The document discusses two case studies of ICT integration in teacher education programs in Kenya and Vietnam. In Kenya, the Kenya Technical Teachers College developed an active learning center with 68 networked computers and documentation resources to support an educational management program. In Vietnam, the Institute of Management and Information Technology supported ICT integration in 17 schools through resource centers with networked computers and an ICT library. Both programs provided ICT skills training and sought to integrate ICT into their teacher education curricula, with differing approaches due to cultural and resource differences. The document emphasizes that successful ICT integration depends on understanding local cultural contexts.

1. Different cultures make very different use of ICT 2 case studies on the integration of ICT in teacher education

2. ICT, Development & Education And what happens to traditional concepts of classrooms and teaching when we can now learn anything, anywhere, anytime?...In this new interactive Web world, I have become a nomadic learner; I graze on knowledge. I find what I need when I need it... How, as educators and learners, did we respond? Will Richardson (2006)

3. LRC (Kenya) An educational management programme was to be taught using flexible modes and innovative methods through the development of an “active learning centre”

5. KTTC department for ICT integration and open learning LRC embodies 3 ICT Units comprising of 68 networked computers next to a large Documentation Unit and working space http://www.kttc.ac.ke/

6. KTTC department for ICT integration and open learning Integration of ICT in teacher education: ICT integration in the curriculum ICT infusion in the open learning manuals ICT exposure in the LRC ICT in education training packages ICT knowledge management competencies ICT support to distance education

8. Open, distance & eLearning Higher Diploma in Educational Management (HDEM) Competency based curriculum Modular (3) approach Integration of ICT in 16 courses Infusion of HIV/AIDS in each course

9. IMIH (Vietnam)

10. IMIH (Vietnam) Support the process of implementing ICT in 17 schools of Hanoi: Kindergartens Primary schools Lower secondary schools Vocational schools

11. IMIH Resource Centers RC2: March 2004, 26 networked computers RC3: March 2006, 24 networked computers, an ICT library and working space

12. Capacity Building Programme ‘Three-in-one’ ICT skills E4ICT ICT teachers’ toolkit

13. Capacity building programme 6 basic ICT skills courses (444 participants) 4 Advanced ICT skills courses (105 participants) 3 English courses (174 participants) + Workshops with Belgian advisors: E.g. Peter Van Gils on digital pics Ludo Heylen in IC3 workshop

15. IMIH http://hanoict.blogspot.com/ http://www.hrctem.org/ http://www.glsdewissel.be/etwinning/

16. Some findings and lessons learned

17. Some findings and lessons learned Integrate ICT in all subjects Focus on Information AND Communication AND Technology Learn to understand the different ways to use ICT

18. 4 ICT Development Stages S 1: Discovering ICT tools and their general functions and uses S 2: Learning how to use ICT tools , and beginning to make use of them in different disciplines S 3: Understanding how and when to use ICT tools to achieve a particular purpose S 4: Specialising in the use of ICT tools to become specialists

19. The use of ICT in 5 different forms ICT as an object of study (Learning ABOUT the computer) ICT as a study tool (Learning WITH THE AID of a computer) ICT as an instructor (Learning FROM the computer) ICT as an open aid (Learning WITH the computer) ICT as a means of communication ( Connectivism )

20. ICT as part of the learning process AN OBJECT The aim is computer literacy AN ASPECT E.g. computer-aided design A MEDIUM To support the teaching/learning process

21. A Learning Resource Centre An agent of change A learning community A network of people conducive, well-managed, well-resourced

22. ICT skills training Kenya: CD-Rom + self study Vietnam: not available

23. The Internet Kenya: Internet driving force to learn more ICT skills Exemplary integrators of ICT with limited set of ICT skills Own experimental discoveries

24. Software Vietnam: Wealth of info not accessible Advanced software skills Animations and simulations

25. Active learning VIETNAM: Visual stimulation, games, competitions, songs KENYA: Internet research, webquest

26. Distance learning Kenya: long history with distance education, from correspondence courses E-learning

27. Distance education Vietnam: huge potential for e-learning

28. M-Learning Vietnam: electronic gadgets Kenya: mobile phones = learner support

29. Working in a cross-cultural context Cultural imperialism Not all people thinks the same way Learning has many dimensions Context is central

30. Conclusion Different cultures make very different use of ICT

31. Thank you! A mind is like a parachute. It doesn’t work if it’s not open. (Frank Zappa) FOR MORE INFORMATION... http://hanoict.blogspot.com/