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  1. 1. Introduction to ICT Summer Trainings 2017
  2. 2. UNESCO EDUCATION SECTOR Introduction to ICT in Education P.Nirmala Raju, COE, May 2017, Madhurawada
  3. 3. UNESCO EDUCATION SECTOR 3 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 . Nirmala Raju
  4. 4. UNESCO EDUCATION SECTOR 4Nirmala Raju Ram: hi! Wabber: hey,hi…. 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…
  5. 5. UNESCO EDUCATION SECTOR 5 to ICT Introduction class Nirmala Raju P.Nirmalu Raju,COE,Vsp
  6. 6. UNESCO EDUCATION SECTOR 6Nirmala Raju 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 managed • 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….
  7. 7. Vision 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. Mission 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
  8. 8. UNESCO EDUCATION SECTOR 8 Agenda • What is ICT in education? • Ecosystem of ICT in education • Where it is all going? • Final evolution chart(History!) Nirmala Raju
  9. 9. UNESCO EDUCATION SECTOR 9 Technology ‘Technology’, as the computer scientist Bran Ferren memorably defined it, is ‘stuff that doesn’t work yet.’ Nirmala Raju
  10. 10. What does it include?
  11. 11. UNESCO EDUCATION SECTOR 11 Mobile learning 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 and families. Nirmala Raju
  12. 12. Where do we see the changes? ICT for Students ICT for Teachers ICT in the school - Digitized textbooks - Use of social media in the classroom - 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 given - Using that freedom for strictly academic enhancement - 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 internet - Building a mindset of independent research and thought amongst faculty - HM’s to use IT to schedule meetings - All academic information amongst teachers to be disseminated through the use of collaborative software - School announcements/Bulleti ns to be digitized - Communication to parents via digital mediums
  13. 13. UNESCO EDUCATION SECTOR 13Nirmala Raju
  14. 14. 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 learning - 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 innovation.
  15. 15. Stages of ICT Literacy and Competency STAGE 1 • Basics of computers • use a computer to achieve basic word and data processing tasks; • Connect to the internet, use e-mail and web surfing, use search engines STAGE 2 • Create and manage content using a variety of software applications and digital devices • using web sites and search engines to locate, retrieve and manage content, tools and resources STAGE 3 • Graphical and audio-visual communication • Undertake research and carry out projects using web resources • Use ICT for documentation and presentation
  16. 16. ICT ENABLED TEACHING – LEARNING PROCESSES • A great pedagogical and educational - psychological craftsmanship • The teaching should identify the learning styles by and large of the class. The pedagogy applied should be relevant to the class in entirety. • A large knowledge of (the application possibilities of) modern educational tools. • Skilled at cutting knowledge down to size
  17. 17. Adapting to Change
  18. 18. Free and Open Source Software • Fully free and open to all • Easy to use – very little instruction required • Can be used as 1) Reference 2) Research 3) Reflection
  19. 19. Digital resources work alongside all other classroom materials Increased Collaboration and development Of 21st Century skills Revision and practice including mobile apps outside the classroom Front-of-class teaching is enhanced by interactive assets Time-saving assessment tools enable the teacher to adapt their lessons to ensure successful outcomes Core curriculum content delivered via eBooks on a variety of devices Individual diagnostic assessments identify personalised learning needs
  20. 20. UNESCO EDUCATION SECTOR 20 Digital learning ecosystem Has many parts, stakeholders, principles. What ISTE calls “essential conditions” to effectively leverage technology for learning. Nirmala Raju
  21. 21. UNESCO EDUCATION SECTOR 21 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 readiness. 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 solutions. 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. Nirmala Raju
  22. 22. UNESCO EDUCATION SECTOR 22 Shared vision 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. Nirmala Raju
  23. 23. UNESCO EDUCATION SECTOR 23 Implementation planning 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. Nirmala Raju
  24. 24. UNESCO EDUCATION SECTOR 24 Content and learning products and services Digital content • Full range of ebooks: flat ePDFs to interactive ePubs • OERs • Digital assets (online and/or offline) Online assessment Learning and revision apps Learner Management Systems MOOCs Because many schools don’t allow learners to take tablets home, a blended approach -- print textbooks AND ebooks -- is needed. Nirmala Raju
  25. 25. UNESCO EDUCATION SECTOR 25 Equitable access 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 fullest capacity. Nirmala Raju
  26. 26. UNESCO EDUCATION SECTOR 26 Teacher training and ongoing professional development 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. Nirmala Raju
  27. 27. UNESCO EDUCATION SECTOR 27 Teacher training and ongoing professional development Nirmala Raju
  28. 28. UNESCO EDUCATION SECTOR 28 Support 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 teaching, etc. 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. Nirmala Raju
  29. 29. UNESCO EDUCATION SECTOR 29 Security Personal/physical Infrastructural (at the school) Community buy-in very important Nirmala Raju
  30. 30. UNESCO EDUCATION SECTOR 30 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 goals. Nirmala Raju
  31. 31. UNESCO EDUCATION SECTOR 31 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. Nirmala Raju
  32. 32. UNESCO EDUCATION SECTOR 32 Criteria area Rating Rationale summary • Action plan • Governance • Monitoring and reporting • Pearson capacity and culture • Customer capacity and culture • Stakeholder relationships Outcomes • Intended outcomes • Overall design • Value for money • Comprehensiveness of evidence • Quality of evidence • Application of evidence Evidence Planning and implementation Capacity to deliver Efficacy Key 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 Nirmala Raju
  33. 33. UNESCO EDUCATION SECTOR 33 UNESCO’s work in ICT in Education • Policy • Teacher Education • Mobile Learning • Open Educational Resources • Lifelong Learning • E-Learning • Education Management Information System • ICT in Education Prize Nirmala Raju
  34. 34. UNESCO EDUCATION SECTOR 34 Where is it going? Something like this …? Nirmala Raju
  35. 35. UNESCO EDUCATION SECTOR 35 Connecting formal and informal learning settings – including the Internet of Things Nirmala Raju
  36. 36. UNESCO EDUCATION SECTOR 36 Virtual mentors and chatbots Nirmala Raju
  37. 37. UNESCO EDUCATION SECTOR 37 ICT in education at scale better management real-time data for policy development privacy, security Nirmala Raju
  38. 38. UNESCO EDUCATION SECTOR 38Nirmala Raju
  39. 39. UNESCO EDUCATION SECTOR 39
  40. 40. UNESCO EDUCATION SECTOR 40 1989 2015 “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 videos…” ------------Smart Teacher Nirmala Raju
  41. 41. UNESCO EDUCATION SECTOR 41Nirmala Raju If we teach today as we taught yesterday we rob our children’s tomorrow
  42. 42. UNESCO EDUCATION SECTOR 42 Thank you Nirmala Raju Resource links: • http://125.20.160.197:8080/ • http://www.unesco.org/new/en/unesco/themes/icts/

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