confidence in their ICT skills have poorer results
Widely implemented national programs do not have an effect on students
academic performance
The program simply assumes that once equipped and trained, teachers
will voluntarily incorporate the technology provided in their classes. This
is not enough.
Why is this an important challenge?
»
Countries are investing in ICT in education projects anyway: they
demand technical assistance to develop programs that have
impact on student learning.
»
The IDB is developing experiences, knowledge, and tools to
provide better support to countries and ensure that the
investments are consistent with the objective of quality.
Areas of Work
Conceptual Framework
Marco de Política
COMPONENTES
RESULTADOS
IMPACTO
Infraestructura
Física, equipos, conectividad, soporte
Prácticas Educativas
Pedagogía, cultura
escolar, personalización
Aprendizajes
cognitivos
Resultados en test sobre
contenidos curriculares
Contenidos
Currículo,recursos educativos digitales,
plataformas y servicios.
Personas
Formación docentes, competencias TICs,
apoyo técnico.
Involucramiento
Actitudes, expectativas,
participación, matrícula,
asistencia
Procesos
Planificación, presupuesto, comunicaciones,
Habilidades y
competencias
Pensamiento crítico,
colaboración,
comunicación,
creatividad, innovación,
Metacognición
Evaluación
Linea de Base
Monitoreo
Impacto
One-to-One
One-to-One
http://www.iniciativaeducacion.net/
21st Century Skills
ATC21S
Teachers of the 21st Century
The use of technologies in education offers opportunities to:
•Improve learning management
•Strengthen new educational practices
•Help the development of student-centered learning methodologies
•Allow learning outside of the school and school schedule
This poses challenges for Teacher Training for the development of
New Pedagogical Practices.
2011
Identify experiences
2011 - 2012
Develop pilots
2012 - 2013
Scale
Virtual Education
The current development of technologies permit a new generation of
eLearning, based on the creation of Personalized Learning
Environments (PLE), enabling Latin America to expand and improve
their educational offerings for:
•Students in remote areas where there are no schools or teachers
•Students who have dropped out of school and require flexible
arrangements
•Subjects for which there is a shortage of quality offerings (English,
Science, Mathematics)
2011
Identify experiences
2011 - 2012
Develop pilots
2012 - 2013
Scale
“If a teacher can be
replaced by a computer,
that teacher should be
replaced by a computer"
Sugata Mitra
Technologies for Learning
Eugenio Severin
Inter-American Development Bank
Web: www.iadb.org/edu
Blog: www.iniciativaeducacion.net
Twitter: @ini_Edu