EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
TUGAS KELOMPOK 4 (Good Practice in ICT for Education)kelompoklim5
This document discusses the benefits of investing in information and communication technologies (ICT) for education. ICT has the potential to improve education quality and access, making knowledge more widely available. While some developing countries have used ICT initiatives to increase teacher training and classroom resources, evidence of higher student achievement is still limited. However, ICT allows access to new information and supports student-centered learning. Investing in ICT for education can help developing countries reform their education systems to develop skilled workforces and compete globally. The document provides guidance on incorporating ICT into education policy, strategic planning, teacher training, and school-level implementation.
The Cabinet Secretary for Education in Kenya gave the keynote address at the 2014 International E-Learning Innovations Conference. He discussed Kenya's efforts to integrate technology and e-learning into education to improve access, equity, and quality. Some initiatives included providing laptops to primary students, connecting schools to electricity, developing digital curricula, and training teachers in technology integration. However, challenges remain around connectivity, device costs, software expenses, and teacher professional development. The Secretary called for partnerships to help Kenya further adopt e-learning and keep pace with global advances in educational technology.
1) The document summarizes a teacher training meeting on ICT tools for inclusion.
2) It defines inclusion as ensuring people with disabilities can fully participate in society, and notes ICT can promote equity in education.
3) The document discusses how ICT and e-learning can enhance learning for all students, including those with special needs, by facilitating personalized and self-paced instruction that boosts skills like critical thinking.
This document discusses various Open Educational Resource (OER) initiatives in India. It describes initiatives by the University Grants Commission - Consortium for Educational Communication (UGC-CEC) which produces educational television programs and content. The National Mission on Education through Information and Communication Technology (NME-ICT) aims to leverage ICT to enhance access, equity and quality in higher education. The National Programme on Technology Enhanced Learning (NPTEL) is a joint initiative of IITs and IISc which provides free online courses in engineering, science and other subjects.
The document discusses ICT education in Malaysia. It outlines how the Malaysian government introduced various initiatives since 1966 to promote ICT usage and improve industry and education. Key goals included developing a technology literate workforce for the 21st century global economy as outlined in Malaysia's Vision 2020 plan. The government implemented strategies like providing computer labs in schools, teacher training, and promoting e-learning to reduce the digital divide. The Ministry of Education also formulated policies to guide the use of ICT for students, in subjects, and for management systems.
Author: Olimpius Istrate.
Driven by socio-economical dynamics and supported by several national programmes aiming to increase the access to ICT equipments and to quality eContent, Romanian education institutions began to include 15 years ago new technologies in their development agenda. Several initiatives are trying to keep up with the European and global eLearning trends, principles and actions, focusing on the acquisition of IT equipment and their administrative usage and shifting towards an appropriate education software integration and human resource training.
This document discusses educational technology and the learning society towards 2020. It introduces learning and educational technology and examines what a learning society entails. It outlines Finland's strategy for learning and competence in 2020 which focuses on learning through information, building national intellectual capital, enhancing education and training, strengthening teaching personnel's competence, and creating a thriving learning community. It also discusses a report on the competence needs of learning networks in tomorrow's Finland and questions what skills will be required for network-based work and how competencies will develop.
EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
TUGAS KELOMPOK 4 (Good Practice in ICT for Education)kelompoklim5
This document discusses the benefits of investing in information and communication technologies (ICT) for education. ICT has the potential to improve education quality and access, making knowledge more widely available. While some developing countries have used ICT initiatives to increase teacher training and classroom resources, evidence of higher student achievement is still limited. However, ICT allows access to new information and supports student-centered learning. Investing in ICT for education can help developing countries reform their education systems to develop skilled workforces and compete globally. The document provides guidance on incorporating ICT into education policy, strategic planning, teacher training, and school-level implementation.
The Cabinet Secretary for Education in Kenya gave the keynote address at the 2014 International E-Learning Innovations Conference. He discussed Kenya's efforts to integrate technology and e-learning into education to improve access, equity, and quality. Some initiatives included providing laptops to primary students, connecting schools to electricity, developing digital curricula, and training teachers in technology integration. However, challenges remain around connectivity, device costs, software expenses, and teacher professional development. The Secretary called for partnerships to help Kenya further adopt e-learning and keep pace with global advances in educational technology.
1) The document summarizes a teacher training meeting on ICT tools for inclusion.
2) It defines inclusion as ensuring people with disabilities can fully participate in society, and notes ICT can promote equity in education.
3) The document discusses how ICT and e-learning can enhance learning for all students, including those with special needs, by facilitating personalized and self-paced instruction that boosts skills like critical thinking.
This document discusses various Open Educational Resource (OER) initiatives in India. It describes initiatives by the University Grants Commission - Consortium for Educational Communication (UGC-CEC) which produces educational television programs and content. The National Mission on Education through Information and Communication Technology (NME-ICT) aims to leverage ICT to enhance access, equity and quality in higher education. The National Programme on Technology Enhanced Learning (NPTEL) is a joint initiative of IITs and IISc which provides free online courses in engineering, science and other subjects.
The document discusses ICT education in Malaysia. It outlines how the Malaysian government introduced various initiatives since 1966 to promote ICT usage and improve industry and education. Key goals included developing a technology literate workforce for the 21st century global economy as outlined in Malaysia's Vision 2020 plan. The government implemented strategies like providing computer labs in schools, teacher training, and promoting e-learning to reduce the digital divide. The Ministry of Education also formulated policies to guide the use of ICT for students, in subjects, and for management systems.
Author: Olimpius Istrate.
Driven by socio-economical dynamics and supported by several national programmes aiming to increase the access to ICT equipments and to quality eContent, Romanian education institutions began to include 15 years ago new technologies in their development agenda. Several initiatives are trying to keep up with the European and global eLearning trends, principles and actions, focusing on the acquisition of IT equipment and their administrative usage and shifting towards an appropriate education software integration and human resource training.
This document discusses educational technology and the learning society towards 2020. It introduces learning and educational technology and examines what a learning society entails. It outlines Finland's strategy for learning and competence in 2020 which focuses on learning through information, building national intellectual capital, enhancing education and training, strengthening teaching personnel's competence, and creating a thriving learning community. It also discusses a report on the competence needs of learning networks in tomorrow's Finland and questions what skills will be required for network-based work and how competencies will develop.
This document summarizes the use of Universal Service Funds (USF) to expand broadband access and connected learning initiatives. It provides examples from Turkey where USF revenues from telecom operators have been used to fund over 3000 public internet access centers, connect all schools to broadband, and provide laptops to over 21,000 schools. A case study highlights Portugal's use of USF to subsidize broadband and computers to students and underserved populations. The document advocates that USF traditionally used for basic voice can also enable data and connected services to support education, healthcare and other applications.
The ICT Policy 2009 aims to expand access to and use of ICT in Bangladesh to support education, research, and overall development goals. Key objectives include using ICT to establish transparent e-government, develop skilled human resources, promote social equity and universal access to services. Current initiatives in education and research include establishing computer labs in schools, providing digital textbooks and training teachers in ICT skills. Realizing the full potential of ICT requires addressing challenges like ensuring reliable energy and building out digital infrastructure, as well as promoting collaboration between academia and industry.
Ict policy in education and research presented by titas sarkerTitas Sarker
The ICT Policy 2009 aims to expand access to and use of ICT in Bangladesh to support education, research, and overall development goals. Key objectives include using ICT to establish transparent e-government, develop skilled human resources, promote social equity, and support the national goals of becoming a middle-income country by 2021. The policy focuses on using ICT in education through computer labs, digital textbooks, and teacher training. It also aims to create a research network and boost ICT education at universities. Realizing this vision faces challenges including reliable energy, intellectual property protection, and developing digital infrastructure and services.
The document summarizes a project to provide 3,607 elementary school children and 156 teachers in Caacupé, Paraguay with XO laptop computers. The project aims to reduce the digital divide in Paraguay and improve educational outcomes. An NGO will implement the project over 12 months with US$300,000 from the IADB and US$900,000 in local funding. Components include teacher training, maintaining and securing the laptops, and evaluating the impact on learning. The project expects to transform learning and help bridge the digital divide between higher and lower income children.
The Central Institute of Educational Technology (CIET) was established in 1984 by the Ministry of Human Resources Development of India under the National Council of Educational Research and Training. CIET was formed by merging two NCERT departments to make new media technologies available for school education. CIET designs educational media programs, trains educators in educational technology, and coordinates activities with state institutes to promote the use of mass media in expanding and improving school education quality.
iHub's Presentation for the Swedish - Kenya ICT ConferenceihubNairobi
The document outlines The Entrepreneur and The Enterprise by Jimmy Gitonga and discusses iHub's mission to catalyze the tech community by connecting people, supporting startups, and surfacing information. It notes opportunities in Africa including a young population that will need jobs, consumerization of enterprise services going mobile, personal clouds allowing work from anywhere, and using big data and analytics for citizen engagement. The notes emphasize Africa's growing mobile access and how ICT is becoming the entry point for technology as an industry and economic environment on the continent.
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysia. It outlines the Malaysian Smart School Project which aims to systematically reinvent teaching practices and school management to prepare students for the Information Age. The main goals of the project are to democratize education, produce critical thinkers, provide well-rounded student development, increase stakeholder participation, and cultivate lifelong learning based on ICT skills. The document also discusses advantages and disadvantages of using ICT tools for education, and strategies to address challenges like the need for infrastructure upgrades, teacher training, and technical support.
Kyambogo University in Uganda has established an Open, Distance and e-Learning (ODeL) center to expand access to teacher education. ODeL offers a Bachelor of Education degree through distance learning using resources like online modules, email and limited face-to-face support. The program is funded through a partnership between the African Virtual University and the African Development Bank. It aims to increase the number of qualified teachers through convenient, flexible education and support Uganda's goal of universal secondary education. The distance program faces challenges regarding infrastructure, cost and learner support but shows promise in improving teacher education.
The document discusses various educational technology initiatives in India, including learning resource centers, state resource centers, satellite instructional television experiments, the educational satellite EDUSAT, audio visual resource centers, the UGC consortium for educational communication, the centre for development of imaging technology, and the IT@School project. It provides details on the objectives, activities, advantages and disadvantages of these different programs aimed at enhancing education through technology.
This document discusses national strategic objectives for teacher development in South Africa. It aims to improve the quality of basic education by focusing on improving teaching quality, conducting student assessments, strengthening early childhood education, and ensuring accountability. Teacher development will be intensified to prepare educators for curriculum changes. Infrastructure improvements through the Accelerated Schools Infrastructure Delivery Initiative are also discussed as important for providing a conducive learning environment. The strategic priorities are outlined as involving stakeholders, ensuring coordination between national and provincial governments, and safeguarding student and teacher well-being.
OER Africa – An Introduction (Kenya Methodist University, Meru) October 2009 PiLNAfrica
OER Africa is a project headquartered in Nairobi that aims to promote open educational resources (OER) in Africa. It was established by SAIDE to connect academics across the continent and develop, share, and adapt OER to meet higher education needs. OER Africa receives seed funding from the Hewlett Foundation and runs various projects across Africa using local experts. Its vision is for vibrant African education systems built on open sharing of intellectual capital, and its mission is to establish networks of African OER practitioners through collaboration and capacity building.
The Educational Multimedia Resource Centre (EMMRC) was established by the University Grants Commission to produce educational video and multimedia content. It has a large studio facility and produces over 2,000 video lectures and e-learning materials annually based on UGC curriculum. This content is broadcast on educational television channels and streamed online, reaching over 25 million students. The EMMRC conducts research and provides training to improve the quality of its educational programming and resources.
The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Literacies and multiliteracies in Early Childhood TeachingRo75Ki76
Literacy is more than just reading and writing, and involves making meaning from various modes like visual and audio. As society and technology change, literacy has become increasingly multimodal. Teachers must broaden their understanding of literacy to recognize how children make meaning from different modes. To do so, teachers should build partnerships with families to understand children's home literacy practices and design learning experiences that connect to students' daily lives. This will help students transfer their skills between classroom and real world contexts.
The dissertation examines an integrated visual arts and language arts curriculum in a middle school classroom from the perspectives of four students, their teacher, and the researcher. It explores how underserved middle school students engage with and perceive literacy studies and visual arts learning through classroom observations, interviews, and analysis of student work. The study aims to understand how an integrated curriculum approach impacts student learning and perceptions of the two subject areas.
This document discusses different theoretical frameworks for understanding the concept of "information". It summarizes Buckland's matrix that categorizes information into tangible/intangible and entity/process. The document then examines various perspectives on understanding information as a thing, process, and knowledge. It outlines quantitative and qualitative models of information as process, and discusses views of information as knowledge.
University of Kentucky's First Dual Credit Partnership Proposal to Undergradu...University of Kentucky
With the UK Senate Rules amended to allow for dual credit partnerships, Dr. Ben Withers successfully moved the very first one - Fayette County Public Schools dual credit agreement - through Undergraduate Council on 18 June 2013, and it was approved (see more at the UK Undergraduate Education website, http://www.uky.edu/UGE/DualCredit)
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
This document summarizes the use of Universal Service Funds (USF) to expand broadband access and connected learning initiatives. It provides examples from Turkey where USF revenues from telecom operators have been used to fund over 3000 public internet access centers, connect all schools to broadband, and provide laptops to over 21,000 schools. A case study highlights Portugal's use of USF to subsidize broadband and computers to students and underserved populations. The document advocates that USF traditionally used for basic voice can also enable data and connected services to support education, healthcare and other applications.
The ICT Policy 2009 aims to expand access to and use of ICT in Bangladesh to support education, research, and overall development goals. Key objectives include using ICT to establish transparent e-government, develop skilled human resources, promote social equity and universal access to services. Current initiatives in education and research include establishing computer labs in schools, providing digital textbooks and training teachers in ICT skills. Realizing the full potential of ICT requires addressing challenges like ensuring reliable energy and building out digital infrastructure, as well as promoting collaboration between academia and industry.
Ict policy in education and research presented by titas sarkerTitas Sarker
The ICT Policy 2009 aims to expand access to and use of ICT in Bangladesh to support education, research, and overall development goals. Key objectives include using ICT to establish transparent e-government, develop skilled human resources, promote social equity, and support the national goals of becoming a middle-income country by 2021. The policy focuses on using ICT in education through computer labs, digital textbooks, and teacher training. It also aims to create a research network and boost ICT education at universities. Realizing this vision faces challenges including reliable energy, intellectual property protection, and developing digital infrastructure and services.
The document summarizes a project to provide 3,607 elementary school children and 156 teachers in Caacupé, Paraguay with XO laptop computers. The project aims to reduce the digital divide in Paraguay and improve educational outcomes. An NGO will implement the project over 12 months with US$300,000 from the IADB and US$900,000 in local funding. Components include teacher training, maintaining and securing the laptops, and evaluating the impact on learning. The project expects to transform learning and help bridge the digital divide between higher and lower income children.
The Central Institute of Educational Technology (CIET) was established in 1984 by the Ministry of Human Resources Development of India under the National Council of Educational Research and Training. CIET was formed by merging two NCERT departments to make new media technologies available for school education. CIET designs educational media programs, trains educators in educational technology, and coordinates activities with state institutes to promote the use of mass media in expanding and improving school education quality.
iHub's Presentation for the Swedish - Kenya ICT ConferenceihubNairobi
The document outlines The Entrepreneur and The Enterprise by Jimmy Gitonga and discusses iHub's mission to catalyze the tech community by connecting people, supporting startups, and surfacing information. It notes opportunities in Africa including a young population that will need jobs, consumerization of enterprise services going mobile, personal clouds allowing work from anywhere, and using big data and analytics for citizen engagement. The notes emphasize Africa's growing mobile access and how ICT is becoming the entry point for technology as an industry and economic environment on the continent.
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysia. It outlines the Malaysian Smart School Project which aims to systematically reinvent teaching practices and school management to prepare students for the Information Age. The main goals of the project are to democratize education, produce critical thinkers, provide well-rounded student development, increase stakeholder participation, and cultivate lifelong learning based on ICT skills. The document also discusses advantages and disadvantages of using ICT tools for education, and strategies to address challenges like the need for infrastructure upgrades, teacher training, and technical support.
Kyambogo University in Uganda has established an Open, Distance and e-Learning (ODeL) center to expand access to teacher education. ODeL offers a Bachelor of Education degree through distance learning using resources like online modules, email and limited face-to-face support. The program is funded through a partnership between the African Virtual University and the African Development Bank. It aims to increase the number of qualified teachers through convenient, flexible education and support Uganda's goal of universal secondary education. The distance program faces challenges regarding infrastructure, cost and learner support but shows promise in improving teacher education.
The document discusses various educational technology initiatives in India, including learning resource centers, state resource centers, satellite instructional television experiments, the educational satellite EDUSAT, audio visual resource centers, the UGC consortium for educational communication, the centre for development of imaging technology, and the IT@School project. It provides details on the objectives, activities, advantages and disadvantages of these different programs aimed at enhancing education through technology.
This document discusses national strategic objectives for teacher development in South Africa. It aims to improve the quality of basic education by focusing on improving teaching quality, conducting student assessments, strengthening early childhood education, and ensuring accountability. Teacher development will be intensified to prepare educators for curriculum changes. Infrastructure improvements through the Accelerated Schools Infrastructure Delivery Initiative are also discussed as important for providing a conducive learning environment. The strategic priorities are outlined as involving stakeholders, ensuring coordination between national and provincial governments, and safeguarding student and teacher well-being.
OER Africa – An Introduction (Kenya Methodist University, Meru) October 2009 PiLNAfrica
OER Africa is a project headquartered in Nairobi that aims to promote open educational resources (OER) in Africa. It was established by SAIDE to connect academics across the continent and develop, share, and adapt OER to meet higher education needs. OER Africa receives seed funding from the Hewlett Foundation and runs various projects across Africa using local experts. Its vision is for vibrant African education systems built on open sharing of intellectual capital, and its mission is to establish networks of African OER practitioners through collaboration and capacity building.
The Educational Multimedia Resource Centre (EMMRC) was established by the University Grants Commission to produce educational video and multimedia content. It has a large studio facility and produces over 2,000 video lectures and e-learning materials annually based on UGC curriculum. This content is broadcast on educational television channels and streamed online, reaching over 25 million students. The EMMRC conducts research and provides training to improve the quality of its educational programming and resources.
The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Literacies and multiliteracies in Early Childhood TeachingRo75Ki76
Literacy is more than just reading and writing, and involves making meaning from various modes like visual and audio. As society and technology change, literacy has become increasingly multimodal. Teachers must broaden their understanding of literacy to recognize how children make meaning from different modes. To do so, teachers should build partnerships with families to understand children's home literacy practices and design learning experiences that connect to students' daily lives. This will help students transfer their skills between classroom and real world contexts.
The dissertation examines an integrated visual arts and language arts curriculum in a middle school classroom from the perspectives of four students, their teacher, and the researcher. It explores how underserved middle school students engage with and perceive literacy studies and visual arts learning through classroom observations, interviews, and analysis of student work. The study aims to understand how an integrated curriculum approach impacts student learning and perceptions of the two subject areas.
This document discusses different theoretical frameworks for understanding the concept of "information". It summarizes Buckland's matrix that categorizes information into tangible/intangible and entity/process. The document then examines various perspectives on understanding information as a thing, process, and knowledge. It outlines quantitative and qualitative models of information as process, and discusses views of information as knowledge.
University of Kentucky's First Dual Credit Partnership Proposal to Undergradu...University of Kentucky
With the UK Senate Rules amended to allow for dual credit partnerships, Dr. Ben Withers successfully moved the very first one - Fayette County Public Schools dual credit agreement - through Undergraduate Council on 18 June 2013, and it was approved (see more at the UK Undergraduate Education website, http://www.uky.edu/UGE/DualCredit)
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
This document summarizes current media literacy policies and practices in Finnish schools and discusses challenges and future opportunities. It outlines several key government programs and policies that aim to promote media literacy and ICT skills in education. However, it notes ongoing challenges like inadequate school infrastructure, lack of teacher training, and low use of collaborative learning models. Going forward, it sees opportunities in curriculum reforms that allocate more time to media education and the creation of a new organization called MEKU to centralize media literacy promotion efforts.
This document discusses a workshop on information literacy in education and policy actions, with a focus on the school sector. It provides an overview of information literacy, its importance in education systems and lifelong learning. It recognizes that while some European countries have information literacy strategies, clearly formulated national policies are still needed. The document proposes recommendations for national information literacy development strategies, including establishing European standards, identifying stakeholder roles, and supporting efforts at the local level. It encourages participants to discuss and finalize the recommendations to stimulate further action in developing information literacy.
The aim of this Agency project which ran between 2012 and 2013 was to collect information on the use of ICT for Inclusion – that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
For more information visit the project web area: http://www.european-agency.org/agency-projects/ict4i
Institutional E-Learning Policy Guideline for HEIs_August 15-16 2023_ver 2.0....ssuserb78e291
This document provides an overview of Ethiopia's proposed Institutional E-Learning Policy Guideline for Higher Education Institutions. It includes a situational analysis using a SWOT framework that identifies strengths like available national policies supporting technology-enabled education, as well as weaknesses like limited human and financial resources for e-learning. The document then outlines 10 key components to be included in the guideline, such as governance structure, e-content development, online pedagogy, capacity building, and implementation strategies. Overall, the guideline aims to help higher education institutions effectively integrate e-learning practices to improve accessibility and quality of education.
Evolution of the e-Leaning in the framework of the Word Summit on the Inform...Mohamed Timoulali
Colloque international
"Les innovations des technologies de l’Information et de la Communication et leur intégration dans les pédagogies actives du système éducatif : réflexivité, enjeux et défis »
FACULTE POLYDISCIPLINAIRE - OUARZAZATE
Les 4, 5 et 6 décembre 2014
ICT In Education Teachers Professional Development ToolkitJamie Boyd
This document provides an overview of tools available in an ICT in Education Teachers' Professional Development Toolkit. It includes:
1. An ICT Competency Framework for Teachers based on UNESCO guidelines that defines essential competencies for teacher training.
2. Survey tools to assess current ICT usage and skills among teachers, teacher educators, and ministry personnel.
3. A sample ICT in Education Professional Development Strategy document from Guyana that outlines initiatives to integrate ICT into teacher training at schools, colleges and the ministry level.
The toolkit is designed for countries and institutions looking to develop ICT skills among pre-service and in-service teachers through open educational resources and tailored professional development strategies.
This document summarizes a meeting of the CoSN delegation from the United States with Dutch education leaders. The goal of the meeting was for the US delegation to learn what the Dutch have learned from their experiences using ICT in education, including both successes and challenges. The agenda included presentations on ICT in Dutch education and two specific cases - digital identity management and the use of social media. The overall goal was for the US delegation to gain insights into the Dutch approach to stimulating integration of ICT in education.
1) UNESCO developed the ICT Competency Framework for Teachers to provide guidelines for integrating technology into education systems globally.
2) The framework aims to prepare teachers and students for 21st century skills and knowledge-based societies through six domains: curriculum, pedagogy, ICT skills, administration, teacher training, and policy.
3) Implementing the framework in India faces challenges with coordinating different ministries and organizations, but case studies show growing ICT presence in higher education through initiatives like the National Mission on Education and the National Knowledge Network.
The document provides an overview of the BRIDGE Project, which aims to encourage critical thinking and equality values in primary education through the use of children's literature and digital resources. It discusses the project partners, objectives, and key outputs, which include national reports on information and digital literacy practices in six countries, a classroom resource portal, and online teacher training. The document summarizes findings from the country reports regarding relevant legislation, school curricula, the role of school libraries, and suggested future strategies. It also notes that a survey of 60 educators in England was conducted to inform the project.
The ICT4IAL Project, developed by the European Agency for Special Needs and Inclusive Education, is presented, outlining its aims, objectives and development of guidelines to implement e-accessibility in educational institutions.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
ICT stands for Information and Communications Technology and refers to technologies that are used for communicating and handling information. ICT includes computers, email, the internet, and digital television. Trinidad and Tobago's national ICT policy aims to provide affordable internet access to citizens and maximize innovation. The Ministry of Education recognizes ICT as critical for transforming society and education. Benefits of incorporating ICT in teaching include motivating students and allowing independent learning, while challenges include the digital divide and financial costs.
Resource Centres and Services in Educational Technology- (NME-ICT)DevikaAC
The National Mission on Education through Information and Communication Technology aims to leverage ICT to enhance teaching and learning processes. It seeks to spread digital literacy, develop quality e-content, and provide connectivity to institutions and learners. The Mission will generate e-content, provide online access to experts, and help bridge the digital divide between urban and rural learners in higher education.
Resource Centres and services in educational technology NME-ICTDevikaAC
The National Mission on Education through Information and Communication Technology aims to leverage ICT to enhance teaching and learning processes. It seeks to increase higher education enrollment through connectivity initiatives and content generation. Key objectives include spreading digital literacy, developing quality e-content, and providing connectivity to over 18,000 colleges and universities across the country.
The document summarizes the International Workshop "Information Literacy Development in the School Sector" held in Krakow, Poland on June 8, 2011. The workshop aimed to validate models, standards, and case studies related to information literacy (IL) in schools that were developed as part of the EMPATIC project. Over 30 participants from Poland and abroad discussed various topics regarding IL in K-12 education, including national strategies, teacher training, best practices, and real-world IL initiatives in Polish schools.
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
Validation Report - Vocational Education & Training SectorEmpatic Project
The document provides a summary of a validation workshop for the EMPATIC project regarding information literacy in the vocational education sector in Turkey. The workshop discussed:
- The importance and current state of vocational education and information literacy in Turkey
- Challenges integrating information literacy into the vocational education system in Turkey
- Suggestions for best practices and case studies from other countries that could be applied, including developing an information literacy training database and training more information literacy trainers
- Major issues identified were the lack of awareness of and budget for information literacy and the need for better cooperation between vocational education institutions in Turkey
This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing a mission to mainstream information literacy, a vision of information literate citizens and societies, and goals around awareness, institutionalization, and integrating information literacy into education curricula. It identifies stakeholders and provides examples of strategic actions and standards that could be used to measure performance. The framework is intended to guide the development of more specific information literacy models for different educational sectors.
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
The document describes the scope, purpose and methodology used to identify 20 best practice cases of Information Literacy development initiatives in Europe. It aimed to find programs that illustrated strategic, coherent approaches to IL education across different sectors. Selection criteria included the country, funding source, focus/type, learning sector, literacy area, and range/stakeholders of each initiative. The best cases were meant to exemplify how to change IL policy at the EU level, as currently most activities are ad hoc and fragmented. It was difficult to evaluate initiatives due to lack of complete information, but formal criteria like illustrating the EMPATIC goals and having clear descriptions were used.
Report on Finalised Information Literacy Case StudiesEmpatic Project
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
This document provides an agenda for the Qualitative and Quantitative Methods in Libraries International Conference (QQML2011) taking place from May 24-26, 2011. The conference includes keynote speeches, sessions, and workshops on topics related to qualitative and quantitative research methods in libraries. Sessions will cover areas such as library assessment, bibliometrics, information literacy, human resources, and users and their behaviors. The agenda lists the date, time, chairs, presenters, and titles for each session slotted throughout the three day conference.
The one-day EMPATIC Project International Workshop was held on May 30, 2011 at the National Library of Turkey in Ankara. The program included opening speeches, two keynote speeches on the importance of information literacy and on vocational education and training, breaks, a presentation on the EMPATIC Project, lunch, a workshop on vocational education and information literacy, remarks and an evaluation, and closing. The workshop aimed to discuss topics related to information literacy and vocational education.
The document announces an international workshop on information literacy development in schools to be held on June 8, 2011 in Krakow, Poland. The workshop is part of the EMPATIC project at Jagiellonian University. The day-long workshop will consist of presentations on developing information literacy programs and standards for schools from speakers representing Poland, Turkey, Finland, Great Britain, and Hungary. Topics will include information literacy curriculum, best practices in Europe, and using eTwinning projects and virtual mobility to enhance information literacy in international contexts. The workshop aims to discuss information literacy development in K-12 education.
This document provides information about an international workshop on information literacy policies that was held in Athens, Greece. The workshop aimed to point out the strategic role of methodological approaches in developing information literacy policies. It discussed models of information literacy policies in higher education and selected methodological issues. The workshop also included panels on strategic and interdisciplinary approaches to information literacy skills. Additionally, the document provides background information on the EMPATIC project, which aims to improve perceptions of information literacy among European policymakers and support increased implementation of information literacy in education.
This document summarizes an international workshop on the importance of information literacy in the vocational sector that was held on May 30, 2011 at the Turkish National Library in Ankara, Turkey. The workshop aimed to discuss how information literacy skills can be improved and integrated into vocational education through the EMPATIC project, which is funded by the European Commission to create a framework for exploiting information competency programs. The workshop featured a keynote speech by Professor Dr. Serap Kurbanoglu and was organized by a committee chaired by Professor Dr. Bülent Yılmaz.
The document summarizes an international workshop on developing information literacy in schools. The workshop will discuss goals, strategies, models and methods for improving information literacy among K-12 students. It will highlight examples of good practices from Europe and existing IL standards for schools. The workshop is part of the EMPATIC project funded by the EU to improve perceptions of information literacy, expand piloting of IL programs, and integrate IL into education reform across multiple sectors. The workshop will be held at the Institute of Information and Library Science at Jagiellonian University in Krakow, Poland.
This document provides information about an international workshop on information literacy held in Athens, Greece. The workshop was part of the EMPATIC project, funded by the European Commission to create a framework for effectively utilizing results from lifelong learning programs related to information literacy. The workshop's target groups included stakeholders in adult education, decision makers, librarians, and university professors. It aimed to improve policymakers' understanding of information literacy and help mainstream competencies in all levels of education.
Selected methodological issues in creating the Information Literacy developme...Empatic Project
Paper by Sabina Cisek and Maria Maria Próchnicka
Jagiellonian University Krakow, Poland
The 3rd Qualitative and Quantitative Methods in Libraries International Conference (QQML2011),
Venue: Athens Greece
Date: 24 -‐ 27 May 2011
Metoda studium przypadku w badaniach kultury informacyjnej Empatic Project
Paper presented by: Sabina Cisek and Maria Próchnicka
Instytut Informacji Naukowej i Bibliotekoznawstwa, Uniwersytet Jagielloński w Krakowie
Venue: XI Forum on Scholarly and Technical Information,
Zakopane, Poland
20-23 September 2011
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Empowering Autonomous Learning through Information Competencies
Information
Literacy
in
the
Vocational
Education
&
Training
Sector
Recommendations
to
Policy
Makers
(the
Leonardo
da
Vinci
programme
area)
Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
a
Final
Conference
the
following
recommendations
to
policy
makers
in
the
VET
sector
have
been
identified:
1. National
VET
policies
should
be
developed
and
information
literacy
must
be
a
vital
part
of
these
policies.
2. Awareness
of
IL
should
be
created
for
society,
decision
makers,
politicians
and
users.
In
this
context,
ministries
of
education,
librarians’
associations,
departments
of
information
management
at
universities
and
all
relevant
institutions
should
cooperate
with
each
other.
3. Information
literacy
should
be
integrated
into
the
official
lifelong
learning
programs
of
ministries
of
education.
4. Information
literacy
should
be
integrated
into
the
VET
activities
arranged
by
municipalities,
ministries,
universities
and
the
other
institutions.
In
this
framework,
IL
should
be
connected
to
municipalities
and
ministries.
5. Social
awareness
of
literacy
should
be
included
within
work
culture
and
the
way
employers
view
it;
VET
provides
a
mobile
work
force
and
innovative
economy
within
Europe.
6. In
cooperation
with
library
associations,
Departments
of
Information
Management
and
other
relevant
parties
at
universities
should
organize
projects
and
curriculum
about
information
literacy-‐VET
to
fulfil
the
holistic
education
of
trainers.
7. Educational
content
and
appropriate
materials
related
to
information
literacy
in
VET
should
be
prepared.
8. Courses
should
be
organized
through
cooperation
with
public
libraries
to
provide
people
with
competence
in
information
literacy.
9. Ministries
should
give
appropriate
consideration
and
recognition
to
the
attendance
and
experience
in
education
on
information
literacy
and
VET
when
considering
workers’
careers.
10. Awareness
of
IL
is
necessary
at
all
levels;
national,
local
and
institutional
bodies
must
work
together.
11. Lobbying
for
IL
in
VET
(and
indeed
all
sectors
of
education)
should
be
made
to
national
government
and
EU
politicians.
12. International
projects
and
cooperation
concerning
VET
and
information
literacy
should
be
developed.
13.
Distance
education
possibilities
for
IL
in
VET
must
be
explored
and
fully
utilized.
The
main
purpose
of
the
EMPATIC
recommendations
is
to
stimulate
action
www.empat-ic.eu
Project funded by the European Commission
under the Lifelong Learning Programme