In recent years there has been more funding for…. These are goals we’re striving for, but we have to make sure they after the reach terminal and are successful in their exams that their educational dreams are not them terminated because our institutions can not accommodate them.
Can ICTs solve all our problems. Does getting these tools in the classroom automatically mean that positive change for the learner will occur? NOT EXACTLY! I want you to consider Yong Zhao’s argument: Zhao, one of the industry’s leading technologist describes classrooms as ecosystems. He says there are the “biotic components”: teachers and students. The “keystone species” is made up of teachers and administrators, policy makers. All of these organisms must learn how to empower one another , how to coexist for their potential to be realized, utilized, and optimized. Zhao classifies the computer and other technological tools as a “living species”. Although man-made, it is capable of generating and analyzing new ideas. It undergoes a complex process of evolution where only the best ideas will survive. Each new piece of technology enters a unique environment that will determine if it is suitable or “fit to survive”. Now, interaction between the two “species” means either that they will compete or cooperate. Successful Technology Integration Programs must have… Teachers as member of keystone species Teachers will decide whether machines these tech tools will survive or not…be used effectively…or not.
WGDEOL will adopt this motto. How do we transform classrooms where teachers are currently “sages on the stage” (environments where teachers look our students as empty vessels that they need to simply pour their knowledge into) to learning environments wherein educators are “guides on the side” allowing our students to tap into their knowledge base and build from there.
All the players on the left are actively funding pilot prgrams…but Past the pilot phase, continued funding is based on research-based results.They are looking for Action Research reports like those drafted based on the Malian school we just listened to.
AFTER BULLET ONE: No matter how successful a technology initiative has proven schools will not embrace it if conditions are not such to support it … to maximize it’s efficacy. “if it doesn’t fit…people will quit”.
The OpenED Program aims to train Teacher Trainers to be Open Distance Learning Specialist. Carefully structured modules will teach them how to set up course management platforms, input, manage, and evaluate online content. They will in turn, impart to teachers these skills. Project calls for 440 Teacher and Teacher Trainers to become ODL Specialist in the first year
Through the website teachers will be able to collaborate with one another.
. Phase Two calls for Teacher Trainers to put their nationally approved pedagogical lessons (How to teach math, reading, etc.) online in a multimedia format which will include video and audio files. This data can then be accessed at every stage of the teacher development process: to train new teachers or to brush up the skills of existing teachers. It can remain online, downloaded, or be converted in CD format (Distance Learning does not only mean online) We need to be able to meet the needs of those whose infrastructure does not afford a reliable access to online content. Teacher Trainers will also be taught “best practices” in terms of how to maximize the learner experience online, to encourage learner participation, how to moderate courses so that learner’s take ownership and responsibility for their complete courses. These skills are what they will impart to the teachers they train. Initially, 25 OpenEd Facilitators will be trained using a train-the-trainer approach. The trained facilitators will then train a team of 250 Teacher Trainers in the Open Distance Learning Program. Upon completing the program, this core group, the OpenEd Teacher Trainer Network, will then deliver a program of 250 online pedagogical courses developed to provide pre-service training to 2500 educators in the TISSA countries. Teachers completing this program will then design and deliver a carefully crafted program of 2500 primary-secondary level online courses based on the specific national needs and goals.
Creation of the African Society for Educational Technology. Basically, Teachers need more than initial training and then yearly conferences to maintain their enthusiasm for these new technologies and provide opportunities for them to learn how to use them.
Again we have to be thinking upstream
We don’t have to wait until regional conferences that cover “best practices” over a few days… at the country-level, a calendar of PDOs can offered by experts in the field , and incentives provided for teachers to attend these sessions. In Maryland where I’m from, one organization MICCA, does just that… Educational technologist or teachers who are using technology successfully in the field to support their curriculum can log into their system and sign up to offer courses. These course are face to face and often hands-on. Teachers can see the calendar and attend sessions that make sense for them. At the end of the year teacher’s who have actively shared their knowledge are rewarded with grants that enable them to realize various tech supported projects in their classroom. Teacher also who attended these sessions are given certificates, certifications, and again small grants that allow to apply what they learned in these courses.
WGDEOL Coordinators Nieshaakema James-Sarr Kaviraj Sukon WGDEOL Coordinator ICT and Distance Learning Specialist UNESCO BREDA WGDEOL Coordinator Manager-Research Human Resource Development Council
Dr Kaviraj Sharma SUKON WGDEOL Coordinator Manager-Research Human Resource Development Council IVTB House, Phoenix Republic of Mauritius Telephone: (230) 258 2472, (230) 435 7245 Fax: (230) 696 8851 E-mail: [email_address] Nieshaakema JAMES-SARR WGDEOL Coordinator ICT and Distance Learning Specialist UNESCO BREDA 12, Avenue L. S. Senghor, BP 3311 Dakar, Senegal Telephone: (221) 33 849.23.23 ext. 2342 Fax: (221) 33 823.86.23 Email: [email_address]
Global WGDEOL: Objectives WGDEOL Strategy Develop Models Provide synthesis and coherence to ODL initiatives through partnership: ADEA WGs, IICBA, IITE, AVU, TESSA, ACDE, ICDE,.. Help African Govt., Educational Org., NGOs enhance Access, Equity and Quality of Teacher Training and Education thru’ DEOL Consolidate 4 Pillars 1. Research: Importance of T-S, S-S in DEOL process 2. Capacity Building: Training of Teachers & documentalists. 3. Advocacy: Sensitize key policy/decision makers 4. Coordination: Optimal & Efficient use of resources Architecture for DEOL systems, instructional design, teaching, evaluation and assessment. Website to share information.
<ul><li>Massive Student Enrollment </li></ul><ul><li>Widespread Teacher Shortage </li></ul>“ The universities of the 20 sub-Saharan French-speaking countries of Africa enrolled 400,000 students in 2005 but will have to cater for two million in 2015” [Polygreen 2007] More funding for basic and primary education … Setting up time bomb in universities. More children in schools = more children who want to go to college. Side Note: In 1984, just half of Senegalese children went to primary school, but now more than 90 percent do. How do you reach these children? Who is going to teach them? Critical Questions
WGDEOL Steering Committee Meeting More children receiving basic education Under-staffed & Over-crowded Schools
ICTs to the Rescue??? Not exactly! The strategy will determine whether these tech tools, these new species will thrive and ultimately have a positive affect on all “biotic components”. Yong Zhao’s argument: An Ecological Analysis of Technology Diffusion in Schools and Its Implications for Teacher Professional Development Teachers and Students
I t’s not Tech No. of PCs in School or a 1- Day Teacher training does not guarantee Learning On-going Professional Development On-going Support Integration of New & Old Technologies Integration of Technology in Teaching but the Teach!
<ul><li>ICTs are being used to leverage and sustain education reform in Africa </li></ul><ul><ul><li>But… Are these efforts well coordinated? </li></ul></ul><ul><li>Countless anecdotal stories about how ICTs are present, often coming from educators in the field </li></ul><ul><ul><li>But…If the presence of technology is improving teacher efficacy and increasing student competency is all subject areas… </li></ul></ul><ul><ul><li>Where are the comprehensive and consolidated baseline data reports so project planners and field experts don’t spend time and money recreating the wheel? </li></ul></ul>
<ul><li>Donors </li></ul><ul><li>Governments </li></ul><ul><li>Private Sector </li></ul><ul><li>Civil Society </li></ul>Questions raised about sustainable development … Past the pilot phase, continued funding is based on research-based results. Success stories alone may pull heart strings, but not purse strings. Who is going to fund these initiatives?
<ul><li>Individualize their learning experience and address issues that will personally affect their success </li></ul><ul><li>Improve their core skills: Writing Reading Comprehension Mathematical Reasoning Problem-solving skills </li></ul>Not the presence of technology…but the utilization of technology Are learners that have assess to these “tech tools” being taught how these instruments can…
<ul><li>Individualize their learning experience and address issues that will personally affect their success </li></ul><ul><li>Link them to academic and human resources within their community and beyond their learning environment </li></ul>Not the presence of technology…but the utilization of technology Are educators that have assess to technological tools effectively showing learners how these “tech tools” can..
<ul><li>Training educators how to best utilize the technology available within their environment to meet specific educational objectives and support their curricula/ training program </li></ul><ul><li>Demonstrating how technology can support inquiry-based learning, enhance communication, extend access to resources, guide learners to analyze and visualize data, enable product development and encourage expression of ideas </li></ul><ul><li>Training educators how to evaluate learners' work and assess the impact of the technology. </li></ul>Are Teacher Training Institutes…? Not the presence of technology…but the utilization of technology
<ul><li>Engage experts to develop strategic technology plans that are aligned with the goals and objectives of the National Curriculum </li></ul><ul><li>Find ways to make appropriate structural changes in the school day and class scheduling to support engaged learning with technology. </li></ul>Not the presence of technology…but the utilization of technology Are governments being exposed to valid research that prove the immediate and long term benefits of these tools and then being challenged to…
OpenED aims to use Open-source course management systems to train educators to design, maintain, and evaluate online content and learning to support and extend national curriculum and training programs, including the non-formal sector. More widely, OpenED aims to support teacher training institutes to undertake their ICT-based systemic renovation and also to meet the immense needs for training of other priority sectors for development, including literacy, health, and agriculture. Taking advantage of the Open Educational Resources movement and relying on digital solidarity, it also aims to launch a collaborative teachers’ international e-community.
<ul><li>Increasing quantity of well-trained and competent educators </li></ul><ul><li>Preparation and On-going Professional Development </li></ul><ul><li>Open access, multi-level, multi-disciplinary course bank </li></ul>ACCESS QUALITY &
UNESCO BREDA ADEA Working Group Open and Distance Learning Working Group on Teacher Profession
The Open Source movement aims to design, disseminate, and promote hardware and software which enable users to freely benefit from the contributions of a global academic community. Making Article 26 a reality
<ul><li>Need Assessment: </li></ul><ul><ul><li>Interviews and focus groups [20 teachers representative of our teacher’s population]. </li></ul></ul><ul><ul><li>Focus groups to assess information (i.e.- participants’ current level of technology use and comfort level with technology) and to gather their suggestions into how technology can be better integrated into their education programs. </li></ul></ul><ul><ul><li>Eleven Key informants, ODL Specialists, will be invited to a Preparatory Workshop during which they will create the modules, video tape portions of the course, write the conceptual framework for the OpenED Course Management Platform, and write the strategic plan and syllabus that will be used to train master teachers. </li></ul></ul><ul><ul><li>Final revisions will be made to the program taking into consideration input from the pilot phase prior to implementation. </li></ul></ul>
<ul><li>Educators participate in the courses created and facilitated by OpenEd trained ODL specialists. Distance learning courses will include include readings, multimedia content, activities, and participation in an online discussion and most will culminate in a final curricular project for classroom use. </li></ul><ul><li>Upon completion of the training course, the core team of ODL Teacher Specialists will join colleagues from across the country in an ongoing forum developed by the OpenEd Network. </li></ul>Trained facilitators and designers from each country will share ideas and tips and collaborate on local and national projects. OpenED Network: Forum
<ul><li>Train educators how to connect with other </li></ul><ul><li>educators within their districts and outside the region to compare successful strategies for teaching with technology. </li></ul><ul><li>Show learners how to collaborate on real-world projects so they learn how to work with their peers to solve real-world problems </li></ul>Project: African Society for Educational Technology (ASET)
<ul><li>Train stakeholders at all levels how to capture, synthesize, and report their data so that their “lessons learned” can be incorporated into policy briefs </li></ul><ul><li>Organize regional and global workshops on ICTs in Education for policy makers </li></ul>
<ul><li>Organize professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum. </li></ul><ul><li>Create opportunities for learners to share their ICT- supported activities publicly--through demonstrations, public service, etc. Use these occasions to inform policy makers and community members of the kinds of learning outcomes the school/learning environment is providing for learners through the collaborative use of ICTs. </li></ul>
Organize on-going PD activities Provide forum to display/share work African Society of Education Technology (ASET) Train: capture, synthesize, report qualitative & quantitative data Lessons Learned into Guides. Operational Framework Train educators to connect locally and regionally and create a forum for this exchange Train learners to connect locally and regionally Organize Regional Workshop to develop framework