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Miao Feng Chun

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Miao Feng Chun

  1. 1. Fengchun MIAO ICT in Education Unit UNESCO Bangkok What Sort of ICT for What Sort of Education What Sort of Education for What Sort of Life International Cooperation: Lessons Learned from Asia-Pacific
  2. 2. 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
  3. 3. UNESCO Bangkok’s work: The successful side
  4. 4. UNESCO Bangkok’s Work: Enabling the successful use of ICT <ul><li>Standard setter </li></ul><ul><li>Capacity builder </li></ul><ul><li>Clearing house </li></ul><ul><li>Promoter of international cooperation </li></ul>
  5. 5. Assisting member states in harnessing the potential of ICT towards achieving quality education for all goal in the Asia-Pacific region Overall Goal of ICT in Education Programme UNESCO Bangkok
  6. 6. Focus areas of ICT in education programme of UNESCO Bangkok <ul><li>6 focus areas: policy, teacher training, teaching and learning, non-formal education, monitoring & measuring, research & knowledge sharing. </li></ul><ul><li>2 emerging areas: ICT in Higher Education, and ICT as a Subject Area </li></ul>
  7. 7. Example of Standard Setting: Teacher Training on Effective Use of ICT Project A Regional Guideline on Teacher Development for Pedagogy-technology Integration and A Regional ICT Competency Standard for Teachers
  8. 8. <ul><li>The most popular ICT in Education Toolkit: www.ictinedtoolkit.org </li></ul><ul><li>16 workshops for 27 countries covering 400+ policymakers </li></ul><ul><li>Long-term assistance in helping Bangladesh, Cambodia and Sri Lanka develop National ICT in Education Master Plans. </li></ul>Example I of Capacity Building: ICT in Education Policy Project
  9. 9. Example II of Capacity Building: UNESCO SchoolNet Project <ul><li>For 8 ASEAN countries: Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand, and Vietnam </li></ul><ul><li>SchoolNet Toolkit </li></ul><ul><li>Workshops on setting up SchoolNets, telecollaboration, and development of digital materials. </li></ul>
  10. 10. Example III of Capacity Building: Capacity Building of ICT in Education Project <ul><ul><ul><li>2 highly interactive e-learning modules developed: Module 1 – ICT in Education Essentials, and Module 2 – ICT in Education Decision-Making </li></ul></ul></ul><ul><ul><ul><li>Target audience: MOE officials, Specialists of international organizations, & teacher trainers </li></ul></ul></ul><ul><ul><ul><li>E-Learning modules for all educators & professionals working on ICT in education </li></ul></ul></ul>
  11. 11. Example IV of Capacity Building: Next Generation of Teachers Project Dean’s Forums Curriculum Development Workshops Capacity-Building Workshops for Instructors <ul><li>3 Dean’s Forums covering over 150 deans of TEIs; 10 national workshops on essential IT & networking technology for over 80 master teacher trainers; 2 Peer Coaching workshops for 60+ teacher educators; 3 Regional Innovative Teachers Conferences brought together over 400 master teachers </li></ul>Where we are: Current situation E-readiness <ul><li>Where we are going </li></ul><ul><li>International standards </li></ul><ul><li>National standards </li></ul><ul><li>Local social needs </li></ul>Curriculum Leadership Instructors' Capacity
  12. 12. Example I of Clearing House: ClearingHouse of ICT in Education, UNESCO Bangkok <ul><ul><ul><li>Most successful Clearing House of ICT in education via varied media : </li></ul></ul></ul><ul><ul><ul><li>ICT in Education Website </li></ul></ul></ul><ul><ul><ul><li>e-Newsletters </li></ul></ul></ul><ul><ul><ul><li>Print publications </li></ul></ul></ul><ul><ul><ul><li>CD-ROMs </li></ul></ul></ul><ul><ul><ul><li>Online Community </li></ul></ul></ul>
  13. 13. ICT in Education Website <ul><li>Ranked No. 1 in Google Search Engine with key term of “ICTinED” </li></ul><ul><li>27,000+ unique visitors per month on the website, with average time spent by visitors and number of pages viewed stably increased </li></ul>
  14. 14. ICT in Education e-Newsletter <ul><li>Published every 2-3 weeks and auto-sent to over 4500 subscribers worldwide </li></ul><ul><li>Over 1200 articles have been published since 2002 </li></ul>
  15. 15. ICT in Education Publications <ul><li>Over 30 publications (books & CD-ROMs) have been produced </li></ul><ul><li>About 3000 copies sent out to over 500 distinctive recipients </li></ul><ul><li>ICT in Education Online Community: www.unescobkk.org/forum/education/ict </li></ul>
  16. 16. Scaling-up ClearingHouse of ICT in Education: Innovative Practices Project <ul><li>Awards on ICT in education innovative practice by teachers & teacher educators, education planners & managers, non-formal educators </li></ul><ul><li>3 workshops based on selected innovative practices </li></ul><ul><li>Documentation and publication of case studies. </li></ul>
  17. 17. Example I of International Cooperation: ICT for Literacy Education <ul><ul><ul><li>A project to promote the use ICT (mobile phones) for literacy education of adult illiterates in 5 countries: Bangladesh, China, India, Indonesia, & Pakistan </li></ul></ul></ul>
  18. 18. Example II of International Cooperation: ICT Course for Education Leaders <ul><ul><ul><li>High-level ICT in Education Seminars for Education Leaders in cooperation with World Bank </li></ul></ul></ul>
  19. 19. Another side of ICT in education
  20. 20. <ul><li>ICTs natives : Students in the most favoured countries </li></ul><ul><li>ICTs immigrants : Educators and teachers in developing countries </li></ul><ul><li>ICT-alienated groups : Under-served children who are alienated from ICTs, online knowledge and online communities </li></ul>The d igital divide
  21. 21. “ There has been much reference to the digital divide, which is a reality. But a still more disturbing factor is that the knowledge divide between the most favoured and the developing countries, particularly the least developed countries, is liable to widen...” - Koïchiro Matsuura, Director General of UNESCO Digital divide and knowledge divide
  22. 22. Digital divide, knowledge divide, and community divide Online community exclusive club, or inclusive community? Can ICT/we cross the two unbridgeable worlds?
  23. 23. Education Context in Asia-Pacific Region: 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 21 st century skills) Media Pedagogy Content Exams
  24. 24. Asia-Pacific Policymakers are often at impasse… Donors’ temptation Workplace needs Vendors’ drive Political demands Funds & ideas Technologies & solutions Content inputs & HR supply Knowledge society & productivity outputs Twisted and distorted ?
  25. 25. WHAT SORT OF EDUCATION FOR WHAT SORT OF LIFE? Azad Jammu and Kashmir (AJK) Pakistan (Hit by an earthquake at 10 Oct., 2005)
  26. 26. WHAT SORT OF ICTS FOR WHAT SORT OF EDUCATION? Azad Jammu and Kashmir (AJK) Pakistan …
  27. 27. WHAT SORT OF EDUCATION FOR WHAT SORT OF LIFE? Vientiane, LAO PDR
  28. 28. WHAT SORT OF ICTS FOR WHAT SORT OF EDUCATION? Vientiane, LAO PDR
  29. 29. <ul><li>What sort of education for what sort of SOCIETY? </li></ul><ul><li>“ the right type of education for the right type of society, the sort of just, peaceful, sustainable , adaptable society without poverty” - Nicholas Burnett, ADG/ED of UNESCO </li></ul><ul><li>Lessons learned from Asia-Pacific countries… </li></ul>To “take the side of the downtrodden and disadvantaged”
  30. 30. <ul><li>Overall diagnosis: Accumulated Self-Development Capacity Deficiency - ASCD </li></ul>Overview of international cooperation on ICT in education for Asia-Pacific Countries <ul><li>Typical symptom: “ 3+3 structural disorder” </li></ul><ul><li> Three deficiencies from the countries </li></ul><ul><li> Three malfunctions from international agencies </li></ul>
  31. 31. ICT is used to open a door for under-served groups to education? The potentials of ICT as education delivery media are ignored I. Mis-targeted groups: Is the unreached being reached by ICT? Or used to alienate them further from the enriched knowledge?
  32. 32. The impact on the ultimate beneficiaries? The power of ICT decays when reaching the seemingly downstream students, and the impact is out of control, whether on their academic achievement or on values & social issues relating to their ICT use. II. Missed end users: No direct attention to learners and next-gen learning
  33. 33. New bottle with old medicine even old bottle with a new label? Student-centered is labeled as trademark of teacher-centered instruction, not being used as ‘marks’ to trade students’ achievements III. Mismatches between: ICT & pedagogy; teaching & assessment methodology
  34. 34. <ul><li>1. Systemic unsuitability: Failure in adapting to different political and social realities, and different mechanisms  System adaptive approach </li></ul>Three malfunctions from international agencies 2. Supply driven approaches: Drug-retailer model vs. medical service model  Diagnostic studies 3. No sustainability : Butterfly Approach vs. Gardener Approach  Institutionalization and long-term technical assistance
  35. 35. <ul><li>From: Filomena Dayagbil <ftdayagbil@yahoo.com> Subject: Collaboration with Cebu Normal University I am Filomena T. Dayagbil, Dean of the College of Teacher Education of Cebu Normal University (CNU).   I was  part of the original group who went to China for peer coaching training and  likewise attended the Dean's Forum in Perth under UNESCO Next Generation of Teachers Project. We are very proud to report that we have expanded our peer coaching program by training  faculty members as mentors. We have also 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. </li></ul>Institutionalization…
  36. 36. Diagnostic studies An interview with a girl studying in a boys’ school. <ul><li>Examples of diagnostic studies </li></ul><ul><li>Demand-oriented face-to-face diagnostic study: AJK Pakista, Cambodia, DPRK, Lao PDR, Mongolia, Uzbekistan </li></ul>
  37. 37. A demand-oriented training workshop in DPRK
  38. 38. PAID model: Protecting advancements and illuminating the direction Self-development capacity and self reliance
  39. 39. Self-reliance Indicators - immune to donor/vendor-driven pitfalls <ul><li>Recurrent budget committed by government </li></ul><ul><li>Strengthening leadership and cyclically updated policy </li></ul><ul><li>Self-developed ICT standards (administrators & teachers) </li></ul><ul><li>National ICT curriculum standard for students - immune to ICDL </li></ul><ul><li>Result-based ICT in Education Indicators (Criteria of SmartSchool of Malaysia) </li></ul><ul><li>Self reliant trainings for pre & in-service teachers </li></ul><ul><li>National awards for innovative teachers and schools </li></ul>
  40. 40. Possible cooperation areas on the way ahead <ul><li>Teachers’ professional development: School-based peer coaching approach </li></ul><ul><li>Institutional strategy: A whole-school approach (e-school); Trainer-teacher peers & TEI-school partnership </li></ul><ul><li>National policy support: Capacity building + Long-term technical assistance  Policy analysis </li></ul><ul><li>International cooperation: DTN – Delay Tolerate Networking </li></ul>
  41. 41. [email_address] www.unescobkk.org/education/ict www.unescobkk.org/ forum /education/ict Thank you

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