ICT-TPD CASE STUDIES FROM AROUND THE WORLD

Technology Integration Initiative (TII)Support technology planning and infrastructure

building in schoolsSupports schools with purchasing, planning, and

technical informationGrants provided to schoolsTarget of 60,000 multimedia computersEvery school has Internet access

Teaching Skills Initiative (TSI) ICT Course development and delivery for teachers120,000 training places since 1998, approx 10,000

annuallyRange of evolving courses to meet teacher needs

accreditation path courses to Grad. Dip & MastersOngoing course development to blended, online, e-

learning

Teaching Skills Initiative (TSI) Over 1,000 tutors recruited and trained to

deliver coursesAdministered through the local education

centre networkVery high demand from enthusiastic teachers

who were prepared to avail of the training in their own time

Teaching Skills Initiative (TSI) Primary School Training Courses

Introductory Phase One Introductory Phase Two ICT and the Primary Curriculum Intel Teach to the Future

Post Primary School Training Courses Post Primary Phase One Post Primary Phase Two Intel Teach to the Future Specialist Courses Maths, Music, Guidance etc.

Schools Integration Project (SIP)SIP is a collection of school-based projects focusing on the innovative use of ICT in teaching and learningover 70 projects involving more than 300 schoolsSIP is intended to: Inform future government expenditure on ICTDevelop resourcesSuggest new pedagogic strategiesDisseminate good practicePartnership:Support from industry, commerceSupport from third level colleges to projects in their region Inter-school networking involving clusters of schools working collaboratively

NCTE Educational Software Evaluation Pilot120 Software titles being evaluatedEvaluations published on ScoilNetSoftware libraries in education centresDiscounts and special licensing dealsIdentifying new software titles (UK, USA, Australia)Advice to companies developing new software

Interactive Software in the Curriculum

ScoilNet is the 'official' Irish educational web portalProviding on-line resources and information for teachers,

students and parentsRange of categorised educational content onlineCollaboration through the development of user communities

using discussion groupsPartnership with Intel IrelandPlatform for teachers to publish contentAttracts an average of 900,000 hits per month

Warde 2007

ScoilNet

Ireland: ICT professional development model The Schools IT2000 initiative teacher professional

development model of training is inadequate as well as outmoded

Need for a model based on current thinking about learning and social constructionist thatlooks beyond how teachers engage with technology to how teachers’ use of technology as they work alongside

their students allows them to redefine learning itself

Butler 2005

Where do you feel Ireland is on the knowledge ladder?

Share your reflections on the Irish experience of ICT

use in Education and Professional Development with your neighbour

Emerging

Applying Infusing

Transforming

Ireland ?

Singapore

Africa

Singapore

Singapore: 1997 Masterplan for IT in EducationNational Institute of Education – Integration of ICT in

Education Key importance of teachers Human Resources

Training every teacher in effective use of IT in education Equipping trainee teachers with core skills in teaching with IT Involving institutions of higher learning and industry as partners in schools

Curriculum revision 3 types of IT courses – basic ICT, foundation, and elective courses

Infrastructure 2:1 teacher-computer ratio School-wide network High-speed multimedia network across Singapore

Singapore: Success Principles for use of ICT in Teacher Professional DevelopmentIntegrated cohesive plan with sufficient fundingInvolving all stakeholders

Especially the teachersCombining in-service and pre-service elementsSufficient technical support (infrastructure and mentoring

advice)Building on existing examples of successNeed for partnerships to ensure sustainabilityWider links to teacher professional development and

reward schemes

Singapore: Teacher achievements2001 survey of teacher achievements

24,000 teachers received 30-50 hours training in use of IT78% of teachers said that IT helped to make teaching more

student centredICT-pedagogical integration

A major concern30 hours of instruction not enough for ICT –pedagogy

integration proficiencyStudent - teachers want more ICT-Pedagogy integration in

the praticuumJung 2005, Unwin 2006

Share your reflections on the Singapore experience of ICT use in TPD with your neighbour

Emerging

Applying Infusing

Transforming

Ireland

Singapore ?

Africa

Where would you place Singapore on the knowledge ladder?

Africa

DEEPDigital Education Enhancement ProjectOpen University (UK) and Fort Hare University (South Africa) Investigating use of new technologies to improve teaching and learning in

primary schools in Egypt and South AfricaUsing hand-held PDAs for teachersFocusing on

Advantages of handheld computers for TPDHow handhelds compliment other professional resourcesWhat curriculum development in literacy, numeracy and science is

enabled by the devices (DEEP http://www.open.ac.uk/deep)

Complex Landscape: Multiple InitiativesUp to sixty ICT-related Teacher Professional

Development programmes underway in Africa

Many of the programmes consist of ‘one-off, topic-led, short-term training programmes that aim to develop specific skills of teachers, but which do not necessarily comply with professional standards of competency development’

Isaacs and Farrell 2007 p20

Mathematics, Science and ICT EducationWorld Bank Study (2007) conducted in ten countries in sub-

Saharan AfricaSystematic use of ICT for teaching and learning purposes in TPD

programmes is lowStudents learn mainly basic computer skillsResources are inadequate for practical experiences Instructional models in both the teacher colleges and the universities are

excessively academic, teacher-centric and remote from the real challenges of classroom practice

Students who specialize in ICT tend to leave the teaching field behind for business and industry jobs

Ottevanger et al. 2007

IMFUNDO’s African ExperiencesVast physical wastage

Hardware under-utilisedHardware broken or ineffectiveHigh costs of Internet access

Huge educational wastage Insufficient relevant contentMultimedia potential

underusedNetworking and interaction

ineffective because of lack of connectivity

Lack of Research A dearth of

evidence-based research and knowledge in the system, particularly from the African perspective

Most research is drawn on the knowledge and experience of frameworks developed in the USA or Europe

Isaacs 2006

Need to focus on ‘ICT for Education’ not on ‘Education for ICT’

Teachers and teacher educators should genuinely ‘own’ the process of ICT integration

Pre-service and in-service initiatives should be combined to balance support to both environments

Technology should be integrated across the curriculum in a blended way

Content should be produced locally that is relevant to teachers and learners

Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa

Principles of Good Practice in effective use of ICT in Teacher Professional Development in Africa

Most if not all schemes should be scalableNeed for creation of real partnerships Communications between schools, teacher

training institutions should be facilitatedNeed to develop policy to deal comprehensively

with TPD for ICT integration The focus should be on sustainable, resource

adequate and on-going professional developmentImfundo 2001; Unwin 2004; Evoh 2007; Olakulehin 2007

Discuss your reflection on the African experiences with your neighbour

Emerging

Applying

Infusing

Transforming

Ireland

Singapore

Africa ?

At what stage would you position the Africa experiences on the knowledge ladder?

ICT-TPD CASE STUDIES FROM AROUND THE WORLD

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