ICT and the Design of Teacher Training Programmes

Workshop in Collaboration with Intel (Philippines):

introducing the eSkwela for Out of School Youth initiative

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Tim Unwin

Workshop Objectives
Understanding good practice in the use of ICT in Teacher Training Knowledge of some recent case studies using ICT for teacher training Reflecting on the use of ICT in teacher learning Applications in the Philippines
Focusing particularly on out of school youth

Tim Unwin

Outline of the Day (morning)

Introductions Challenges in the use of ICT in teacher training Identifying the use of ICT in teacher training Effective use of ICT in teacher training: an African perspective Enhancing practice in the Philippines
Tim Unwin

Outline of the Day (afternoon)

Case studies of ICT in Teacher Training from across the world Training for those involved in the use of ICT for out of school youth Practical reminders - actions to take forward in everyday practice

Tim Unwin

Introductions
Tim Unwin
A geographer by training Led the UK PMs Imfundo initiative in Africa 2001-2004 Launched the ICT4D Collective www.ict4d.org.uk Core interest in the use of ICT for teacher training
Various school governing role Contributed to Masters course at Institute of Education

Yourselves.
Three questions about your neighbour:
Job role Key issue for today Something unusual

Tim Unwin

Presentation 1
Challenges in the use of ICT in education: implications for teacher training

Outline
A focus on challenges Distance education and ICTs Who is education for? ICT4E not E4ICT The importance of blended learning solutions The complex roles of teachers
And the ways that ICTs change these

Pre-Service and In-Service training Teachers and accessibility

Tim Unwin

A focus on challenges
Teacher training is arguably the most important part of the education system
Yet it is often ignored
Remarkably little support in donor activities Has featured surprisingly low in ICT programme priorities

Why?
Not very visible Not well understood

Tim Unwin

A focus on challenges
In 2002, UNESCO estimated that 3 million new teachers were necessary if the MDGs were to be delivered 30,000 untrained teachers are working in Ghanas schools More teachers are dying of HIV/AIDS in Zambia than are being trained What is the situation in the Philippines?
Tim Unwin

Distance education and ICTs

Distance education has therefore often been seen as a solution for teacher training
And ICTs as a means to deliver this

Distance education (Perraton, 2000) can:

Provide trainee teachers with a general education Improve teachers subject knowledge Teach them about children, the curriculum and pedagogy Develop classroom skills (see also UNESCOs Teacher Education Through Distance Learning publications)
Tim Unwin

Distance education and ICTs

But we need to distinguish between education at a distance and the technologies used to deliver it
These are often conflated in the ICT4E literature

ICTs too often interpreted as being merely to do with computers and the Internet
Essential need to focus on blended learning solutions
Combination of text, radio, video, F2F, computers, Internet, multimedia

And to integrate it within local economic, social and political contexts

Tim Unwin

Distance education and ICTs

Distance education often seen as a cheap solution
With ICTs facilitating this

But to deliver distance-based ICTenhanced education effectively is costly

Content Connectivity Tutorial support
Tim Unwin

Who is education for?

Pupils
The easy answer - but only partial

Teachers are also learners Education as a contributor to economic growth

The role of the ICT sector as a growth engine

Communities
The social benefitsof education
Tim Unwin

ICT4E not E4ICT

Most educational ICT programmes have been technology led (E4ICT)
For education to reap the full benefits of ICTs in learning, it is essential that teachers have basic ICT skills and competences (UNESCO, 2002)

But what really are these skills?

What are the minimum skills levels required?

Why do so many expensive computer labs remain empty?

Perhaps not because people dont know how to use them But rather because they cannot see a use?
Tim Unwin

ICT4E not E4ICT

What do teachers really need?
Do they really require expensive courses in Office packages for their teaching?

An understanding of what different technologies can provide in support of their educational objectives
Content - information Networking - communication Bringing together
Knowledge to what can be done Knowledge of what they want to do

Must focus on ICT4E

Tim Unwin

Blended learning solutions

Part of a constructivist model of learning
Shift from didactic to student centred teaching

Most people talk about blended learning

Involving a diversity of media But still focus mainly on computers and the Internet

Need to identify the most appropriate technological solution for each context
Radio and TV Mobile telephony Multimedia digital resources on computers
Tim Unwin

ICTs and teacher roles

Teachers have a multiplicity of roles But ICTs are threatening
Can be technologically complex Digital content is vastly more extensive than a teachers own knowledge Imply a different model of teaching
From teacher to facilitator

Often pupils know more about computers than do teachers

Need to accept concept of sharing learning
Tim Unwin

Pre-service and in-service

Different teacher training systems place different emphasis on pre- and in-service training
Important that ICTs are integrated across the system

General shift to in-service emphasis in affluent countries

Trainee teachers already have subject knowledge through first degrees Linked to lifelong learning ICTs role in supporting continued learning

Tim Unwin

Pre-service and in-service

Teacher training in poorer countries
Often limited ICT resources and capacity Often poor quality prior qualifications

Strong arguments for beginning with pre-service training in these circumstances

Creating infrastructures in teacher training institutions Beginning with younger and sometimes more receptive teachers Using the resources, experiences and sites for CPD and in-service delivery
Tim Unwin

Teachers and accessibility

Accessibility agendas
Essential for Education for All But often ignored in teacher training

ICTs have very significant potential to transform the lives of people with disabilities

Tim Unwin

ICTs and teacher roles

Need for clear change management strategies in introducing ICTs into teacher training
A focus on quality enhancement A shared experience Considerable support networks
Teachers cannot be good at everything!

Certification and salary questions

Importance of incentives
Tim Unwin

Activity 1
Using ICT for teacher training

Action
Line up according to the length of time you have been involved in some way in teacher education Divide lines half way and then pair off from bottom of each half line (!) In pairs, identify the five key issues that you think are of most importance in ensuring the effective use of ICT in teacher training
Please write these down for later collection

Tim Unwin

Feedback
The importance of ICT in teacher training

Effective use of ICT in teacher training depends on:

Tim Unwin

Effective use of ICT in teacher training depends on:

Tim Unwin

Refreshment break

Presentation 2
The effective use of ICT for teacher training: learning from Africa

Outline
Society for Information Technology and Teacher Education overview UNESCO frameworks My own experiences on the ground in Africa
Principles of good practice Applying the principle

Tim Unwin

SITE overview
Three key principles:
Technology should be infused into the entire teacher education programme Technology should be introduced in context Student teachers should experience innovative technology-supported learning environments in their own teacher education programme

Why are these so often ignored? For more information explore http://www.aace.org/site/
Tim Unwin

UNESCO (2002): themes and competences in ICT for TT

Themes Content and culture Leadership and vision Lifelong learning Management of change
Competences Pedagogy
Teaching practices

Collaboration and networking Social issues

IPR Rights and responsibilities

Technical issues as an aspect of lifelong learning

Tim Unwin

UNESCO (2002) framework

Model strategies for incorporating ICTs into teaching
Web-based lessons Cyber guides Multimedia presentations Telecomputing projects Online discussions Quality assurance
Tim Unwin

UNESCO (2002) framework

Essential components to support ICTs in teacher development
Shared vision Access Skilled educators Professional development Technical assistance Content standards and curriculum resources Student-centred teaching Assessment Community support
Tim Unwin

UNESCO (2002) framework

Means of professional development
Strategically supported workshops Reciprocal mentoring International technology transfer Collaborative action research Assistance from the private sector

The importance of having a change management programme in place

Tim Unwin

Sharing African experiences

The computer tragedy Principles of good practice Towards a model for the use of ICT on teacher training Some conclusions

Tim Unwin

The computer tragedy

Vast physical wastage
Hardware underutilised
24/7 principles for sustainability! Glorified typewriters!

Hardware broken or ineffective High costs of Internet access

Huge educational wastage

Insufficient relevant content Multimedia potential underused Networking and interaction ineffective because of lack of connectivity
Tim Unwin

Six Principles of Good Practice

1. Shift from education for ICT to ICT for education

Even the best programmes still focus on giving teachers ICT (=computer) skills No need for long expensive courses in how to use Office packages Training in how to deliver technology enhanced learning
The potential of multimedia Things you cannot do already
Tim Unwin

Six Principles of Good Practice

2. Integrating ICTs across the curriculum
Blending appropriate technologies throughout the curriculum Should not be restricted to a single course Getting the computers into the classroom not a special laboratory

Tim Unwin

Six Principles of Good Practice

3. Combining pre- and in-service initiatives

Need to enhance capabilities and self-esteem of those currently in school

Has driven many recent initiatives School-based teacher development programmes (Kenya, Uganda, Tanzania)

But not all of these have been successful Restricted costs mean that initial delivery can only be partial
A case for beginning with pre-service training And using these resources subsequently to develop inservice initiatives
Tim Unwin

Six Principles of Good Practice

4. Need for relevant locally produced content

Everyone talks about it But not many actually doing it! Why?
Costs of developing good quality multimedia content Lack of expertise

Need to involve users in content creation

Teacher networks of shared practices

Potential of low-cost content solutions

What will the implications of m-learning be? How best to code content so that it is accessible in different ways?
Tim Unwin

Six Principles of Good Practice

5. The need for real partnerships

Complexity of processes requires shared expertise Sharing of risks, but mutual benefits Avoiding duplication of effort and reinventing the wheel But great difficulty in shaping and managing partnerships
Need for a clear partnership framework
Tim Unwin

Six Principles of Good Practice

6. Sustainability built in from the beginning

Not just an afterthought E-education initiatives have always been costly

Who really benefits? Is it mainly the hardware and content development companies?

Few sustainability models really thought through

Open Source and Open Content (OER) solutions Importance of 24/7 usage supported by non-educational activities Community involvement Multifunctional resource centres (health, education)
Tim Unwin

Framework for ICT in African Teacher Training

Strategic leadership
At all levels Combining inspiration, knowledge and enthusiasm Importance of leadership by Ministries of Education
And ensuring they have sufficient human capacity

Ownership and involvement of all stakeholders

All those involved in teacher education
Teachers, HEIs, content developers, hardware

Working collaboratively

Tim Unwin

Framework for ICT in African Teacher Training

Integration within national ICT policies and implementation strategies
Must ensure that education in general and teacher training feature prominently Need to ensure realistic implementation plans

Shaping implementation within context of infrastructure available

Must take note of infrastructure context Be willing to have variable modes of delivery for different contexts (e.g. rural/urban)
Tim Unwin

Framework for ICT in African Teacher Training

Awareness raising workshops
Letting users know what is possible Administrators, heads of TTCs, teachers leaders The letting them discuss optimal solutions Training the trainers
Cascading the workshops downwards

Tim Unwin

Framework for ICT in African Teacher Training

Elements of pre-service training
In College
Acquisition of basic ICT skills Self-paced learning/testing through CDs, or online Group discussion of digital content usage Filming of practice sessions EMIS training Group development of learning resources Inclusive use of ICT (for those with learning difficulties) Training in Learning/Content Management Systems (LMS/CMS)

At a distance/teaching practice
Email/telephone tutorials; sharing lesson plans Internet support
Tim Unwin

Framework for ICT in African Teacher Training

In-service teacher training
Use of TTCs, District Education Offices, Lead Schools Building on elements of pre-service Focus especially on
Digital training resources at centres Self paced learning and testing Discussions of use of digital resources in classroom practices Tutorial feedback and support at a distance Peer sharing through web-based forums, Wikis, email.

Tim Unwin

Framework for ICT in African Teacher Training

Sustainability through community-led agendas
Importance of involving local communities from inception to delivery Role of teachers in local communities Wider community education possibilities
Also delivering on economic, health, governance agendas

Solving integrated information and communication needs of poor communities

Tim Unwin

Activity 2
Enhancing practice in the Philippines

Activity
Four pre-selected groups
Based on people with similar backgrounds (hopefully)

What aspects of current practice in the Philippines reflect good practice elsewhere? What are the key shortcomings of existing practice in the Philippines, and how might these be addressed? Do note down key findings on stick-its for subsequent collation!
Tim Unwin

Lunch

Feedback
The importance of ICT in teacher training

Effective use of ICT in teacher training depends on:

More than hardware and software dependability
How well do we plan for after-training
Do we go back a year or so after the training

We assume people implement things

Need to check they use what they have learnt

Very few will enhance their training

On-line training can help here
important for sustainability

Focus on the solution before we look at the problem

Hardware before problems (teachers need to know why
Tim Unwin

Effective use of ICT in teacher training depends on:

Changing role of teachers
How prepared are we to change our roles?

ICT as tools for meeting needs

How teachers can drive the technology

When to use ICT tools

This is really important - it will modify teaching strategies

Inculcating a paradigm shift

Is this a skill we need to develop first before ICT skills

Tim Unwin

Effective use of ICT in teacher training depends on:

Infrastructure needs to be in place first Learning gained from training that cannot be applied for reasons that cannot be helped
No opportunity for application
Hardware and infrastructure Lack of administrative support

Teachers do not fully appreciate the benefit of ICT

Tim Unwin

Feedback
Optimising teacher training practices in the Philippines

Positive aspects of current practice

Government
Project based
Teacher training in use of hardware ICT is always a part of programme delivery.

Increase accessibility for teachers to training

Learning centres across the country

NGOs:
Existing initiatives (teacher training: ICT literacy and pedagogy; infrastructure) using effective partnerships - openness to working together Existing multi-sector partnerships with community involvement for sustainability
PTA, Local Govt.
Tim Unwin

Positive aspects of current practice

Teachers and TT institutions
Universities offering DE through on-line Teamwork in developing ICT materials Bridging pedagogy and practice Support from government and private sectors ICT skills taught to students at elementary level National framework for ICT in education Standards and competencies for ICT teachers and students Coherent networking (government agencies and NGOs) Good Internet connectivity Computer labs always full
Tim Unwin

 Teacher training co-ordinators

State university colleges

Mann e-centres being created

High school projects Computer laboratories

Tim Unwin

Shortcomings
Government perspectives:
Underutilisation of hardware because of admin and accountability Projects are weak on sustainability
what happens AFTER the project

Lack of support groups to sustain Weaker harmonisation of efforts

Where is the weakest link?

NGOs
Implementation plans not yet disseminated
deeper understanding and commitment of key players on appropriate/effective use of ICT in E

Content development - culturally relevant Sustainability

Tim Unwin

Shortcomings
Teacher Training Institutions/ED
Lack of clear policies to support ICTs Lack of incentives to use ICT in teaching
Provision of hardware for teachers Perhaps certification Performance incentives

Focus on hardware content not pedagogy Lack of ICT facilities in some schools Lack of awareness and motivation Lack of foresight on application of ICT in E Lack of enhancement of training received
Surprising given innovativeness

Lack of inclusion of ICT in TT curriculum

Tim Unwin

Shortcomings
CICT
lack of ICT curriculum in teacher training curriculum Lack of implementable master plan for teachers and teachers education Lack of connectivity and infrastructure

Tim Unwin

Presentation 3
ICT for Teacher Training case studies from across the world

Outline
China
Gansu Basic Education Project

The Middle East

Jordan Education Initiative

Europe
Perspective from the UK A German perspective on providing e-service training to teachers A Russian insight
Tim Unwin

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EU Gansu Basic Education Support Programme (2001-2005)

15 million from EU 2 million from China

Focus on Gansus poorest 41 counties Key emphasis on teacher training

From didactic mode to student-centred learning Using ICTs but not driven by ICT agendas

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Tim Unwin

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Tim Unwin

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Education quality: Aim to improve the learning environment for teachers and students by
Upgrading the qualification levels of under-qualified teachers in primary and junior secondary schools (a total of 1,640 teachers) Providing desks and chairs for needy classrooms Supplying supplementary books for rural schools Increasing the access that rural teachers in 41 counties have to in-service continuing professional resources and opportunities Building teachers and teacher trainers skills in the use of ICT (information and communication technologies) Establishing ICT-supported teachers learning resource centres (TLRCs) for teachers school-based development Strengthen the capacity of key teachers to be trainers Preparing teachers for the new curriculum and teaching methods.
Tim Unwin

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Capacity Building: Aim to improve the management and administrative capacity and performance of headteachers and education administrators by:
Providing training and resource materials for headteachers of primary and junior secondary schools in 41 counties on the management of schools and school development Providing training for headteachers in the management of teachers learning resource centres (TLRCs) Providing training for headteachers and administrators in the use of computers Equipping project management offices at county and city level and training staffto use them Providing study tours for key staff within China and to Europe.
Tim Unwin

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Monitoring and Evaluation: Aim to improve information management and the knowledge base needed for decisionmaking through:
Conducting special studies as needed (Needs Assessment Study; Study of Education Conditions; Surveys of TLRC technology performance and use) Establishing a Management Information System for use at the TLRC level Building evaluation and monitoring activities into project processes and activities Producing regular reports on project progress The maintenance of records and samples of teachers work at TLRC level External monitoring and auditing of project activities Action Research studies conducted by participants Disseminating information through newsletters, website and the media.
Tim Unwin

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Some achievements by June 2005

Successful completion of a teacher training Diploma programme by 438 unqualified primary school teachers

686 Teacher Learning Resource Centres (TLRCs) using ICT established in township schools and county-level teacher training institutes in 41 counties. A wide range of training provided for teachers, headteachers and trainers Production of locally relevant learning materials for teachers, using print and video. Scholarships provided to 77,825 children from poor rural families to enable them to attend school. A core of teachers trained in the use of ICT and capable of supporting others
Tim Unwin

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Summary Core Features

A focus on areas and groups which need most help in rural basic education, and on educational equity and ensuring the rights of school-age children An emphasis on developing human resources and local capacity in teachers, headteachers, administrators and teacher trainers, rather than on equipment provision Implementation of a new model of school-based training to suit the needs of rural teachers Development of policy as well as practice and close linkage with policy initiatives Innovative design and production of learning materials for rural teachers, combining print and video Close collaboration between national and international consultants, project staff, and the Provincial Department of Education The appropriate use of new technology in rural contexts Tim Unwin Attention to sustainability http://www.eugs.net/en/

The Jordan Education Initiative

World Economic Forum Initiative Key emphasis on partnership
Collaboration with government Key role of private sector (Cisco)
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Importance of teacher training Film

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Tim Unwin

Socio-Economic Challenges in Jordan

Youth: 38 percent of five million people are under the age of 15 Economy: GDP per head low at US$1700 Growth: Dependant on human resources (few natural resources) Knowledge, skills, and attitudes: Need to change for global economy
Tim Unwin

JEI: The Beginning

Davos, January 2003:
CEOs and Chairmen of ICT companies commit to working together at the World Economic Forum (WEF) Over 30 organizations from global, local, public, and private sectors partner to create the Jordan Education Initiative (JEI) Participants include Jordan Government, Cisco Systems, Computer Associates, Fastlink, France Telecom/Jordan Telecom, Hewlett-Packard, IBM, Intel, Microsoft, MEPE, and USAID

Tim Unwin

JEI: Developed Through PublicPrivate Partnership

By empowering our youth through this initiative, Jordan and its World Economic Forum partners can create a dynamic and practical program model of public-private partnership in the area of ICT that can ignite the engines of growth for future generations in Jordan and the region.
His Majesty King Abdullah II Ibn Hussein of the Hashemite Kingdom of Jordan
Tim Unwin

Contributions to JEI
1% Local Private Sector Jordanian 6% Government 11%
Global Private Sector
NGOs, Universities, Foundations

32%
International Donors

50%

Over US$22M contributed in cash and kind

Tim Unwin

JEI: Principles
The Jordan Education Initiative has adopted four strategic principles:
1. Broad, ambitious blueprint that uses ICT as a catalyst 2. Flexible structure that allows for partner-driven innovation 3. Holistic educational change policy 4. Fast-track project to inform national programs

Tim Unwin

JEI: Objectives
The Jordan Education Initiative strives to:
Improve the delivery of education to Jordan citizens through public-private partnerships Enhance the quality of education through the effective use of ICT Build the capacity of the local ICT industry Create a global education program model for replication in other countries
Tim Unwin

JEI: Discovery Schools

Discovery (pilot) schools test implementation of ICT-enabled education and study results
100 schools identified to use and refine the JEI program model E-curricula development based on guidelines and standards established in a consultative process led by Cisco Teachers received laptops and data projectors Wireless LANs installed in schools Computer labs installed in schools Teachers trained in ICT, pedagogy, and use of content Ongoing technology innovation and teacher training Ongoing evaluation by independent monitor
Tim Unwin

Cisco Contributions to JEI Discovery Schools

E-Curricula
Cisco funded development of Mathematics Online:
Built by Cisco Learning Institute and local firm Rubicon 2000 e-lessons, grades K-12 Pilot started September 2004

Teacher Training
Cisco and Cisco Learning Institute provided training:
Subject matter experts for content development Teachers for use of new content

In-Classroom Technology
Cisco provided Wi-Fi for 13 schools

Tim Unwin

JEI: Summary of Results

Results since creation of JEI:
Expertise transferred to local organizations Mathematics e-curriculum built and deployed in over 70 schools* Four additional e-curricula funded and in development Technology and training delivered to over 700 teachers and 70 schools * Discussions about replication of program model in other countries
*May 2005

Scaleable High impact Model for duplication

Tim Unwin

UK DfES experiences and strategy

ICTs central to transforming teaching and learning in schools
Part of very significant e-government agenda
2003 Secretary of State my vision is one where schools are confidently, successful and routinely exploiting ICT alongside other transformational measures

ICT in teacher education and practice thus only a part of a wider package
After many years, still a long way to go!
National Grid for Learning programme launched in 1998

2003 report looking towards 2006

Drawing out some key dimensions relating to teacher training
Tim Unwin

UK DfES strategy : teacher education dimensions

Use of ICT for teachers:
Enhanced professional status rewarding e-learning practice Access to advice, guidance and support on how ICTs can best be used in classroom practice Access to ICT resources More sophisticated use of pupil data Revitalised professional networks Automation of routine tasks Opportunity to develop innovative learning Rounded approach to digital learning
Tim Unwin

UK 2004 ICT in Schools Survey (DfES/Becta)

Addressed the following themes:
Computers in schools Other ICT equipment Internet and email ICT-related staff confidence and training Use of ICT in school Perceived impact of ICT
Especially with SEN and behavioural problems

Management and funding

Tim Unwin

UK 2004 ICT in Schools Survey: teacher training

Surprisingly not really addressed
In part because it is taken for granted

Key issues
Training focused mainly on gaining ICT skills
c.90% of teachers had received ITC-training c.85% of staff felt they were e-confident c.90% of teachers had access to computers at home

Uses of ICT in the school

Management and administration In teaching and learning (c.46% of secondary schools made regular use of ICT for teaching and learning)
Tim Unwin

Recent resources
Teachers Portal http://www.teachernet.gov.uk Teachers TV http://www.teacherstv.co.uk/ Global Gateway http://www.globalgateway.org/ Emphasing the importance of multimedia resources
Combining video, Internet, CDs, radio The importance of networking

Tim Unwin

net@school: network training services for teachers

Bavarian example from Germany
Dillingen university net@school For teahcers who are responsible for maintaining school networks

Hierarchy of trainers
Train the trainers
Teachers then become trainers

The programme
1 day introduction 4 weeks e-learning self study and tests 40 hours of lab work 3 months follow up support
Tim Unwin

net@school: network training services for teachers

Challenges
Maintaining local networks is difficult for teachers
They see it as additional to their main function as a teacher

Should this function be taken over by others?

If so whom?

Key finding:
You have to be challenging to be able to support and you have to challenge yourself (Manfred Wolf, 2004)

Tim Unwin

Russia: Generation.ru
Begun 1999/2000 by the YUKOS oil company
But by April 2004 had spread to 40 Russian regions

Core principles
Embedding ICT within the existing Russian educational reality Regional centres for Internet Education
Each with 4 computer classrooms

Based on partnerships between educationauthorities, public and business

Tim Unwin

Russia: Generation.ru
Operations
Importance of a good working environment
Reduces uneasiness of teachers in working in new environments

The young teachers were more frequent users than the older ones Much emphasis placed on training the administrators and management staff
They play a key role in shaping learning environments

Gender balance the same as in schools (80% female)

Tim Unwin

Discussion time and questions

Activity 3
Reflections on the National Framework Plan for ICTs in Basic Education (2005-2010): teacher training implications and delivery

National Framework Plan for ICTs in Basic Education

When used appropriately, ICTs can
improve motivation and engagement in the learning process; develop multiple intelligences through multimedia presentation of materials; facilitate comprehension of abstract concepts by making them more concrete; develop basic skills (reading, writing, arithmetic) by giving learners opportunities for practice; promote inquiry and exploration through the use of interactive learning resources; enhance information literacy, critical thinking, problem-solving, and other higher order thinking skills; facilitate collaborative and cooperative learning by providing tools for learners to communicate and work with other learners; and develop lifelong learning skills, including learning how to learn (Haddad and Jurich, 2002) Tim Unwin

National Framework Plan: ICTs

to enhance teacher quality
1. Develop ICT-supported professional development programs and ICT-based resources to enhance the subject area knowledge, pedagogical content knowledge, and learning management skills of teachers and instructional managers.
Expand existing ICT-supported programs for upgrading the knowledge and skills of subject area teachers. Develop and pilot ICT-supported training programs for mobile teachers and instructional managers. Develop and deploy ICT-enhanced resources for teachers, such as video and audio tapes, and interactive multimedia materials.

Tim Unwin

National Framework Plan: ICTs

to enhance teacher quality
2. Improve pre-service and in-service training in ICTcurriculum integration for teachers, instructional managers, and master trainers.
Support the Commission on Higher Education (CHEd), teacher education institutions (TEIs), and other concerned units in the integration of ICTs in pre-service teacher education. Develop, based on existing local and international good practice, a national curriculum for in-service training in ICT integration. Rationalize the delivery of the in-service teacher training program to include various modalities (e.g., school-based or community-based training, training by distance education mode, school-university partnerships). Monitor and evaluate the delivery of in-service training to ensure quality and maximum participation.
Tim Unwin

National Framework Plan: ICTs

to enhance teacher quality
3. Provide systematic support for ICT-enhanced teaching at the school, community, division, and regional levels.
Improve access to ICT equipment, hardware, and connectivity to enable teachers and instructional managers to innovate with ICTs. Provide instructional support, and other educational materials, especially to teachers who are non-majors, teachers of multigrade classes, subject area teachers at the elementary level, and instructional managers in priority ALS programs. Establish a mechanism for sharing of resources (including technical expertise) among teachers, instructional managers, and schools at the division and regional levels. Implement a recognition system for innovative and effective ICT integration in schools and in alternative learning programs. Foster the building of a community (online and offline) of teachers, instructional managers, students, parents, education administrators and policy makers, researchers, technology experts, and other education sector stakeholders who support ICT-based innovations in the classroom.
Tim Unwin

National Framework Plan: ICTs

to enhance teacher quality
4. Include ICT competencies in the formulation of the National Competency Standards for Teachers.
Adapt national and international ICT competency standards for teachers to local context(s) of teaching and learning with ICTs. Acquire baseline information on the ICT competencies of teachers, instructional managers, and master trainers to determine capacitybuilding requirements. Monitor compliance with the standards through, among others, a system of periodic assessments and accreditation of teachers, instructional managers, and master trainers.

Tim Unwin

Movement
Pre-selected into four groups based on mixed backgrounds Each group to take one of the four themes Identify:
The critical success factors necessary for its delivery Potential difficulties and risks in delivery Issues that have not sufficiently been considered in the framework

Tim Unwin

Refreshments
Opportunity to copy workshop material onto your USB sticks!

Feedback

Critical success factors

1. ICT supported professional development
Competency Standards are widely accepted by stakeholders Certification or competency assessment Affordable and available infrastructure (HW, connectivity) Content is reusable Reuse of resources enabled by compliance with standards (SCORM), clear ownership & licensing of content Tools are widely available Relevance and accuracy of content, via quality control Tim Unwin and validation

Critical success factors

2. pre- and in-service ICT training
Ownership of framework with clear roles and responsibilities Provision of infrastructure Unified approach to implementation that allows flexibility for cultural issues Improve delivery of regional accountability Training capability Collaborative and supportive environment for teachers

Tim Unwin

Critical success factors

3. Systematic support for ICT-enhanced teaching
Strong advocacy esp. at local government level to ensure integration Strong link pre- and in-service TT Recognition and award to effective ICT integration Improve F2F skills for those involved in instructional development Philippine Teacher Portal to share digital resources

Tim Unwin

Critical success factors

4. ICT competencies in standards formulation
Initiate national baseline survey of teacher competences
Need for funding(!) and credible research groups

Creation of competency standards

P does not already have a set of standards Explore existing standards elsewhere to help formulate our standards Need to involve different stakeholders

Include competencies in implementing different accreditation schemes

Tim Unwin

Main risks
1. ICT supported professional development
Resource mobilization Bad decisions because of failure to consider/ openly discussing alternatives or favoring narrow sectoral interests Corruption, leakage of funds Tendency or bias towards spending on infra rather than content
Tim Unwin

Main risks
2. pre- and in-service ICT training
Preparedness of teacher instructors to implement curriculum Resistance to change from teachers and admin Attitudes of Filipinos
Only good at the start/sustainability

Tim Unwin

Main risks
3. Systematic support for ICT-enhanced teaching
Maintaining quality of teachers portal
Widening of rural-urban digital divide

Lack of policy will High cost of hardware/software Lack of funds, expertise and ownership

Tim Unwin

Main risks
4. ICT competencies in standards formulation
Funding or lack of initiative to mobilise funds Not being able to arrive at a consensus on national competency standards Lack of integrity in accreditation process
Existing scheme is voluntary (not required)

Tim Unwin

Insufficient attention on:

1. ICT supported professional development
Informed and active local school boards Inclusive down to level of barangay

2. pre- and in-service ICT training

Strengthening of R&D Mechanism for recognising innovation and best practice
Tim Unwin

Insufficient attention on:

3. Systematic support for ICT-enhanced teaching
Technology obsolescence
Insufficient attention is paid to this Some public schools still have outdated equipment

Tim Unwin

Insufficient attention on:

4. ICT competencies in standards formulation
Wished to reformulate wording - focus on national competency standards as whole Include competency standards in different levels of accreditation that exist to ensure implementation
In licensing of teachers include assessment of ICT competency standards

Need to create enabling laws and policies to ensure implementation.

Tim Unwin

Focus on out of school youth: setting the context

Context
5.18 million out of school children aged 6-11 in 2003 in the Philippines 3.94 million young people aged 12-15 out of school 2002-3 net enrolment rate 59% Key reasons for being out of school (FLEMMS)
Working or looking for work (30%) Lack if interest in school (22%) High cost of education (20%)

42.3% of those not in school are not working

Tim Unwin

eSkwela project
Educational opportunities for people not in school Focus on eLearning with relevant and interactive computer-based multimedia resources Four components
Infrastructure Curriculum review Training Project monitoring and evaluation

Tim Unwin

eSkwela Educators training

ICT literacy skills (5 days) based on national ICT competency standards (CICT-HCDG) Training in effective use of ICT in education (3 days)
Instructional model
Learner centred, inquiry based, self-paced Thematic Blended Experiential

Practical training on eLearning models (Sandiwan Centre for Learning) Relevant monitoring and alternative assessments
Tim Unwin

Discussion
Implications for training educators involved in eSkwela

Outline
What are the key issues that need to be addressed in training the educators? What are the key skills the educators need? What are the key differences between educators and teachers? How can ICT help develop these skills?
Tim Unwin

What are the key issues that need to be addressed?

Who do I need to be? Do I need to be a graduate?
What will the curriculum I am teaching be? Dont want to teach them as in a school?

Backgrounds
Existing technology and livelihood resource trainers use existing expertise

I want to be comfortable working with them

Context and learning styles Balancing cognitive with functional
Tim Unwin

What are the key issues that need to be addressed?

Many existing modules that are designed to address OSY
Integrating ICT elements Need to review our statistics

What is the limit of literacy

And in what languages Local dialects

Economic dimensions
How to pay for clothes
Tim Unwin

What are the key skills educators need?

Speak their language Empathy with their context Subject matter competency
i.e. they need to know the curriculum

Trust for young people

Tim Unwin

What are the key differences between educators and teachers?

Tim Unwin

How can ICTs help develop these skills?

Local dialects
Not existing

Videos/DVDs on context of OSY Groups of various levels working with OSY and poor communities exist in universities
Community development work Inventory of what exists at the moment
Ateneo (poor areas of Quezon city) What about a portal - sharing existing expertise

Tim Unwin

Presentation 4
Practical reminders on the use of ICT in Teacher Training

Outline
Enabling teachers to use effective ICT in the classroom Using ICT to train teachers
Pre-service In-service

Support for teachers informally upgrading skills and knowledge Implications

Tim Unwin

Enabling teachers to use effective ICTs in class

How much ICT training do teachers really need?
How useful are standard Office packages?

Much use of ICT in the classroom is still simple audio-visual media presentation
How different is this from old slides and video?

Enabling teachers to create student network exercises

Not yet extensively done

Importance of easy to use EMIS systems

Especially student record management
Tim Unwin

Using ICT to train teachers

Importance of simulating classroom experiences
Use of audio-visual materials for discussion

Monitoring of teaching practice

Both practice and in classroom context

Networking
With peer group
Shared experiences

With tutors

Provision of relevant content in accessible formats

Tim Unwin

Teachers informal upgrading of skills and knowledge

Upgrading knowledge of ICTs
Keeping abreast of latest software and hardware

Content knowledge
Latest learning resources

Computer assisted assessment methods Teachers networks Linked to issues of professional accreditation
For many teachers, enhanced qualifications are essential for pay rises

Tim Unwin

Implications
Use of ICT in Teacher Training requires very considerable care and planning ICT is just one tool that teachers can utilise It is the quality of the teaching, not the quality of the ICTs that is of most importance Use of ICTs is not a cheap solution
Tim Unwin

Conclusion

Original workshop objectives

Understanding good practice in the use of ICT in Teacher Training Knowledge of some recent case studies using ICT for teacher training Reflecting on the use of ICT in teacher learning Applications in the Philippines
Focusing particularly on out of school youth

Tim Unwin

Your own practices

How will you change your own practices in using ICT for teacher training? Please think of two things you will try to do differently as a result of todays workshop

Tim Unwin