Training and Professional Development of Teachers and Other Facilitators for Effective Use of ICTs in Improving Teaching and Learning

Transcription

1 Training and Professional Development of Teachers and Other Facilitators for Effective Use of ICTs in Improving Teaching and Learning

2 ICT-TT: ICT-Pedagogy capacity building for inservice-teacher educators at individual level NextGen: Curriculum planning and capacity building for pre-service-teacher educators at institutional level

3 Regional guideline Competency-Based Standard UNESCO s Publications International Experts Grounded at regional situations Key features and 3 phases National training workshops for teacher educators at 9 countries grass-rooted & practical project Design implementation approaches of training: training modules & methods Mapping out training materials modelling of ICTpedagogy training Following-up actions & scaleup activities: case studies resources CD FOSS Web-based application Ps, 5 Days ICT-pedagogy as focus Hands-on practices Key players & policy makers involvement Necessary localization

4 Main outcomes (1) Regional guideline Guiding philosophy & principles for policy making, training and teaching practice Competency-Based Standard Four stages of ICT Integration!" $% " # $% % (a) Stages of ICT usages (b) Pedagogical Usages of ICT

5 Main outcomes (2) A Curriculum Framework Training syllabi Matrix on key players & UNESCO s training module Suggested training methodology Five curriculum modules comprising the ICT-pedagogy integration curriculum & ' ( ) &$* &*! " " # # $ &*! " " # # % &)* &' $ (! )! &* *#" # # * #

6 Main outcomes (2) A Curriculum Framework A framework for Module A Integrating ICT Productivity Tools Objectives Content Training Methodology fter the training of module, trainees should be able to: Demonstrate expertise in basic computer operation and utilizing computer peripherals Demonstrate expertise in working with productivity tools, such as word process ; with a spreadsheet, database, presentation and Apply productivity tools in learning context in authentic environment: using spreadsheet to create class lists for assessment or using presentation software for developing instructional lecture Differentiate functional differences of various digital and non-digital technologies to support teaching and learning Apply active, intentional and collaborative learning principles while designing learning and teaching materials Develop positive attitudes of utilizing ICT for learning Demonstrate appropriate understanding about the related social and ethical issues, and using ICT in legal and way A1 Basic Concepts of ICT A2 Using the Computer and Managing Files A3 Word Processing A4 Working with a Spreadsheet A5 Working with a Database A6 Composing Presentations with text and graphics A7 Information & Communication A8 Social and Ethical Issues A9 Teachers Professional Development and/with ICT Explanations of the basic ICT concepts with diagrams, video and real objects, and field trips where necessary. Flexible combination of vicarious learning (in which, learners observe and follow trainers operation) and enactive learning (in which, learners engaged into active thinking and operation based on authentic problems/ tasks); self-study/ operation & cooperative learning or team work. Project/problem-based ICT application Hands-on lesson plan or courseware design Training Material Available Microsoft: Integrating ICT Skills into Teaching and Learning(for grades 5-8); Using MS Office XP for Learning Projects (for grades 6-12) Integrating ICT productivity tools in learning practices developed by Dr. Majumdar

7 Main outcomes (3) A Modeling on ICT-pedagogy Integration (ability) Pedagogy Pedagogy Knowledge, ideas, beliefs & values Pedagogical Skills, esp. Instructional Design Modular Content of Pedagogy: Introduction; Project/ problem -Based Learning +Resources Module E Adaptation to content Fitting to learners Adaptation to local context Embedded Pedagogy Contextual Knowledge; Skills; --Hands-on practice Module D Module C Trans formation Infusing Module B Applying Module A Emerging ICT Usage ICT-Pedagogy Integration

8 Main outcomes (4) Suggested training methodology Inappropriate training methods as a result of Teacher learned Inert knowledge avoiding the Unexpected outcomes that Authentic training activities aims to make trainees to Inquiry, operate, and solve problems based on or oriented to Requires Contextualized knowledge Contextaction pairs teach or teach Focus on creating Requires performanceknowledge pairs pedagogy as Facts & ends ICT skill only as Operation steps Themes/tasks/ problems/projects as anchors creates Have following characteristics Lend ideas from and provide modeling of Authentic T-L problems Interesting Situated cognition Constructivism Complex enough Apprenticeship Master teachers or experts Work like Trainees work in groups Explore Examples for tasks in real context and a macrocontext Challenging Data-embedded Flexible cognition Identify problems Define problems Solve problems Think from multiple perspectives Discuss Look for Relevant information On the video or using diagram Theme-based learning Coach, guide & facilitate Trainers

9 Main outcomes (5) A series of training modules ICT-pedagogy integration Instructional design Interactive powerpoint Webquest Blog

10 Main outcomes (6) Free and open-source software Multimedia resources for ICT integration

11 National workshops Penang, Malaysia, 6-10 June 2005 Bangalore, India, 29 Aug 2 Sept 2005 Beijing, China, November 2005 Jakarta, Indonesia, 6-10 March 2006 Manila, Philippines, 5-9 June 2006 Chiangmai, Thailand, 28 Aug-1 Sept. 2006

12 To be continued Vietnam, March 2007 Mongolia, June 2007 Thank you!