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ICT in Education: Connect the Schools, Explore the World, Develop Suriname

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Van der Hijden, Pieter; ICT Summit Paramaribo; Connect, explore, develop; Paramaribo, Suriname; 5-6 June 2014

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ICT in Education: Connect the Schools, Explore the World, Develop Suriname

  1. 1. ICT in Education: Connect the Schools, Explore the World, Develop Suriname Pieter van der Hijden msc www.ecoisonline.org 1 Suriname Centre of Expertise in Education & ICTs Paramaribo, Suriname Update 15 July 2014
  2. 2. Background  Pieter van der Hijden  Sofos Consultancy (Amsterdam, The Netherlands)  Consultant e-learning, Fab Lab, gaming/simulation  ECOIS - Suriname Centre of Expertise in Education & ICTs  Not-for-profit organization (Paramaribo, Suriname) www.ecoisonline.org2
  3. 3. Agenda www.ecoisonline.org3
  4. 4. www.ecoisonline.org4
  5. 5. Globalization www.ecoisonline.org5  1990...  Stream of literature  Competing for the future (1994)  One world, one market  Re-design your industry  Central role for ict
  6. 6. Learning organizations www.ecoisonline.org6 Five disciplines: 1. Personal mastery 2. Mental models 3. Shared vision 4. Team learning 5. System thinking Follow-up book:  Schools that learn
  7. 7. The third industrial revolution www.ecoisonline.org7 The Economist, 21 April 2012 The Economist, 29 March 2014
  8. 8. www.ecoisonline.org8 Technology Trigger Peak of Inflated Expectations Trough of Disillusionment Slope of Enlightenment Plateau of Productivity time expectations Plateau will be reached in: less than 2 years 2 to 5 years 5 to 10 years more than 10 years obsolete before plateau As of July 2012 Student Retention CRM Quantum Computing Campus App Store BPO Affective Computing SIS International Data Interoperability Standards Big Data Open-Source SIS Wireless aaS MOOC Learning Stack Gamification Social Software Standards BYOD Strategy Adaptive Learning Digital Preservation of Research Data COBIT User-Centric IAM Mobile-Learning Low-Range/Midrange Handsets Web-Based Office Productivity Suites Cloud HPC/CaaS Open-Source Middleware Suites EA Frameworks Social Learning Platform for Education Open-Source Financials Mobile-Learning Smartphones ITIL E-Textbook Cloud Email for Staff and Faculty Hosted Virtual Desktops Virtual Environments/Virtual Worlds Open-Source Learning Repositories Lecture Capture and Retrieval Tools Emergency/Mass Notification Services Media Tablets SaaS Administration Applications Enterprise Architecture IT Infrastructure Utility Unified Communications and Collaboration Intellectual Property Rights and Royalties Management Software 802.11n Game Consoles as Media Hubs E-Portfolios Social Media in Education Mashups Open-Source Portals Self-Publishing Service-Oriented Architecture Organization-Centric IAM Student Enrollment CRM IT Hype Cycle for Education
  9. 9. Bottom line www.ecoisonline.org9
  10. 10. www.ecoisonline.org10
  11. 11. "Understanding its wealth; building up new horizons“ 1/2 www.ecoisonline.org11  With the proper policy resolutions Suriname can become a respected innovator  Lack of a strong innovation climate is a key area that negatively impacts Suriname’s economic development  It is time for Suriname to set forth to understand its wealth, and to introduce technology and knowledge in its economy as means to build up new horizons
  12. 12. "Understanding its wealth; building up new horizons“ 2/2 www.ecoisonline.org12  The country needs to create value on the extractive sector, making use of knowledge and technology to develop new industries, innovative products, pioneering processes and higher standards  Apply "high tech" in all sectors  Grow the "make industry"  Maintain a healthy balance of resource exploitation
  13. 13. The state of education 1/3 www.ecoisonline.org13 Persons (15+ ages) by type of highest completed formal education ABS Census 2012 (update June 2014) No, 6.4% KLO, 0.8% GLO/BO, 23.8% VOJ, 36.1% IMEAO / NATIN / AMTO, 6.5% Kweekschool, 3.6% VWO/HAVO, 5.0% HBO, 4.0% Universitair, 3.3% Unknown, 7.3% No answer, 3.3%
  14. 14. Home, 15.5% Work, 2.0% Combi home-work, 2.7% School, 0.5% Combi home-school, 0.3%Cybercafé, 2.2% Combi home-cyber, 0.3% Home of family/friends, 0.3% Hotspots, 2.7% Combi home-hotspots, 0.5% Other combi's, 2.1% Does not know, 0.1% No answer, 0.5% No internet use, 66.9% Unknown, 3.5% The state of education 2/3 www.ecoisonline.org14 Households with at least one member using internet during the last three months by the location of use ABS Census 2012
  15. 15. The state of education 3/3 www.ecoisonline.org15  Computer labs at school (GLO)  Computers at school (GLO) Computer use administration 40% teachers in-service training and class preparation 13% pupils ict-skills 12% pupils group work 8% pupils all courses 3% private 2% other 9% Computer lab use pupils ict-skills 10% teachers in-service training and class preparation 7% pupils all courses 3% other 9% Computers, 49% No computers, 52% Computer lab, 19% No computer lab, 82% BEIP Survey 2013, 200 (pre)primary schools (out of 344, = 58% respons)
  16. 16. Ongoing improvements 1/4 www.ecoisonline.org16  Basic education  “I believe in you”  Pupil oriented  Child-friendly Dreaming and daring, thinking, acting
  17. 17. Ongoing improvements 2/4 www.ecoisonline.org17 BEIP - Basic Education Improvement Program  11 years of Basic Education  Pre-primary, Primary, Junior secondary  Compulsory education  From 7-12 years to 4-15 years  New curriculum framework  Development area: ICT  ICT in learning  ICT in the world (Media literacy)  Information and communication skills  Learning strands  Learning materials
  18. 18. Ongoing improvements 3/4 www.ecoisonline.org18 BEIP - National strategy ict in education (pre-primary & primary)  Actual survey schools and ict  Coherent strategy  Ongoing change processes are leading, ICT is following / supporting  Main goal: ICT to support the learning process  Target group: All children + local communities  Short-term implementation plan  Pilots only  Limited budget
  19. 19. Ongoing improvements 4/4 www.ecoisonline.org19 Pedagogical institutes (Progress, PIs, IOL)  "the new teacher" from October 2017  Entry level: VOS  2 base years  2 specialization years  Challenge: digital didactics  Exit level: Bachelor Technical and Vocational Education and Training (TVET)  Various improvement projects  Junior secondary  Senior secondary
  20. 20. Bottom line www.ecoisonline.org20 +) S.T.E.M. = Science, Technology, Engineering, Mathematics
  21. 21. www.ecoisonline.org21
  22. 22. Four-in-balance 1/2 www.ecoisonline.org22 Source: Kennisnet
  23. 23. Four-in-balance 2/2 www.ecoisonline.org23 Which focus?  Education sector management  School administration  Teacher service  In-service training, Lesson preparation  Media literacy & ict skills  Learning process  Pupil motivation  Pupil performance  Learning process streamlined  Distance learning Source: Kennisnet
  24. 24. The world of content and apps 1/3 www.ecoisonline.org24 Globalization  International cooperation of schools  iEARN  MOOC - Massive Open Online Course  Coursera  Web applications  Google Apps for Education  Open Educational Resources  Wikiwijs  Open repositories  Khan Academy
  25. 25. The world of content and apps 2/3 www.ecoisonline.org25 Localization (to which degree?) 1. Learning goals 2. Learning styles 3. Game patterns 4. Actions 5. Objects 6. Visualisation and sound 7. Language 8. Box and docs 9. No localization Source: BEIP
  26. 26. The world of content and apps 3/3 Localizing a game in 4 steps  www.ecoisonline.org26 Original game from Maas, 2008 - GameMaker4You [NL]; Diepenmaat Uitgeverij & Ontwerpbureau; The Netherlands, 2008; Paramaribo background by A. Fienieg, 1992; localization by Pieter van der Hijden, 2012.
  27. 27. Expertise 1/2 www.ecoisonline.org27  Expertise is needed by  Managers  Teachers  Staff  In case of teachers:  Technological Pedagogical Content Knowledge (TPACK)  Or Digital didactics (for short)
  28. 28. Expertise 2/2 Knowledge management has to be organized according to the knowledge pyramid www.ecoisonline.org28
  29. 29. Bottom line www.ecoisonline.org29 Source: Kennisnet
  30. 30. www.ecoisonline.org30
  31. 31. Class, school and community www.ecoisonline.org31 Class  Projector (digital board)  1-2 computers School  Building, Electricity, Internet connection  Hardware  Computer lab, Local network  Software  VLE, General and specific content and apps  Support staff Community  Parents and local community  Inter-school communication  Inter-community communication Alalapadu, 20 children: No school, No electricity, No water, No telecommunications, No qualified teacher Source: IGSR, 2012
  32. 32. Bottom line www.ecoisonline.org32
  33. 33. www.ecoisonline.org33
  34. 34. Connect the schools www.ecoisonline.org34  Start network of schools today  Enable cheap internet anywhere  Bring every school (and local community) online ASAP
  35. 35. Explore the world www.ecoisonline.org35  Start BEIP pilots ASAP  Consolidate results from other pilots  Extend national policy on ict in primary education to secondary and tertiary as well  Organize pre-service and in- service training in digital didactics, adult education and distance education  Facilitate educational research and annual survey (compulsory and including VOJ and VOS too)
  36. 36. Develop Suriname www.ecoisonline.org36  Implement national policy on ict & education  Organize massive adult education (Incentives?)  Accelerate education reform
  37. 37. Bottom line www.ecoisonline.org37
  38. 38. www.ecoisonline.org38
  39. 39. Websites www.ecoisonline.org39  ABS - Algemeen Bureau voor de Statistiek in Suriname; http://www.statistics- suriname.org/  BEIP - http://www.minov- beip.org  ECOIS - Suriname Center of Expertise on Education and ICT; http://www.ecoisonline.org  Kennisnet - http://www.kennisnet.nl  4W – Weten Wat Werkt en Waarom; Kennisnet; http://4w.kennisnet.nl/  Wikiwijs; http://wikiwijsleermiddelen plein.nl
  40. 40. Literature  Dorpsplan Alalapadu 2011-2014; IGSR.  Four in Balance Monitor 2012; ICT in Dutch primary, secondary and vocational education; Kennisnet, 2012  Four in Balance Monitor 2013; ICT in Dutch primary, secondary and vocational education; Kennisnet, 2013  National policy and strategy on ict in education; MINOV/BEIP, 2014  Resultaten achtste volks- en woningtelling in Suriname; Algemeen Bureau voor de Statistiek in Suriname; 2013; update June 2014 based on personal communication with ABS  Volume 1 - Demografische en sociale karakteristieken en migratie  Volume 2 - Onderwijs, werkgelegenheid en vervoer, vruchtbaarheid en sterfte, gezondheid en sport  Volume 3 - Huishoudens, woonverblijven, gezinnen, milieu en criminaliteit  Rise of the robots; a 14 page special report; The Economist; 29 March 2014  Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education; Peter Senge et al.; Crown Business, 2012  Strategic plan for distance education at the Anton de Kom University of Suriname; Pieter van der Hijden; CUPIDE – Caribbean Universities Project for Integrated Distance Education, 2005  Suriname National Technology Project; Understanding its wealth; building up new horizons; C. César Yammal et al.; i.o.v. ATM 2007; IDB TC 0201056  Technisch voorstel: proefproject bijscholing leerkrachten binnenland via modern afstandsonderwijs; Pieter van der Hijden en Ton Wolf; ECOIS, 2010.  The cloud and higher education; Bob Gill; Gartner; 2012  The Fifth Discipline: The Art & Practice of The Learning Organization; Revised and updated edition; Peter Senge; Doubleday, 2006  The third industrial revolution; a 14 page special report; The Economist; 21 april 2012  What is technological pedagogical content knowledge? M. J. Koehler & P. Mishra; Contemporary Issues in Technology and Teacher Education, 9(1), 60-70, 2009 www.ecoisonline.org40
  41. 41. Credits www.ecoisonline.org41  Inputs and critical reflection  Marco Ligtvoet (ECOIS, CPI)  Dereyl Wazir (MINOV/BEIP)  Telecommunicatie Autoriteit Suriname (personal correspondance)  ABS actual statistics
  42. 42. Bottom line www.ecoisonline.org42 The members of the ECOIS-team are Pieter van der Hijden, Marco Ligtvoet and Lucenda Plet (info@ecoisonline.org)
  43. 43. Thank you for your attention! Pieter van der Hijden pvdh@sofos.nl www.ecoisonline.org43 2014 Pieter van der Hijden, Sofos Consultancy and ECOIS – 2014 - This work is licensed under a Creative Commons Attribution 3.0 Unported License. Update 15 July 2014

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