Introduction to ICT in Education

Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)

1. Introduction to ICT in Education Steve Vosloo, UNESCO, 26 April 2017, SciencesPo Paris

2. Agenda About me What is ICT in education? Ecosystem of ICT in education UNESCO's work in ICT in education Where it is all going? Introduction to ICT in Education

3. Technology Introduction to ICT in Education ‘Technology’, as the computer scientist Bran Ferren memorably defined it, is ‘stuff that doesn’t work yet.’ -- Douglas Adams, 1999

4. ICT in education Information and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers’ professional development and more efficient education management, governance and administration (UNESCO). Introduction to ICT in Education

5. Mobile learning Mobile learning involves the use of mobile technology, either alone or in combination with other information and communication technology (ICT) , to enable learning anytime and anywhere. Learning can unfold in a variety of ways: people can use mobile devices to access educational resources , connect with others, or create content, both inside and outside classrooms. Mobile learning also encompasses efforts to support broad educational goals such as the effective administration of school systems and improved communication between schools and families (UNESCO, 2013). Introduction to ICT in Education

6. Digital resources work alongside all other classroom materials Increased Collaboration and development Of 21st Century skills Revision and practice including mobile apps outside the classroom Front-of-class teaching is enhanced by interactive assets Time-saving assessment tools enable the teacher to adapt their lessons to ensure successful outcomes Core curriculum content delivered via eBooks on a variety of devices Individual diagnostic assessments identify personalised learning needs

7. Introduction to ICT in Education

8. Digital learning ecosystem Has many parts, stakeholders, principles. What ISTE calls “essential conditions” to effectively leverage technology for learning. Introduction to ICT in Education

9. Digital learning is a journey Uneven landscape at the school/college and district level: technology, infrastructure, ICT literacy, buy-in, etc. Not all are at the same point of digital readiness. Therefore we need to create multiple entry points into digital learning . Not all institutions will adopt and grow at the same pace. Therefor offer a suite of solutions. A roadmap approach is appropriate, that allows for institutions to begin the digital journey at a level of innovation that they can absorb, but with a clear roadmap of where they need to get to. We need to cater to everyone, but provide clear direction and support. Long-term view is necessary. Introduction to ICT in Education

10. Shared vision Where is the institution/district going? How will it get there? Shared vision for digital learning among all education stakeholders , including teachers and support staff, school administrators, teacher educators, learners, parents and the community. And curriculum advisors, departmental officials, Depts of Education. All stakeholders should be able to give input, and be kept informed. This is about change management . About buy-in. Introduction to ICT in Education

11. Implementation planning Guides the manifestation of the shared vision. Covers every aspect of the move to digital learning, e.g. infrastructure to professional development, monitoring, content. A detailed roadmap: short term and long term goals. Must be agile and adaptable . Introduction to ICT in Education

12. Content and learning products and services Digital content Full range of ebooks : flat ePDFs to interactive ePubs OERs Digital assets (online and/or offline ) Online assessment Learning and revision apps Learner Management Systems Because many schools don’t allow learners to take tablets home, a blended approach -- print textbooks AND ebooks -- is needed. Introduction to ICT in Education

13. Equitable access Connectivity : can it be provided? At what quality? Is a local offline solution adequate (for now)? Devices : Do all learners have equal access to devices? And what devices to buy? Not just about access, but about being empowered to use the technology to its fullest capacity. Introduction to ICT in Education

14. Teacher training and ongoing professional development ISTE : “All the technology in the world won’t make a difference if educators don’t know how to leverage it for deeper learning.” Solid teacher training, ranging from basic ICT literacy to teaching with technology. If we don’t change the pedagogy, we are “pouring new wine into old skins” . Continuous professional development . “Focusing on both learning to use technology and using technology to learn” Range of modalities: face to face, online, blended, linking teachers into virtual peer-to-peer support networks (use the technology!) Need incentives to encourage participation. Introduction to ICT in Education

15. Teacher training and ongoing professional development Introduction to ICT in Education

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17. Support Technical support , provided just-in-time so that the teaching and learning process is not disrupted. Support needs to be on-site, ongoing and phased, e.g. first 3 months very intensive and mainly about access, then focus moves to ICT integration into teaching, etc. For sustainability, skills and support must be embedded into the organisation , e.g. through a Schools eLearning Management Programme . Variety of roles: facilitators, technology specialists, e-Champions . Everyone must know whom to turn to for assistance. Introduction to ICT in Education

18. E-Champions Introduction to ICT in Education

19. Supportive policies ISTE: “Policies serve as explicit statements of an organisation’s vision, culture and attitude toward technology, they play a symbolic role as well as a practical one. It embodies the vision and culture of the organisation .” Appropriate use of technology: Learner and teacher safety online. High-level policies governing web filtering and access to low-level policies around digital citizenship, digital responsibility, cyberbullying. Remember, cellphones are BANNED in many schools ! Introduction to ICT in Education

20. Security Personal/physical Infrastructural (at the school ) Community buy-in very important Introduction to ICT in Education

21. Funding: Adequate and ongoing About more than buying the ebooks and tablets. Includes : devices, connectivity costs, ongoing technology maintenance and support, hardware and software updates, professional development, etc . Strategic budgeting mitigates against buying the “latest and greatest” and should prompt leaders to select the most cost-effective tool for achieving the program’s goals. Introduction to ICT in Education

22. Monitoring of effectiveness It is essential to measure the effectives of the programme and, after the massive financial and human investment, the return. Are there better learner outcomes ? Is there more efficient assessment that informs teaching practices? Is there more effective administration ? Has the move to digital been worth it? Etc. Introduction to ICT in Education

23. Title of presentation header here Criteria area Rating Rationale summary Action plan Governance Monitoring and reporting Pearson capacity and culture Customer capacity and culture Stakeholder relationships Outcomes Intended outcomes Overall design Value for money Comprehensiveness of evidence Quality of evidence Application of evidence Evidence Planning and implementation Capacity to deliver Efficacy Key Green: Requires small number of minor actions. Amber/green: Requires some actions (some urgent and some-non urgent). Amber/red: Requires large number of urgent actions. Red: Highly problematic requiring substantial number of urgent actions. Efficacy Framework: Likelihood of impact

24. Supportive context What national policies support or hinder digital learning? What can be influenced ? What budget can be tapped? Introduction to ICT in Education

25. Introduction to ICT in Education “Dropping technology from the sky is tantamount to missionary work from the Church of Technophilia .” Jordan Shapiro, 2015

26. UNESCO’s work in ICT in Education Introduction to ICT in Education Policy Mobile learning Teacher education OER EMIS and TVET Prize UNESCO/ Intel Policy Platform ICT Toolkit Reading in a Mobile Era Policy Guidelines MLW With mobiles ICT CFT Capacity building of Teacher Institutes KFiT Indicators Paris Declaration Country profiles Use of ICTs in Education

27. Where is it going? Something like this …? Introduction to ICT in Education

28. Connecting formal and informal learning settings – including the Internet of Things Introduction to ICT in Education

29. Continuous use and assessment  big data for learning analytics / machine learning  personalised, adaptive learning Introduction to ICT in Education

30. Virtual mentors and chatbots Introduction to ICT in Education

31. ICT in education at scale better management r eal-time data for policy development privacy, security Introduction to ICT in Education

32. 1989 Introduction to ICT in Education 2015 “Since the introduction of e-Learning at my school learner participation in class has increased. As at teacher I find it easier to explain concepts using the models, activities and videos…” Teacher at Zweilibanzi Secondary

33. UNESCO-Pearson Initiative for Literacy Thank you Steven Vosloo, Senior Project Officer, UNESCO [email protected] Learn more: www.slideshare.net/stevevosloo stevevosloo