The educational sector within an ICT structured economy

The Educational Sector within an

ICT-structured Economy

Prof Matthew Montebello

Department of Intelligent Computer Systems

Faculty of Information & Communications Technology

... sharing my thoughts

• ICT as a green player;

• Smart & Intelligent ICT;

• Education sector;

• Interesting model;

• Final thoughts.

... interested in your feedback

Outline

BasicEducation

BasicEducation

KnowledgeDeepening

KnowledgeDeepening

KnowledgeCreation

KnowledgeCreation

KnowledgeAcquisition

KnowledgeAcquisition

ICT ... is it the greenest MVP?

Energy & Resources

Consumed by

ICTs

Saving Energy &

Resources through

the use of ICTs

To educate ... the greatest challenge

Education is the most powerful

weapon which you can use to

change the world.

Nelson Mandela

An investment in knowledge

pays the best interest. Benjamin Franklin

An educated people can be easily governed.

Frederick the Great

Dimensions of Education ... Schooling as in 1°, 2°, post-2°, and 3°; Technical, industrial, trade, and vocational; Lifelong, continuing, and adult.

Transformed Schools?

• Schools structured as enclosed groups and physical spaces

• Curriculum is in silos tied to disciplines

• Teacher lectures

• Students study independently

• Standardized exams test recall and application of simple procedures

• Technology used as a supplement

Is the introduction of computers/tablets enough?

What role can policy play?

Not just ICT …

• Teaching and Learning

• Curriculum and Assessment

• Social Structure

Education Transformation?

Is our educational process delivering?

Primary & Secondary are simply a build up towards post-Secondary;

Vocational & Trade schools are very much in tune with industry needs;

Not all professional degrees have adjusted to the ICT-structured industry ...

o Science-based are technologically predisposed and need to keep abreast;

o Art-based are oblivious of industry needs & focus on academia;

o Career-oriented are essentially imperative & require attention.

The Knowledge Ladder model

(Kozma, 2008)

BasicEducation

BasicEducation

KnowledgeDeepeningKnowledgeDeepening

KnowledgeCreation

KnowledgeCreation

KnowledgeAcquisitionKnowledgeAcquisition

To address career-oriented, non-scientific degrees and routes;

Iterative & incremental model with steps that have different implications for specific educational aspects:

• Policy Goals

• Teaching and Learning

• Curriculum and Assessment

• Social Structure

• ICT Use

A conceptual framework ...

Knowledge Ladder - Policy Goals

Increase workforce

participation improved

health and welfare

Increase workforce

participation improved

health and welfare

Increase primary

attendance

Increase primary

attendance

Create a highly

knowledgeable citizenry that adds value to society

Create a highly

knowledgeable citizenry that adds value to society

Graduates who apply school learning to solve real

world problems

Graduates who apply school learning to solve real

world problems

Create a knowledge-

driven economy

and society

Create a knowledge-

driven economy

and society

Graduates who are creative,

innovative, lifelong

learners

Graduates who are creative,

innovative, lifelong

learners

Develop a manufacturin

g economy

Develop a manufacturin

g economy

Increase secondary

completion, improve test

scores

Increase secondary

completion, improve test

scores

BasicEducation

BasicEducation


KnowledgeCreation

KnowledgeCreation


Knowledge Ladder – Teaching/Learning

Teachers with at

minimum skills & subject

knowledge

Teachers with at

minimum skills & subject

knowledge

Large student-teacher ratios, lecture

Large student-teacher ratios, lecture

Communities of learners

who build on each other’s knowledge

Communities of learners

who build on each other’s knowledge

Teachers as collaborators

and model learners

Teachers as collaborators

and model learners

Teacher content

knowledge & direct

instruction

Teacher content

knowledge & direct

instruction

Students doing

individual seat work

Students doing

individual seat work

Content & pedagogical

expertise

Content & pedagogical

expertise

Collaborative teams working

on complex real world projects

Collaborative teams working

on complex real world projects

BasicEducation

BasicEducation


KnowledgeCreation

KnowledgeCreation


Knowledge Ladder – Curriculum/Assessment

Focus is on basic literacy

and numeracy

Focus is on basic literacy

and numeracy

Assessed by standardized

tests


tests

Focus on deep understanding

of key concepts and

their application to

solve real world problems

Focus on deep understanding

of key concepts and

their application to

solve real world problems

Assessed by complex, real world tasks

Assessed by complex, real world tasks

Focus on innovativenes

s and the

creation of knowledge products

Focus on innovativenes

s and the

creation of knowledge products

Assessed by a community of

users

Assessed by a community of

users

Focus on facts, simple

principles, and computer applications applied to standard

procedures

Focus on facts, simple

principles, and computer applications applied to standard

procedures


tests


tests

BasicEducation

BasicEducation


KnowledgeCreation

KnowledgeCreation


Knowledge Ladder - Social Structure

Hierarchical structure

Hierarchical structure

Standardized delivery

Standardized delivery

Collaborative teaching and

learning

Collaborative teaching and

learning

Breaking disciplinary and physical boundaries

Breaking disciplinary and physical boundaries

Anytime, anywhere,

life-long learning

Anytime, anywhere,

life-long learning

Self-sustaining, cross-age,

cross-sector knowledge

communities

Self-sustaining, cross-age,

cross-sector knowledge

communities

Hierarchical structure and accountability

Hierarchical structure and accountability

Little teacher or student autonomy

Little teacher or student autonomy

BasicEducation

BasicEducation


KnowledgeCreation

KnowledgeCreation


Knowledge Ladder - ICT Use

ICT for information

delivery: radio, TV

ICT for information

delivery: radio, TV

Little computing;

little networking, potential for

teacher training.

Little computing;

little networking, potential for

teacher training.

Simulations, multimedia to

support understanding

&the application of knowledge to

solve problems

Simulations, multimedia to

support understanding

&the application of knowledge to

solve problems

Computers in classrooms; networks for collaboration

Computers in classrooms; networks for collaboration

Social environments, Wikis, and knowledge-

building tools

Social environments, Wikis, and knowledge-

building tools

Computers & digital devices

everywhere; networks for community

Computers & digital devices

everywhere; networks for community

Drill and practice, tutorial

software to support test performance

Drill and practice, tutorial

software to support test performance

Computers in labs;

networks for management

Computers in labs;

networks for management

BasicEducation

BasicEducation


KnowledgeCreation

KnowledgeCreation


Conclusions – Final Thoughts

ICT alone will not transform education

• The educational sector requires a holistic change to address the needs of an ICT-structured economy;

• ICT itself should assume the role of a lever for the change required within the educational sector;

• Such a process requires time and generations of students, apprentices & workers;

• The Education sector together with industry and society can/must together collaborate to a greener and healthier future.

The Educational Sector within an

ICT-structured Economy

Prof Matthew Montebello

Department of Intelligent Computer Systems

Faculty of Information & Communications Technology

Thank [email protected]