Blended Learning in Teacher Professional …...Page 4 GIZ Approach – Blended Learning in Teacher...

Dr. Nils Geissler

Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH

UNESCO Mobile Learning Week, Paris, 19.02.2014

Blended Learning in Teacher Professional Development

27/02/2014

The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)

GIZ’s purpose is to promote international cooperation for sustainable development and international education work.

As a federal, public-benefit enterprise, we support the German Government and other public and private sector clients in achieving their objectives in the field of international cooperation for sustainable development.

At present we operate in over 130 countries worldwide, and in more than 30 in the education sector.

Transformation and Change

GIZ at UNESCO MLW 2014 February 2014

Technology is driving social and economic changes and affecting teaching and learning practices around the world.

GIZ focuses on quality of education through capacity development at different levels (political, organization, individual).

We believe that capacity development of teachers and teacher trainers in formal education is key to improve educational quality.

One of our main areas of work in our partner countries is teacher professional development (pre- and in-service).

How can teachers and teacher trainers be effectively supported through ICT-based professional development programs to transform their understanding and professional practice?

Presenter

Presentation Notes

There is much information and work around how to integrate ICT in classrooms, but to much lesser extent on educational quality and pedagogical practice. “Don’t focus on supply, focus on change!” focus on real changes in pedagogical settings instead of adding technology to an unfunctional system Source: InfoDev “USING TECHNOLOGY TO TRAIN TEACHERS“

GIZ Approach – Blended Learning in Teacher Professional Development (TPD)


Distance Learning Courses for teacher trainers/teachers are developed in cooperation with partner institutions from the country or region, to build local capacities.

Face to Face Workshops + Online Distance Learning

strong focus on communicative and collaborative learning, networks and coaching / ongoing support for transfer of understanding into practice.

We believe that blended learning TPD can: • facilitate access to on the job training (in-service training and support) • facilitate the experience of new methods of learning and teaching • facilitate acquisition of ICT skills, even though ICT might not be the

subject of the training.

Presenter

Presentation Notes

Face to face workshops (for introduction, confidence building, group dynamics and technical training) and online distance learning for content reinforcement and strong focus on communicative and collaborative learning, networks and coaching / ongoing support for transfer of understanding into practice. successful and replicable experiences in low and middle income settings. We see great potential in addressing this global challenge also in other settings. Some of the courses have a regional focus where participants from different countries learn from each other by reflecting on their own and others’ contexts

Some Examples


Central America and Colombia: Peace education Peru: Environmental education and eco-efficiency in schools Guatemala: Human rights in education

Mix it with mobile learning? And if so: how?


Challenges in our work in developing contexts: access to / skills for the use of ICT – sustainable and quality enhancing solutions!

How can blended learning approaches (including communicative and collaborative learning and networks) be implemented in technology poor contexts?

Question for discussion: What are the main success factors for sustainability in mobile approaches in Teacher Professional Development?

Presenter

Presentation Notes

Eneza Education: APIs examples from Kenya; quizzes for students to foster learning (phone labs as option?) Performance tracks and outcome date for teachers and parents


Thank you! Contact: Dr. Nils Geissler Head of Education Section GIZ, Germany [email protected]

mailto:[email protected]

mailto:[email protected]

Additional questions


• How can “traditional” blended learning courses be supplemented or supported by mobile technologies to improve access to training, quality of training and ICT skills for teachers?

• Which types of ICTs can provide the most effective and relevant support for professional development, including enabling peer networks, and how? (InfoDev)

• What would be assets by including mobile devices into a traditional blended-learning approach?

• How can the described experiences be further developed, upgraded or supported by mobile learning components?

• What are good or bad experiences in combining mobile learning and ‘traditional’ online learning?

• How can mobile technology support improvement of assessment and teaching ?

• Which experiences qualification through/for ICTexist concerning school headmasters and administration staff?

Presenter

Presentation Notes

> we have some problems in some areas for participants to access internet on a regular basis, mobile phones might work better the platform is accessible through mobiles Same same through tablet? That would not work in every context Focus on communication (voice and writing) through mobile technology possible? New ideas like videos/fotos of pedagogical practice for peer advice Just the material on the mobile phone? That’s not our focus Are mobiles easier to access for teachers with low technological skills/technophobia?

http://www.infodev.org/articles/teachers-teaching-and-icts

27/02/2014

GIZ supports its partners on different levels:

• international,

• Supporting the African Union Commission in launching the Pan-African University

• national (macro, e.g. central government),

• Ethiopia Engineering Capacity Building Program (ECBP): Reform of University Education and Technical and Vocational Education Systems, forming a skilled workforce and strengthening the sectors that will employ it

• regional (meso, e.g. regional, provincial) and

• Leadership training courses for school principals in Pakistan

• local (micro, e.g. district)

• Whole School Development Approach in Yemen, integrating parent associations for improved school monitoring

Education Section Experience and Expertise

27/02/2014

Federal Ministry for Economic Cooperation and Development

Partner Countries

Ministries Regional and Local institutions

Federal German Ministries (e.g. Education and Research, Foreign Office, Economics and Technology)

EU OECD UN

World Bank

Regional Development Banks

Private Sector

(e.g. companies, foundations, chambers of commerce)

Universities Think Tanks Institutes

The GIZ

Education Section

Education Section Partners

27.02.2014

Kosovo

Yemen

Pakistan

Sri Lanka

Malawi

Zimbabwe

Guinea Guatemala

Afghanistan

Honduras

GIZ Education: Projects Worldwide

Regional project/program

Country Program – focus education

Country Program – educational component

Viet Nam

Mauritania

Congo DR

Peru

Ethiopia

Cameroon

Niger

Mozambique

Laos

Thailand

Mongolia

Algeria

Germany

Burundi

Benin

India

27/02/2014

Education Section – Advisory Services

• We offer policy advice at national level and supports planning and implementation in decentralized administrative structures and educational institutions

• We provide tailor-made instruments and approaches for the analysis of the education system, for planning, implementation, monitoring and evaluation

Strengthening Education Systems

• We offer policy advice on the implementation of assessment findings into training and teaching curricula

• We support accountability frameworks (school supervision) and check and balance mechanism for decentralization processes

Education Quality

• We assist in developing curricula for pre- and in-service teacher training and working on standards for professional development

• We create administrative guidelines and strengthen cooperation between schools and supervising institutions/ministries

Teacher Training

27/02/2014

Education Section – Advisory Services

• We promote the organisation and institutional inclusion of participatory processes that involve all the relevant stakeholders

• We develop training modules for non-formal basic education together with our partners, ensure their implementation and offer advice on the design of training modules for educators pre and in-service

Non-formal Education

• We carry out needs assessments for conflict situations, promote intercultural competencies and non-formal basic educational structures for the reintegration of disadvantages children and young people

• We support the integration of peace education, and education for human rights and democracy into school curricula and the creation of psychosocial counselling and care services

Education and Conflict Transformation

• We support universities in introducing quality assurance mechanisms and strengthen organizational capacities at higher education institutions

• We foster linkages with the private sector and support the creation of programs for human resource development

Tertiary Education and Science

Blended Learning in Teacher Professional …...Page 4 GIZ Approach – Blended Learning in Teacher...

Documents

Transcript of Blended Learning in Teacher Professional …...Page 4 GIZ Approach – Blended Learning in Teacher...