Keynote Address Shanghai Open University

Paul RestaLearning Technology Center

The University of Texas at Austin

Teacher Development in an Teacher Development in an E-Learning Age E-Learning Age

Global Context Global Context of Teacher Educationof Teacher Education

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Two Global TrendsTwo Global Trends• Exponential growth in knowledge and

technology

• Huge shortage of teachers worldwide: • minimum of 15 to 35 million teachers needed

by 2015

• Two-thirds of the world’s 60 million teachers live and work in developing countries

• Critical need to invest in pre- and in-service teacher development

UNESCO Education for All Global Monitoring Report 2002

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Exponential Growth Exponential Growth of Knowledgeof Knowledge

World knowledge base doubles every 18 monthsTechnology changes at increasingly faster rates

Need for More and Better Teachers

New technologies require new teacher roles, new pedagogies and new approaches to teacher training and development

The need to develop effective and attractive policies for teacher preparation, recruitment, retention and professional development

The need for new technologies which are changing the face of education with the development of e-learning

Learning Technology Center

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Need for 21Need for 21stst Century Skills Century Skills6

ICT Challenges Traditional TeachingICT Challenges Traditional Teachingand Learning Methods and Paradigmsand Learning Methods and Paradigms

“New technologies challenge conventional conceptions of both teaching and learning methods and materials by reconfiguring how teachers and learners gain access to knowledge. To meet these challenges, schools must embrace the new technologies and appropriate the new ICT tools for learning. They must also move toward transforming the traditional paradigm of learning.”

(UNESCO World Report, 1998)

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Technology OffersTechnology OffersNew Challenges and OpportunitiesNew Challenges and Opportunities

for Teacher Development for Teacher Development

• Need to prepare a new generation of teachers with skills and knowledge required for 21st Century

• Need to update the technology knowledge and skills of the existing teaching force

• E-learning offers new opportunities to address need for teacher professional development

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Teacher ICT SkillsTeacher ICT SkillsUNESCO ICT Competency Standards for Teachers (CST)UNESCO ICT Competency Standards for Teachers (CST)

• Capable information technology users • Information seekers, analyzers, and evaluators • Problem solvers and decision makers • Creative and effective users of productivity tools• Communicators, collaborators, publishers, and producers • Informed, responsible, and contributing citizens

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New demands and challenges for teacher education

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• Preparing new teachers• Upgrading knowledge and skills of teaching force

Global Interest in E-Learning Global Interest in E-Learning for Teacher Developmentfor Teacher Development

• Increasing use of the Web and Internet to enhance teaching and learning

• E-learning has many qualities that make it beneficial for teacher development including:• anytime: teachers can access learning resources,

courses, or training programs at any time convenient for them

• anyplace: teachers in rural areas can communicate with others and access resources, instruction, and expertise anywhere

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Teacher Development in an E-Learning Teacher Development in an E-Learning Age: A Policy and Planning GuideAge: A Policy and Planning Guide

• Book commissioned by UNESCO to help countries use e-learning for teacher development

• Distinguished group of international experts

• In press and will be released in Fall 2010

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Focus of BookFocus of Book

• Understand the role of e-learning for teacher development in addressing challenges of global knowledge society

• Understand the gap between the potential and reality of e-learning for teacher development

• Understand key planning and policy issues in use of e-learning for teacher development

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Four Basic Categories of E-LearningFour Basic Categories of E-LearningAccess to vast educational and information

resources on the Web

Access to online courses, degree programs, and training programs

Blending of online resources and learning activities with classroom-based learning activities

Access to and participation in online knowledge- building communities and communities of practice

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Resta (2010) Teacher Development in E-learning Age. UNESCO

E-Learning for Teacher E-Learning for Teacher Professional Development Professional Development

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Information Repository:Information Repository:Access to Web-based ContentAccess to Web-based Content

Open flow of rich global knowledge resources to support learning:• Growth of digital libraries

• Googlization of knowledge

• Growth of surface and deep Web

• User-generated content

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Open Educational Resources Open Educational Resources 18

• Rapid growth of digital libraries and open educational resources, such as OER Africa, Merlot, UTopia, Google, Yahoo, UNESCO

• Open Courseware Initiatives (MIT, China, Europe, Africa)

• Exponential growth of free/open source software• Open Office

• Moodle

• Linux

• Creative Commons (some rights reserved)

Online CoursesOnline Courses• Rapid growth in offering of online

courses in both developed and developing countries

• Over 1,000 online degree programs available just in North America

• Free online courses and degree programs

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Tessa Teacher Education Resources20

Quality of Online CoursesQuality of Online Courses

• Many Web-based learning environments heavily text-based, not engaging, limited interaction and collaboration

• Growing number of small and large budget high quality Web-based learning environments

• Need to couple knowledge of how people learn with Web technologies

• Need courses in local languages

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Blended LearningBlended Learning• Rapid growth on campuses

• Integration of Web-based resources, tools, online discussions, with classroom instruction

• Production of Web-based resources by teachers and students

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Online Communities of PracticeOnline Communities of Practice• Expertise and experiences can be shared

instantly and accessed on demand • Use Wikis, Blogs, and new collaboration tools

• Knowledge-building communities of teachers co-constructing and sharing knowledge• Example: ACEMaths project in which teachers

developed Math curriculum

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II

k n o wk n o w

I k n o wI k n o ww h a t t h ew h a t t h e

g r o u p k n o w sg r o u p k n o w s

I i n c r e a s eI i n c r e a s ew h a t t h ew h a t t h e

g r o u pg r o u pk n o w sk n o w s

A d d i n g m y o w n c o n t r i b u t i o n sA d d i n g m y o w n c o n t r i b u t i o n s

H e a r i n g a b o u t c o n t r i b u t i o n s o f o t h e r sH e a r i n g a b o u t c o n t r i b u t i o n s o f o t h e r s

The Role of E-LearningThe Role of E-Learningin Knowledge Buildingin Knowledge Building

move from…

to..

Social networking tools support Social networking tools support communities of practicecommunities of practice

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Challenges Confronting use Challenges Confronting use of E-Learning for Teacher of E-Learning for Teacher

DevelopmentDevelopment• Access to ICT devices and connectivity• Access to high quality, culturally relevant content

in local languages• Upgrading knowledge and skills of teacher

educators• Need for research on models, policies and

practices for using ICTs in teacher education

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Global Digital Access and UseGlobal Digital Access and Use27

Source: 2008 World Facebook, Central Intelligence Agency

Mapping Growth of Internet

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Source: BBC - http://news.bbc.co.uk/2/hi/8552410.stm

Access to ICT DevicesAccess to ICT Devices

OLPC

IntelClassmate

EeePC

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Low CostLow Cost Laptops Laptops

(Netbooks(Netbooks))

Integration of LMS with Mobile Phones and Tablets

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LMS on iPad

LMS on Android

Emergence of Lower Cost E-Readers and Tablets

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Moby Tablet $99 E-Reader/Tablet

OLPC XO 3.0 $75

Powering ICT Devices Powering ICT Devices in Remote Areasin Remote Areas

Solar Laptop

Pedal Power for OLPC

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Solar Panel for 10 ComputersSolar Panel for 10 Computers

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Cloud ComputingCloud Computing

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2/3 of 4.9 Billion Mobile Phone 2/3 of 4.9 Billion Mobile Phone Subscriptions are in Developing CountriesSubscriptions are in Developing Countries

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Source: World Bank 2010

Mobile Phones: New Platform Mobile Phones: New Platform and Opportunities for E-Learningand Opportunities for E-Learning

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Example:Mobile phone users in Bangladesh have already accessed more than one million English lessons using a new service, BBC World Service Trust (WST)

Mobile Cellular GrowthMobile Cellular Growth

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Source: International Telecommunications Union, 2010

Mobile Cellular Phone and Internet Mobile Cellular Phone and Internet Penetration by Level of Development Penetration by Level of Development

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Source: ITU World Telecommunication Indicators database

Mobile cellular subscriptions Internet users by level of development

Africa Mobile Phone PenetrationAfrica Mobile Phone Penetration39

Source: World Bank 2010

Telephone Subscribers per 100 Telephone Subscribers per 100 Inhabitants, Africa 1995-2004Inhabitants, Africa 1995-2004

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Mobile Learning: Professional Mobile Learning: Professional Development Always at HandDevelopment Always at Hand

New Generation of Powerful Hand-held Devices (e.g., smart phones) that are able to:

• Deliver Education/Training anytime/anywhere

• Provide access to learning tools, content, audio/video recordings, simulations, online courses.)

• Support Communications and Collaboration

• Provide interaction/feedback

Mobile Phones: ConvergenceMobile Phones: Convergenceof Tools in One Deviceof Tools in One Device

(Today(Today’s Smart Phone = Tomorrow’s Phone)’s Smart Phone = Tomorrow’s Phone)

Telephone Digital Still Camera

Web Browser Digital Video Camera

GPS E-mail

Instant messaging Blogs/Wikis

TV/Radio Audio/Video Recordings

Organizer/Calendar Access Online Courses

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Challenges for Mobile LearningChallenges for Mobile Learning

Designing learning resources for smaller screens

Exploration/development of apps for educational use

Research on effective models for use of mobile devices for teacher professional development

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Marvel Tablet

Leadership Opportunities: Leadership Opportunities: E-learning for Teacher DevelopmentE-learning for Teacher Development

• Provide leadership for developing and sharing open educational resources

• Establish trans-national partnerships with higher education institutions in developing countries to foster exchanges and sustained dialogue

• Exploit emerging technologies: Mobile phones Netbooks, Tablets, E-readers, Cloud Computing

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Use of ICTs and E-Learning to:Use of ICTs and E-Learning to:

• develop culturally responsive content in local languages ( Nepal, 4 Directions)

• incorporate traditional cultural knowledge into curriculum

• preserve and revitalize native languages

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The Four Directions ProjectThe Four Directions Project

An Indigenous Model of Education

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Tailor Use of ICTS and E-LearningTailor Use of ICTS and E-Learning to Meet Local Needs and Conditions to Meet Local Needs and Conditions

• Most PCs developed for individuals who are both literate and numerate

• Need research on ICTs for non-literate populations in remote and poor areas

.

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Strategies to Support E-Learning Strategies to Support E-Learning for Teacher Developmentfor Teacher Development

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Support National E-Learning Support National E-Learning Initiatives: Korea ExampleInitiatives: Korea Example

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Support National ICT Initiatives:Support National ICT Initiatives:Rwanda ExampleRwanda Example

Source: International Telecommunications Union (2007) World Information Society 2007 Report

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Support National ICT Initiatives: Support National ICT Initiatives: Morocco ExampleMorocco Example

Source: International Telecommunications Union (2007) World Information Society 2007 Report

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Advocate for New Regulatory Advocate for New Regulatory Framework in Developing CountriesFramework in Developing Countries

• Today’s broadband challenge requires new thinking and an end to business as usual

• Build on mobile success where 2/3 of mobile customers are in developing countries

• Regulators have an unprecedented opportunity to speed the uptake of broadband to enable the Information Society

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Attract Foreign Direct Investment:Attract Foreign Direct Investment: India Example India Example

Source: Reserve Bank of India

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Institutional Incentives for E-Learning and Open Educational Resources

Need to provide institutional rewards for faculty who contribute their work to an open environment and/or are willing to develop quality online instruction

This is particularly true related to criteria for academic advancement and tenure decisions

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Develop Collaborations Develop Collaborations and Pilot Projectsand Pilot Projects

• Develop trans-national collaborations between universities in region and across the globe to share resources and expertise

• Work with universities, schools, communities, government agencies, private sector to demonstrate benefits of e-learning access • Example of Educational Native American Network

(ENAN)

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Summary:Summary:Leadership Opportunities and ChallengesLeadership Opportunities and Challenges

for Teacher Education Institutionsfor Teacher Education Institutions

• Provide leadership in open educational resources

• Collaborate with telecommunications regulatory agencies to develop policies that will support educational development

• Establish trans-national partnerships with higher education institutions in developing countries to foster exchanges and sustained dialogue

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Summary:Summary:Leadership Opportunities and ChallengesLeadership Opportunities and Challenges

for Teacher Education for Teacher Education

• Help initiate or support national initiatives for wireless and broadband access

• Develop pilots to demonstrate effectiveness and feasibility of e-learning

• Work with community members to develop culturally responsive cultural digital content in local languages

Contact:Contact:

Paul RestaPaul RestaRuth Knight Millikan Professorship

Director, Learning Technology CenterThe University of Texas at Austin

Resta@mail.utexas.edu

Website: http://www.utexas.edu/education/LTC/about/resta/index.php

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