Commission on Information and Communications Technology ICT Literacy Training Program for Teachers Learning Technologies Division HUMAN CAPITAL DEVELOPMENT

Commission on Information and Communications Technology

ICT Literacy Training ProgramICT Literacy Training Programfor Teachersfor Teachers

Learning Technologies Division

HUMAN CAPITAL DEVELOPMENT GROUP

film

iSchools ICT Literacy Training Program for Teachers 4

Process Questions

● Any immediate reactions to the film and the comic strips?

● Describe the world and the people of the 21st Century.– How different is today's society from that of your youth?– What are considered important?– What skills are considered necessary?

● What are the implications on today's education?– Describe the school/classroom, students, and teachers

of today.

AGE OFAGE OF

INFORMATION INFORMATION

REVOLUTIONREVOLUTION


Digital Economy

We are living in a new economy…● powered by technology

● fueled by information● driven by knowledge.

- Secretary’s Commission on Achieving Necessary Skills (SCANS), US Dept of Labor, 1991

SOCIETYSOCIETYknowledgeknowledge

workersworkers

rapid changesrapid changes

mediamedia

research & devtresearch & devt

technologytechnology

globalizationglobalization

● “instant” universal access to information, people, ideas● real-time inter-operation/ interactivity through networked

devices and databases● active participation/involvement rather than passive

observation


DIGITAL AGE READINESS

INFORMATION AGE DIGITAL WORLD

2121stst CENTURY SKILLS CENTURY SKILLS

“Without 21st century skills, students are being prepared to succeed in yesterday’s world – not tomorrow’s.” – enGauge: 21st Century Skills

Learning can, of course, take place in the classroom, but most of it doesn’t. Today’s learners are

not just students; learning has suddenly become everybody’s

business. In fact, learning “how to learn” may now be your most

critical survival skill.

from Jensen, E. Super Teaching. 1995.


21st Century Skills

● Innovation is the key!

● lifelong learning, learning how to learn, continuous developmentfrom “content-absorbers” to “information

navigators”

LITERACY IN THE DIGITAL AGE


21st Century Skills● desired competencies:

– sift through loads of information and manage, integrate, evaluate, and create information

– act autonomously and reflectively– join and function collaboratively in socially

heterogeneous groups● must be provided the necessary tools for life

– use ICT to leverage knowledge & skills and match to current needs and opportunities

Information literacy = e-literacy


Bridging the Digital Divide

● Phase 1: access to technology (infrastructure)● Phase 2: Internet access (connectivity)● Phase 3: capability/readiness of individuals to use

technology, networks, and information efficiently, effectively, productively (meaningful & innovative)– training and support


REFLECTION● “education”● what is your vision of an ideal class

– role of a teacher– students– community– strategies, assessment– setup and materials

● what is vs. what could be– hindrances to what could be– what can be done


ICT4E

Integrating technology into education in a meaningful way is key to making learning

relevant to the generation of young learners for whom technology is an

important part of their daily lives.

from Educating for the Future by BSA, June 2004


Growing up Digital:THE NET GENERATIONTHE NET GENERATION

● techno-natives (kids) vs. techno-migrants (us)– India: “hole in the wall” experiment – 8-13 y old kids learn

computers on their own– “instant”/ “copy-paste” generation

● US figures:– 90% (5-17 years old) use computers– 65% are online– 2 million new Internet users per month (2002)

● children and teens: fastest-growing (41% increase from 2000)

● interactive Internet use: winning over passive TV-watching


Digital Age Learning● look at WHAT students learn and HOW & WHEN

they learn– educate for opportunity!

● potential of technology: – in society-at-large: driver for change, door to

opportunities– in education: to tap experts, visualize and analyze data,

link to real-world contexts, timely feedback, reflection, and analysis (Bransford et al, 1999 in enGauge 21st Century Skills)

when used appropriately enhanced teaching and learning


EDUCATION vis-à-vis 21st C Skills

● significant implications for– pedagogy (evaluate standards vis-à-vis 21st C skills)– teacher and student roles– curriculum– strategies and tools– assessment standards– infrastructure (equipment, materials/supplies, layout)– role of community


ICT4E

● advocates’ claims: (Kozma in Monitoring and Evaluation of ICT in Education Projects. InfoDev, 2005)

– can positively impact student knowledge, skills, and attitudes

– can benefit both girls and boys, as well as students with special needs

– can contribute to changes in teaching practices, school innovation, and community services

– need for national policies and programs on ICT and related changes in curriculum pedagogy, assessment, and teacher training for widespread impact

How does a teacher become a catalyst for transforming a

plagiarist into the artist? How do we reach for Picasso, when we are entrenched in a “paint by

number” ideology?

75% of teachers: sequential, analytical presentersBUT 70% of students do not learn best this way

from Jensen, E. Super Teaching. 1995.

The lesson plan is like a restaurant menu – it’s a useful planning tool, but it’s not the meal.


ICT4E Underlying Educational Philosophy: Constructivism

● learning = meaning is constructed from prior knowledge + experience with the environment

● learning is an active, personal inquiry and interpretation of the world

● collaborative learning for multiple perspectives ● learning = situated in realistic settings; testing =

integrated with the task and not a separate activity; teacher assists

(Merrill, 1991)

create, develop, apply, analyze, assimilate, synthesize knowledge

collaborative learning+

Traditional vs. 21st Century learning

From: TechKnowLogia, Jan-March 2003, p. 78. www.TechKnowLogia.org

People learn in groups and from each other; collaborative learning

Learners work by themselves

Learners learn by asking/inquiring, doing, authentic learning - student-centered

• life skills, competency-based, multiple intelligences & learning styles

• vast information resources –

Learners conform to / receive knowledge from teacher – teacher-centered

• chalk & talk• rote-learning & repetition• textbook-based• exam-driven

Educators = guides, facilitators, catalysts of learning; designing for learning; flexible

Teacher = source of knowledge; planning for teaching; rigid

Lifelong LearningTraditional Learning Model

Traditional vs. 21st Century learning

From: TechKnowLogia, Jan-March 2003, p. 78. www.TechKnowLogia.org

People have access to learning opportunities over a lifetime

“Good” learners are identified and permitted to continue their education

Rubrics = if learning has taken place

Grades = to establish ranking

Educators are lifelong learners: initial training and on-going professional development are linked

Teachers receive initial training plus ad hoc in-service training

Educators develop individualized learning plans

All learners do the same thing

Assessment: guides learning strategies and identifies pathways for future learning

• integrated with the lesson• rapid feedback

Tests: to prevent progress until complete mastery of facts/skills and to ration access to further learning

• tests are separate from the lesson

Lifelong LearningTraditional Learning Model


Authentic Learning

• Inquiry-based, relevant “Essential Question” rooted on real life applications– focus: process vs. output– collaborative, multi-

disciplinary• Scaffolding

– Guide questions, regular communication and timely feedback

– Process worksheet, templates, rubrics, checklists

• Student Exhibit– share with others one’s

constructed meaning/knowledge

• Reflection– on the learning process and

the new meaning gained• Resources

– other students, parents, external experts, school, books, Internet, community


Assessment

● incorporated into the process rather than just an ending activity

to check student’s learning

+ teacher’s understanding of student’s current

understanding

● multiple skills measured: cognitive, creativity, collaboration, communication skills


Assessment

● use of clearly defined standards and expectations– mix of formative tests, rubrics, checklists– performances (i.e. writing, revising, debate)– products (e.g. concept maps, analysis of experiment,

newsletter)– portfolios (e.g. journal, peer reviews, diagrams, group

reports, rough drafts & polished writing)– self-assessment of learning process, accomplishment,

and “next steps”


Summary of Implications

● schools: change or become obsolete● multiple opportunities & channels to learn ICTs● regular assessment and feedback to see if learning

is indeed taking place and 21st C skills are being developed

“Look beyond the schoolhouse to the roles students will play when they leave to become

workers, parents, and citizens.”- (SCANS), US Dept of Labor, 1991

from Educating for the Future by BSA, June 2004From the Business Software Alliance (how the business sector views 21st Century Learning)

General Math, Science, and Engineering Skills: marrying cutting-edge technology with current problems and opportunities – facilitate analysis, evaluating information, making sound decisions, assessing and understanding results and implications, recommending improvements, etc.

ICT Literacy: use of ICT tools to communicate and express ideas effectively, to facilitate analysis and problem solving, to sort through resources for research and information synthesis, to manage time and tasks effectively – includes technological literacy and information literacy

Global and Civic Awareness: interact with/ participate in gov’t, economic, and social institutions globally and locally, includes: finding multiple and best sources through ICT for accurate and unbiased information to gain multicultural literacy, and make sound decisions about various matters, taking advantage of egovernment services, etc.

General Workforce Skills: use ICT to collaborate and practice teamwork on projects for shared credit; to enhance self-direction, adaptability, accountability; critical thinking and creative problem solving; social responsibility and ethical behavior

Basic Literacy: functional proficiency in language and numeracy

KNOWLEDGEABLE, SKILLED, SAVVY, GLOBALLY AWARE, ENGAGED, PRODUCTIVE STUDENTS

adapted from Educating for the Future by BSA, June 2004


ICT in Education

● ICT not as end in itself but as a tool to make learning more efficient, effective, and relevant

● 3 areas of application:1. teach ABOUT technology technological literacy

2. teach WITH computers to help perform administrative functions more efficiently

3. use computer technology DIRECTLY to TEACH our classes information literacy, global awareness, collaboration, etc.


ICT4E Findings

● “simply putting computers into schols is not enough to impact student learning” but well-utilized ICTs enhance learning– allow multi-channel learning (different learning styles, tailored to

individual needs and pacing)– are motivating and engaging (authentic, multi-disciplinary, multi-

sensorial, enjoyable)– bring abstract concepts to life (via images, sounds movements,

animations, simulations)– foster inquiry and exploration in cost-effective & safe ways

(bringing the world into the classroom)– provide efficiency


Effective ICT4E

infrastructure and connectivity

reliable tech support & continued ICT4E training

appropriate policy framework (system changes, incentives, and sustainability), curriculum changes

ample and appropriate training (pre- / in-service) on ICT and corresponding student-centered pedagogy


Teacher Training Standards

● Teachers understand technology operations and concepts.● Teachers plan and design effective learning environments

supported by technology.● Teachers can implement plans that include methods for

applying technology to maximize student learning.● Teachers can apply technology to facilitate assessment.● Teachers can use technology to enhance their own

productivity.● Teachers understand the social, ethical, legal, and human

issues related to the use of technology.- from the International Society for Technology in Education (ISTE)


Emerging Pedagogical Practices of Teachers supported by ICT

● students developing abilities to undertake independent learning● providing weaker students with additional instruction● organizing teaching and learning so that differences in entrance

level, learning pace, and learning route are taken into account● students learning to search for information, process data, and

present information● students being largely responsible for controlling their own learning

progress● students learning and/or working during lessons at their own pace● students involved in cooperative and / or project-based learning● combining parts of school projects with one another

(multidisciplinary approach)Adapted from Pelgrum and Anderson, 1999. Appearing in M&E for ICT in Education, InfoDev, 2005


Indicators of student practices in the ICT-supported classrooms

● collaborate on a project with other students in the same class, from another school in own country, or from another country

● exchange information with students from another country● gather and analyze resource materials on a problem or topic● gather evidence to argue a position about an issue● use graphics in a report● collect information about another country or culture● draw conclusions or make predictions using data gathered or

obtained from resource materials● communicate with parents or other members of the community

about what you do in schoolAdapted from Kozma et al, 2004. Appearing in M&E for ICT in Education, InfoDev, 2005


Sample Positive ICT4E Impact

● use of computer tutorials in math, science, social science, reading: score significantly higher on tests + more positive attitudes toward instruction and the subject matters (US, Kenya)

● use of word processors: scored higher on measures on writing skill (US)

● use of networked computers: enhanced communication skills, knowledge of other cultures, reasoning skills, collaboration skills, Internet skills (Kenya, Uganda, Chile)

● teacher training on ICT4E: innovative pedagogical approaches and classroom practices, more positive attitudes about technology and teaching (Costa Rica)

Studies mentioned in M&E in ICT in Education Projects, InfoDev 2005.


Findings in TIMSS (1999, 2003)

● Students who used computers and Internet performed better in science and mathematics

● Students who had other opportunities for learning outside the classrooms (ICT included) performed better in science and mathematics


ICT4E Issues

● limited/ unequal access to ICT, costly investment– including power, telecommunications access, Internet service

● under-utilized by teachers– unprepared– satisfied with current approach to teaching– technical difficulties abound– no sufficient time to adapt (overly packed curricula & school day,

teaching to the test)– lacking strong admin support and policies

● need for more Impact Research/ Studies via effective M&E


ICT4E Philippines: Guiding Policies

● UN Millennium Development Goals● PGMA’s 10-point Agenda: EFA (Education for All)● MTPDP 2004-2010: Building on the Country's

Strengths in Information and Communication Technology (to leapfrog into the new economy)

● BEC 2002: Information and Communication Technology shall be used in every learning area, wherever hardware and software are available

● National Framework Plan for ICT in Basic Education, 2005


An Educational Crisis NATIONAL ACHIEVEMENT TEST RESULTS

• HS Readiness Test– Out of 1.2 million Grade 6 examinees, only 8,000

passed – 75% of elementary graduates cannot read

independently• Youth Literacy Rate: 95.1%• Youth Functional Literacy Rate: 85.3%

Minimum mastery level: 75%

46.80%44.36%HS 4th year

58.73%50.03%Grade 6

SY 2004-2005SY 2003-2004


An Educational Crisis SHORTAGE OF QUALIFIED TEACHERS

● 1:50 teacher: student ratio (sometimes, reaching 1:70)● Non-Majors among teachers

– General Science 58%– Biology 56%– Chemistry 66%– Physics 73%– Math 20%

● Low English Proficiency– based on the Self-Assessment Test for English: 80% have

inadequate proficiency


An Educational Crisis EDUCATION INVESTMENT

● only 12.35% of national budget

7500

5890

2289

950114

0

2000

4000

6000

8000

10000

US Japan Korea Thailand Philippinnes


An Educational CrisisCOHORT SURVIVAL TREND

● dropout rate for HS: 9% in SY 1998-1999 to 13.10% in SY 2002-2003

58

43

2314

66

100

0

20

40

60

80

100

Grade 1 Grade 6Graduate

HS I HS IVGraduate

College I CollegeGraduate

source: Department of Education


2003 Functional Literacy, Education and Mass Media Survey

9.1

0.2

0.4

1.5

2.2

2.5

11.8

19.9

22

30.5

0 5 10 15 20 25 30 35

others

no regular transportation

no school w ithin the area

school is very far

cannot cope w ith school w ork

illness/ disability

housekeeping

high cost of education

lack of personal interest

employment / looking for w ork

Percentage Distribution: Reasons for not attending school

Source: 2003 FLEMMS Results


ICT4E – Philippine Experience

• various initiatives:– DTI PCPS– GILAS– DOST-SEI– ELSA text2teach– SEAMEO INNOTECH– FIT-ED– Intel Teach to the Future– Microsoft’s Partners in

Learning/ Learn.ph– Coke edVenture– Knowledge Channel

• primary level: 1:25,000 computer:student ratio

• secondary level: 1:300 computer:student ratio– 67% penetration– DTI-DepEd initiative: by

2006, full penetration at 10 PCs per school


CICT-HCDG ICT4E Program

● vision: : A nation competent in the use of ICT as a tool for sustainable human development

● KRAs:

1. A Culture of Creative ICT Use

2. An Educational System that Maximizes the Use of ICT in Learning

3. World Class Knowledge Worker

YeseQuality

YesPOSITIVE

YeseQuality

YeseQuality

University

YeseSkwela /PhEdNet

YeseSkwela

NoYes

eSkwelaAlternative Learning

YesiSchools /PhEdNet

YesOSEI /

iSchools

YesOSEI /

iSchools

Yes iSchools /Webboard

High School

NoNoNoYes

ADOC - TTElementary

InfrastructureDeployment

Content DevApplications Dev

Educators Training

Table of Activities in ICT in Education


ICT4E Initiatives –High School

• Educators’ Training– ICT Literacy using

FOSS– Lab Management – Sustainability Training – M&E– iSchool Web Board– Intel Teach to the

Future (FOSS version?)

• Infrastructure Deployment– Computer Labs with

Internet • PCs for Teachers and

Principals

– Phil Education Network (PhEdNet)

• a “walled garden” that hosts educational, learning and teaching materials for use by Filipino students, their teachers and parents


ICT4E Initiatives –High School

• Applications Development: common and integrated systems – Adopting existing system:

Ubuntu developed systems– ‘ground up development’ via

the Open Source in Education Initiative (OSEI)

• Content Development– Developing skoool.ph– Transforming existing DepEd

materials into multimedia (OSEI)

– HS Student-developed materials via contest: Science, Math, English, Social Studies

– Faculty-developed Material• Contest: Science, Math,

English, Social Studies• iSchool WebBoard


Related ICT4E Projects

● National ICT Competency Standards (vendor-neutral)– NICS-Basic– NICS-Advanced – NICS-Teachers

● focus on effective integration of ICT in teaching & learning● ICT Literacy Project – FOSS CD KIT

– FOSS Applications and CBTs


iSchools

Internet in Public High Schools● Community Mobilization● Infrastructure Deployment● Educators’ Training (Teachers, Lab Mgt, Sustainability,

M&E)● Content Development: competitions (student web contest,

teachers’ WebQuest contest)● Applications Development: common and integrated

systems ● ICT4E M&E


iSchools ICT4E Training Program for Teachers

● based on NICS-Teachers● ICT Skills of Teachers:

– Preparation, Delivery, Classroom Management/Admin– hard skills + soft skills



● Phase 1: ICT Literacy Training (NICS-Basic)– Module 1: intro to ICT4E – Module 2: ICT Basics and File Management– Module 3: Internet– Module 4: Cyber Security, and Cyber Ethics– Module 5: Word Processing– Module 6: Electronic Spreadsheet – Module 7: Multimedia Presentation



● Phase 2: iSchools WebBoard – empowering teachers to build online self-learning

materials● Phase 3 onwards: more advanced ICT4E skills

– including producing own WebQuests, conducting online collaborative projects, designing integrated multi-disciplinary student projects, etc.

Commission on Information and Communications Technology

Thank you

END OF PRESENTATION

Documents

Commission on Information and Communications Technology ICT Literacy Training Program for Teachers Learning Technologies Division HUMAN CAPITAL DEVELOPMENT