TPD WORKSHOP: ASSUMPTIONS

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TPD WORKSHOP: ASSUMPTIONS
Assumption 1: ICT integration
-
Will provide access, quality, equity
Cost reduction for educational delivery
Deliver, explore, coordinate ICT technologies, methodologies, efforts
Improve, change, share curriculum, practice, knowledge, research,
communication
Environmental policy for integration
Key factor for EFA success
Assumption 2: ICT policies and plans
-
Guidelines and plans rarely respected and implemented
Better coordination/guidance, regulatory framework/ M&E reporting system,
innovation
Should involve all stakeholders
Reflect cultural realities and contexts
Accessible for all – understanding
Milestones: 3-4 plans to reach 2020
Assumption 3: ICT investment
-
Why? Meet objectives.
ROI: quality, cost, equity, skills for teachers, educational management
Focus areas: hardware, software, maintenance (more on technology), but also
training and awareness benefits
Poorly planned investment – wasteful use of resources
Revisiting of objectives should be in-built
Real implementer, teacher: absent from policy/planning process, reflection
at/from conferences
Government, community and partner involvement required
Process of ICT investment: content, connectivity, infrastructure, requires analysis
of logistical barriers
Expense of investment/deployment greater in developing countries
Assumption 4: ICTs in teaching and learning
-
Curriculum requires appropriate technology
Training critical
Content and appropriate applications
Self-directed learning and research
Subjects may benefit from ICTs but will still require good teacher
ICT in T&L association as successful educational indicator
-
Student-centred learning, innovation, thinking capability, market skills with ICT
integration
Assumption 5: TPD and ICTs
-
Accelerated process of change
(Can be) Burden for teachers
Access to quality content, research and innovation, sharing information, update
knowledge, ODL, OER
Continuous process of learning: technology add-on, literacy, knowledge
deepening, knowledge creation
ICTs enable research capacity in teachers
Enables mass training, periodic refresher courses, communication skills
Wider exposure for teachers: opportunities for teachers to share knowledge,
participate in various activities, e.g. conferences
Teachers expected to do more, extend service, create/implement something new –
requires remuneration, motivation, incentives.
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