This document discusses integrating information and communication technologies (ICT) into education. It covers the following key points in 3 sentences: 1. Society is evolving from an information society to a knowledge society, where knowledge can promote justice and democracy. ICT can help build the knowledge society by allowing information to be shared but true knowledge must be constructed. 2. Education should focus on learning to know through accessing knowledge with ICT, learning to do through developing new skills with ICT, learning to live together through new communication technologies, and learning to be by developing personally in the knowledge society. 3. Trends in ICT that will impact education include the shift to networks and collective intelligence, the rise of e-

1. Decision Making
for Integrating ICT into Education
Prof. Bernard Cornu
(Professor Bernard Cornu, Directeur de la Formation –
CNED, France)
Muenchenwiler, 10 October 2014

2. Summary:
1. Society is evolving
2. Education
3. Trends in ICT
4. Competencies
5. The school of the future
6. Institutionalisation
7. Learning systems management

3. 1. Society is evolving
Information: Facts, comments, opinions,
expressed through words, images, sounds...
It can be stored, circulated...
Knowledge: The output of the reconstruction
of information by a person, according to his/her
history and context. It depends on the person.

4. Information society: A society in which information
is a good that one can exchange, buy, sell, store,
transport, process. The society of the digital divide.
Knowledge society: A human society, in which
knowledge can bring justice, solidarity, democracy,
peace... A society in which knowledge is a force for
changing society. A society which should provide
universal and equitable access to information.

5. Information can be transmitted,
knowledge must be acquired, constructed.
Integrating ICT in order to build the knowledge
society.

6. 2. Education.
The "four pillars" (Jacques DELORS, 1996):
Learning to know
Learning to do
Learning to live together
Learning to be

7. Integrating ICT in order to build the Knowledge
Society
•Learning to know
ICT and Knowledge, accessing Knowledge
•Learning to do
New capacities, do through ICT
•Learning to live together
New communication, the « e-citizen »
•Learning to be
… in the knowledge society; personal development

8. 3. Trends in ICT
Not a matter of technology, but some fundamental
trends:
Networks
Collective intelligence
E-Learning
Ethics

9. Networks:
• A set of "nodes" (points, information, people...) and
"edges" (links...)
• Complex networks
• The "world wide web"
• From "trees", "pyramids", to networks..
• In a network, many different possible paths from one
point to another
• Network: interactive, evolutive
• Sub-networks, network of networks...
• Circulate in a network
• Changes in hierarchies

10. From pyramid to network…
Networks

11. Networks
• A set of "nodes" (points, information, people...) and
"edges" (links...)
• Complex networks
• The "world wide web"
• From "trees", "pyramids", to networks..
• In a network, many different possible paths from one
point to another
• Network: interactive, evolutive
• Sub-networks, network of networks...
• Circulate in a network
• Changes in hierarchies

12. Collective intelligence
• communication
• collaboration
• collective competencies
• collective memory
• collective intelligence
• an aim for education: build a collective intelligence

13. e-Learning
From "CAL" to distance-learning -->
then e-Learning
• not only technology, but a new conception of
teaching, training, learning
• Managing differently time and space
• Internet and virtuality
• individualisation and collaboration
• Interactivity: interactive content
interactive tutoring
« Blended learning »

14. Ethical questions
• ICT and "Education for all"
• Digital divide and divides in education
• globalization
• commercialisation of education
• property rights, cyber-crime, privacy...

15. 4. Competencies
New competencies
Always more… or core competencies?
The « Common European Framework »
Ability to evolve
Permanent ability to increase one’s competency;
the "derivative" of competency!

16. 5. The school of the future
The OECD scenarios
“Schooling for tomorrow: what Schools for the
future?”, CERI, OECD, 2001
"status-quo" extrapolated
"re-schooling"
"de-schooling"

17. "status-quo" extrapolated
1. Robust bureaucratic school systems
status-quo, bureaucracy, uniformity, resistance to
change
ICT: used, but not integrated
ICT may lead to the end of the "status-quo" (together
with the lack of teachers)

18. "status-quo" extrapolated
2. Extending the market model
dissatisfaction, the « market law »: demand driven,
diversification, new providers and professionals,
“cyber-training”, inequality, competition
ICT: A tool for training
ICT exploited
ICT and competition

19. "re-schooling”
3. Schools as core social centres
education, a public good; schools: centres of
community, equity, citizenship
ICT: for communication between partners, in and out
of school
ICT: a tool for citizenship

20. "re-schooling”
4. Schools as focused learning organisations
(centred on « knowledge » rather than « society »),
competence development; innovation; research and
development
ICT widely exploited
ICT integrated in teaching and learning
ICT: a tool for learning, analysis, communication

21. "de-schooling”
5. Learner networks and the network society
dissatisfaction of school systems, cooperative
networks, home schooling, no reliance on teachers
ICT for networking
ICT and independency from time and space

22. "de-schooling”
6. Teacher exodus - the meltdown scenario
School systems disintegrated, status-quo + lack
of teachers
ICT to replace teachers
Companies involved in ICT in education

23. Variables and commands:
• Attitude and expectation towards schools
• Mission and objectives of schools
• Organization and structures
• Geopolitical dimension
• Teachers

24. 6. Institutionalisation
The process of institutionalisation
Research
Innovation
“good practice”
Decision makers
Actors « Experts »
(the High Level Seminar)

25. 7. Learning systems management
(“Management et sciences cognitives”, Alain Bouvier, 2004, “Que sais-je ?, PUF, Paris)
From Taylorism
--> "human resources”
--> "quality insurance”
--> project management
--> networks & "learning systems”
artificial intelligence
--> cognitive sciences
--> collective and system intelligence

26. A system may have an intelligence
collective intelligence
collective learning (a process at the system level)
collective memory
Structuring a system in order to make it a "learning
system"

27. Managing a learning system:
- ensure retroactions and feedback with teams and
sub-systems; reengineering, benchmarking
- increase internal cooperation
- make the work more reflexive
- create a collective intelligence

28. HARD
SOFT
META

29. HARD
SOFT
META
(intelligence, intellectual added value, coherence…)
(Equipment, structures, ICT, personnel…)
(competences, qualification, training…)

30. From piloting to "governance":
- involve actors; humanism; democracy; collective
intelligence
- reconsider authority, hierarchy, bureaucracy:
network
A learning society should be managed through
"intelligence"

31. Thank you…
bernard.cornu@inrp.fr