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UNESCO’s Next Generation of Teachers’ Project
Fengchun MIAO
ICT in Education Unit
UNESCO Bangkok
Outline
1. Context and challenges
2. UNESCO’s ICT in Education Programme
3.Next Generation of Teachers Project
Context: Education is at a crossroads
Education for All (EFA)
Tertiary education and life-long learning
Traditional knowledge and skills
Emerging science and innovation (ICT literacy and 21st century skills)
Challenge: UNESCO Bangkok is working for/with 47 member states
1. With the most developed countries (Australia, Japan, Korea, New Zealand, Singapore) and the least-developed or post-conflict countries
2. With the most and least population dense countries
3. From Pacific island states to the many “stan” states
ICT&EDU@ Asia-Pacific Region
© Fengchun Miao, UNESCO BKK
Robot Teacher in a classroom of Tokyo
A teacher teaching in a
“CLASSROOM” of Kashmir
U-Learning Lab of Korea
Commonly-used ICTs in this region
© Fengchun Miao, UNESCO BKK
Six Realities of ICT in Education in Asia and Pacific Region
1. ICTs equipped in political showrooms, no rooms to show the real impact
2. ICTs are over-used by students outside schools, but under-used by teachers in classrooms
Frequently of use of ICT
Rarely, 20%
Occasionally,
30%Sometimes,
10%
Often, 20%
Frequently,
10%
Always, 10% Rarely
Occasionally
Sometimes
Often
Frequently
Always 2-4 hours/day …
Six Realities of ICT in Education in Asia and Pacific Region
3. Educators grown from non-information society, educatees born as ICT Natives
4. Teachers are lack of ICT competency, teacher educators not better; individual capacity is insufficient, institutional capacity not better
Teacher Educators
Pre-service Teachers
5. Teachers prepared by teacher centered approach, asked to teach with student centered pedagogy
Six Realities of ICT in Education in Asia and Pacific Region
6. Student-centered pedagogy is labeled as trademark of teacher-centered instruction, not being used as ‘marks’ to trade students’ achievements
Outline
1. Context and challenges
2. UNESCO’s ICT in Education Programme
3.Next Generation of Teachers Project
UNESCO’s ICT in Education Programme
Overall goal: Assisting member states in harnessing the potential
of ICT towards achieving quality education for all goal in the Asia-Pacific region
The potentials of ICTs for education: UNESCO’s Recognition
As education delivery media
As pedagogy-enabling tools
As education management tools
As a subject area for ICT literacy
Within overalleducation systemfor the education priorities
Vision
A world without boundaries where ICTs support education to build inclusive
knowledge societies
Basic ICTs for a quality basic education for all
20st Century ICTs for 21st Century Skills
Affordable new ICTs for a better life long learning that we can’t afford without ICTs
by governments as cost-effective education delivery media for all throughout life (EFA)
by teachers as pedagogy-enabling tools for student-centered pedagogy (Beyond EFA)
by administrators as efficient educational management system (EMIS)
by TVET sector as emerging subject areas for ICT skill trainings (21st Century Skills)
ICT is well placed in education policy planning, and used competently and effectively by all stakeholders:
Missions
Focus areas of ICT in education programme of UNESCO Bangkok
6 focus areas: policy, teacher training, teaching and learning, non-formal education, monitoring & measuring, research & knowledge sharing.
2 emerging areas: ICT in Higher Education, and ICT as a Subject Area
As a standard setterThrough capacity buildingAs a clearing houseThrough international cooperation
ICT in Education Project Modality
ICT in Education Projects of UNESCO Bangkok
ICT in Education Policy: ICT in Education Toolkit; 16 workshops for 27 countries
ICT in Teacher Training: National workshops on ICT-pedagogy for 11 countries
Next Generation of Teachers : Building institutional capacity of teacher education institutions through Dean’s Forums, curriculum development workshops, and trainings for teacher educators
UNESCO SchoolNet: Eight (8) ASEAN countries.
ClearingHouse: Website, e-Newsletters, publications, and online community
Innovative Practices of ICT in Education: Award of ICT in education, case-based training workshops, and publication of case studies
Capacity Building Project: e-learning modules for specialists
ICT for Literacy Education: RDF project on using ICT for adult illiterates of five E-9 countries in Asia-Pacific Region
ICT for Higher Education: Case study on ICT as delivery media and management tool in HE, and employability of ICT graduates
Achievements Challenges
The more we’ve achieved, the more I know we are far from what we wanted to achieve.
Visit www.unescobkk.org/education/ict to request what you really need from what we have produced
Outline
1. Context and challenges
2. UNESCO’s ICT in Education Programme
3.Next Generation of Teachers Project
What are Next Generation of Teachers?
• The Next-Gen teachers should be better prepared in ICT-pedagogy integration before entering classrooms
• The current generation of teachers can be developed to Next-Gen teachers, but more difficult and much more expensively
(a)Development of ICT skills:Learning about ICT
(b) Pedagogical Usages of ICT:Teaching with/through ICT
Specializing in the use of ICT
Understanding how and when to use ICT
Learning how to use ICTin subject teaching
Becoming aware of ICT Emerging
Creating and managing innovative & open learning environments
Facilitate learning using multi-modal instruction
Enhancing traditionalteaching
Applying productivity tools
Applying
Infusing
Transforming
How next generation of teachers develop their capacity in ICT-pedagogy integration?
ICT Usage
Ped
agogy
ability
ICT-Pedagogy Integration
Module A
Module E
Module B
Module C
Module D
Pedagogy Knowledge, ideas, beliefs & values
Pedagogical Skills, esp.Instructional Design
Adaptation to content
Fitting to learners
Adaptation to local context
ICT Usage
ICT-Pedagogy Integration
Embedded Pedagogy：
Contextual Knowledge; Skills; --Hands-on practice
Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources
Ped
agogy
(ability)
Emerging
Applying
Infusing
Transformation
We have to use the present generation of teacher educators to prepare the next
generation of teachers
How can teacher education institutions prepare Next-Gen teachers?
Where we are:Current
situation
E-readiness
Where we are going•International standards
•National standards•Local social needs?
1. Based on E-readiness of TEIs
How UNESCO can help?
2. Help overcome obstacles
Lack of institutional policy
Lack of technical support
Lack of institutional training or professional development activities for instructors
3. Catalyze systemic change:
Leadership
Peer Coaching,
Curriculum Reform …
An expected TEI development road map
Over goal: Building the institutional capacity of the TEIs in designing and providing the training on ICT-integration for pre-service teachers.
A teacher training ecological system
Where we are:Current
situation
E-readiness
Where we are going•International standards
•National standards•Local social needs
Curriculum
Leadership
Instructors' Capacity
Dean’s Forums
Curriculum Development Workshops
Capacity Building Workshops for Teacher Educators
Objectives and expected results
Training content: Catalyze the efforts of TEIs in reforming ICT-related curricula Updated or newly developed training courses on ICT-pedagogy integration
Capacity of instructors: Build capacity of teacher educators on ICT-pedagogy integration Increased capacity of trainees
Leadership: Enhance the leadership of the deans of TEIs in planning and managing effective ICT-related training programmes Institutional Changes
Objectives: Training of leadership, experiences sharing, action and collaboration planning Activities: Four Dean’s Forums covering >150 deans/heads of 60
TEIs from 16 countries Results: More institutional initiatives
Main activities organized by UNESCO
I. Improving leadership -Dean’s Forums
From: Filomena Dayagbil [email protected] am Filomena T. Dayagbil, Dean of the College of Teacher Education of Cebu Normal University (CNU). We have institutionalized our ICT training for graduating Education students in the university. For the past two years, all 4th year Education students ( 600 students every year) cannot graduate without undergoing the training on ICT integration into teaching and learning.
II. Promoting institutional professional development activities - Peer Coaching Workshops Objectives: Train TEI in peer coaching and action planning Activities: 2 Peer Coaching workshops covering >60 master teacher
educators Results: Peer coach adopted by TEIs training localized
Main activities organized by UNESCO
Objectives: Training of (master) trainers on needed ICT skills and ICT-pedagogy integration Activities: 10 national workshops on essential IT & networking
technology for >80 master teacher trainers National Workshops on ICT-pedagogy Integration for 13
countries and over 400 teacher educators trained
Main activities organized by UNESCO
III. Building Capacity of Teacher Educators
Objectives: Building capacity in ICT-related course development on ICT-pedagogy integration Activities: 4 workshops, more follow at 2010 Results: Review of current courses, develop new ones
Main activities organized by UNESCO
IV. Catalyzing curriculum reform – Curriculum Development Workshops
Framework of Training Course on ICT in Education for Pre-service Teachers
TechnologyProfessional Competencies
Integrating ICT in lesson planning;
Use of multimedia tools
Authoring tools
Multimedia tools
ICT-based Generic Pedagogical Skills
(Present, guide search for information, create
content, facilitate)
Productivity tools
Internet (information searching & online community); E-mail
Teacher experiences good pedagogy as a
student
Specific learning tools; Web 2.0Mind Mapping; WebQuest
AutonomousProfessional
Learning Skills
ICT-basedSubject-Specific
Pedagogical Skills(Conceptual learning, organization of ideas,
tele-collaboration)
Enhancing daily life, teaching, and traditional
management using ICT
Pedagogy
Creation of LMS, interactive tools,
gaming
ICT for Pedagogical Innovation(Facilitating students Learning with and or through ICT)
ICT Integration in Pedagogy(Teaching with ICT)
Learning about ICT
ICT for Pedagogical Transformation(Managing Learning with ICT)
Designing ICT enabled lesson plans and digital
materials, creating pedagogically proper
learning environment
Enabling blended learning environment
Lessons Learned
Teacher training on vs. with/through ICT-pedagogy integration
Systemic change: Training programme, credits, course structure, syllabus, textbook…
Curriculum managing mechanism: national or institutional committee vs. decentralized & distributed management
Localization development locally institutional delivery capacity & media long-term socio-cultural change
Specializationin Educational ICTs
ICT across
Subjects
ICT in Subjects
– Grade Year 3
ICT Literacy–Grade Year 1• Computer & Information Literacy
• Word, PowrPoint, Excel…
Instructional Design & Practice on ICT in Teaching
Application of Multimedia in Edu.
Application of Teaching Media
Mic
rote
ach
ing
Pra
ctic
al T
rain
ing
Instructional Website Design & Programming - Compulsory for Subject of Computer Science
Didactical Game Development
Application of ICT across Subjects - Elective for all subjects at any grade years
ICT-pedagogy Integration - Elective for all subjects at any grade years
Webquest & Online Learning
Gra
ph
ic D
esi
gn o
f Ed
uca
tio
nal
Me
dia
-E
lect
ive
fo
r al
l
Application of Virtual Reality Technique in Education
Elective courses for all subjects at any grade years
Creation of 3-D Animation in Education
ICT-related Teacher Training Courses – ECNU, China
Emerging
Applying
Infusing
Transforming
