Image: U.S. Navy photo by John F. Williams, CC, https://upload.wikimedia.org/wikipedia/commons/d/d3/US_Navy_100305-N-7676W-182_Cmdr._Jim_Grove%2C_from_the_Office_of_Naval_Research_Navy_Reserve_Program_38%2C_left%2C_helps_tudents_from_McKinley_Technology_High_School_make_adjustments_to_their_robot.jpg
Photo: D68 design+art https://flic.kr/p/bEvkN9 CC by-nc-nd 2.0 Source: http://www.douglasadams.com/dna/19990901-00-a.html, 1999
Where are you in your skills as DRP’s? Where do you think your school is? How will you improve upon this at your schools What help do you need ?
Lets discuss how you will use the 3 points above in the following ICT tools?
Image: Pearson, All Rights Reserved
Image: Suzan Black http://www.fotopedia.com/items/jmhullot-15a0e0f8c195a488a17456423648617e, CC-BY
Rwanda Vision 2020, launched in 2000.
Empowered leaders: True system-wide change requires leaders who are empowered to experiment, make decisions, take risks and adjust their course. At all levels: teachers to principals to district officials.
Image: mLearning Africa, CC
Informal usage of mobiles is vastly more common than use of it in formal education. Connecting these two is a challenge and adaptation needs to be happen on both side (formal ed recognising the learning that happens informally, and informal ed being more cognisant of formal outcomes and goals).
Image: mr-blixt http://www.flickr.com/photos/mr-blixt/4505182518/sizes/l/in/photostream/ CC
The question today is: “Now that we’ve found SCALE, what are we going to do with it?”
Mobile learning is growing fast. That elusive things that we have been striving for, SCALE, is beginning to happen. And it’s not going to slow down.
Scale happening in USA, Uruguay, Peru, Thailand, Turkey, Argentina, and more. Mobile learning programmes by the government with hundreds of thousands of devices. It is happening on a smaller scale, but still in the tens of thousands of devices, in many other countries, e.g. South Africa and Mauritius. This is a very recent phenomenon. When I started at UNESCO 2 years ago this list would have been much much smaller.
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Introduction to ICT in Education
P.Nirmala Raju, COE, May 2017, Madhurawada
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ICT in education
Information and Communication Technology (ICT) can contribute to universal access to education, equity
in education, the delivery of quality learning and teaching, teachers’ professional development and more
efficient education management, governance and administration .
UNESCO EDUCATION SECTOR 4Nirmala Raju
Ram: Well, What’s this ICT? Is it spelt right?
Wabber: Sounds strange
Ram. Thought your country is already familiar with this. Anyways, ICT
stands for Information and Communication technology…
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ICT Introduction class
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Wabber: It is a technology that supports activities include gathering,
processing, storing, presenting data. These involve communication.
Hence IT has become ICT.
Ram: Wabby, What’s the most useful
concept in this ICT?
Wabber: It depends on the local culture and the way it is being
• Collection of tools and devices for publishing course delivery etc.
• Components in a comprehensive system of people, information and devices that
enable learning,problem solving and high order thinking.
ICT is more like a workspace….
The ICT Policy in School Education aims at preparing youth to participate creatively in
the establishment, sustenance and growth of a knowledge society leading to all round
socioeconomic development of the nation and global competitiveness.
To devise, catalyze, support and sustain ICT and ICT enabled activities and processes in
order to improve access, quality and efficiency in the school system
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• What is ICT in education?
• Ecosystem of ICT in education
• Where it is all going?
• Final evolution chart(History!)
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‘Technology’, as the computer
scientist Bran Ferren
memorably defined it, is ‘stuff
that doesn’t work yet.’
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Mobile learning involves the use of mobile
technology, either alone or in combination with
other information and communication
technology (ICT), to enable learning anytime and
anywhere. Learning can unfold in a variety
of ways: people can use mobile devices to access
educational resources, connect with others, or
create content, both inside and outside
classrooms. Mobile learning also encompasses
efforts to support broad educational goals such
as the effective administration of school systems
and improved communication between schools
Where do we see the changes?
ICT for Students ICT for Teachers ICT in the school
- Digitized textbooks
- Use of social media in
- Use of internet as a
tool for research
- Use of collaborative
software to work
together as a class
- Respecting the
freedom of information
that you have been
- Using that freedom for
- Following your own
pace of learning
- FOSS – Free and Open
source software – Free
tools that you can use
to explain concepts in
an easier way
- Knowledge of basic
programs such as word,
excel and power point
- Ability to direct
children to correct
resources on the
- Building a mindset of
and thought amongst
- HM’s to use IT to
- All academic
teachers to be
the use of collaborative
ns to be digitized
- Communication to
parents via digital
Comparison of AP and Karnataka
Andhra Pradesh Karnataka
- Data driven education and initiatives
- Technology enabled Systematic
Reforms in Assessment.
- Feedback loop within the State with
data driven decision making to alter
/introduce initiatives to improve
- Heavily centered around training
Focusses on holistic development of
school, collegiate and professional
education - inter-linked with skill-
based education, research and
innovation, integrating analytical
and technical skills for research and
Stages of ICT Literacy and
• Basics of computers
• use a computer to achieve basic word and data
• Connect to the internet, use e-mail and web surfing,
use search engines
• Create and manage content using a
variety of software applications and
• using web sites and search engines to
locate, retrieve and manage content,
tools and resources
• Graphical and audio-visual
• Undertake research and carry out
projects using web resources
• Use ICT for documentation and
ICT ENABLED TEACHING – LEARNING
• A great pedagogical and educational -
• The teaching should identify the learning
styles by and large of the class. The pedagogy
applied should be relevant to the class in
• A large knowledge of (the application
possibilities of) modern educational tools.
• Skilled at cutting knowledge down to size
Free and Open Source Software
• Fully free and open to all
• Easy to use – very little instruction required
• Can be used as
work alongside all other
Of 21st Century
Revision and practice
including mobile apps outside the classroom
is enhanced by interactive assets
enable the teacher
to adapt their lessons
to ensure successful
via eBooks on a
variety of devices
identify personalised learning needs
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Digital learning ecosystem
Has many parts, stakeholders, principles. What ISTE calls “essential conditions” to
effectively leverage technology for learning.
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Digital learning is a journey
Uneven landscape at the school/college and district level: technology,
infrastructure, ICT literacy, buy-in, etc. Not all are at the same point of digital
Therefore we need to create multiple entry points into digital learning.
Not all institutions will adopt and grow at the same pace. Therefor offer a suite of
A roadmap approach is appropriate, that allows for institutions to begin the digital
journey at a level of innovation that they can absorb, but with a clear roadmap of
where they need to get to. We need to cater to everyone, but provide clear
direction and support.
Long-term view is necessary.
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Where is the institution/district going? How will it get there?
Shared vision for digital learning among all education stakeholders, including
teachers and support staff, school administrators, teacher educators, learners,
parents and the community. And curriculum advisors, departmental officials,
Depts of Education.
All stakeholders should be able to give input, and be kept informed.
This is about change management. About buy-in.
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Guides the manifestation of the shared vision.
Covers every aspect of the move to digital learning, e.g. infrastructure to
professional development, monitoring, content.
A detailed roadmap: short term and long term goals.
Must be agile and adaptable.
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Content and learning products and services
• Full range of ebooks: flat ePDFs to interactive ePubs
• Digital assets (online and/or offline)
Learning and revision apps
Learner Management Systems
Because many schools don’t allow learners to take tablets home, a blended
approach -- print textbooks AND ebooks -- is needed.
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Connectivity: can it be provided? At what quality? Is a local offline solution
adequate (for now)?
Devices: Do all learners have equal access to devices? And what devices to buy?
Not just about access, but about being empowered to use the technology to its
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Teacher training and ongoing professional
ISTE: “All the technology in the world won’t make a difference if educators don’t
know how to leverage it for deeper learning.”
Solid teacher training, ranging from basic ICT literacy to teaching with technology.
If we don’t change the pedagogy, we are “pouring new wine into old skins”.
Continuous professional development. “Focusing on both learning to use
technology and using technology to learn”
Range of modalities: face to face, online, blended, linking teachers into virtual
peer-to-peer support networks (use the technology!)
Need incentives to encourage participation.
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Teacher training and ongoing professional
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Technical support, provided just-in-time so that the teaching and learning process
is not disrupted.
Support needs to be on-site, ongoing and phased, e.g. first 3 months very
intensive and mainly about access, then focus moves to ICT integration into
For sustainability, skills and support must be embedded into the organisation, e.g.
through a Schools eLearning Management Programme.
Variety of roles: facilitators, technology specialists, e-Champions.
Everyone must know whom to turn to for assistance.
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Infrastructural (at the school)
Community buy-in very important
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Funding: Adequate and ongoing
About more than buying the ebooks and tablets.
Includes: devices, connectivity costs, ongoing technology maintenance and
support, hardware and software updates, professional development, etc.
Strategic budgeting mitigates against buying the “latest and greatest” and should
prompt leaders to select the most cost-effective tool for achieving the program’s
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Monitoring of effectiveness
It is essential to measure the effectives of the programme and, after the massive
financial and human investment, the return.
Are there better learner outcomes? Is there more efficient assessment that
informs teaching practices? Is there more effective administration? Has the move
to digital been worth it? Etc.
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Criteria area Rating Rationale summary
• Action plan
• Monitoring and reporting
• Pearson capacity and culture
• Customer capacity and culture
• Stakeholder relationships
• Intended outcomes
• Overall design
• Value for money
• Comprehensiveness of evidence
• Quality of evidence
• Application of evidence
Planning and implementation
Capacity to deliver
Green: Requires small number of minor actions.
Amber/green: Requires some actions (some urgent and some-non urgent).
Amber/red: Requires large number of urgent actions.
Red: Highly problematic requiring substantial number of urgent actions.
Efficacy Framework: Likelihood of impact
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UNESCO’s work in ICT in Education
• Teacher Education
• Mobile Learning
• Open Educational Resources
• Lifelong Learning
• Education Management
• ICT in Education Prize
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Where is it going? Something like this …?
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Connecting formal and informal learning
settings – including the Internet of Things
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Virtual mentors and chatbots
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ICT in education at scale
real-time data for policy
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“Since the introduction of e-
Learning at my school learner
participation in class has
increased. As at teacher I find it
easier to explain concepts using
the models, activities and
UNESCO EDUCATION SECTOR 41Nirmala Raju
If we teach today
as we taught yesterday
we rob our children’s tomorrow
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