The event brought together Ministers of Education and senior education officials from over 20 countries across the region under the theme “The Power of ICT in Education Policies: Implications for Educational Practices”.
The Forum, an annual conference that provides a regular platform to share experience and discuss strategies on the roles and uses of technology in education, created this year a space for sharing and exploring lesson on how to utilize, adapt and monitor ICT in education policies and practices.
Participants of the forum emphasized the importance of developing clear policies and strategies to create a partnership between ICT and education as an essential element for implementing school-level reforms, competency standards for teachers and improving professional development.
My view for teachers:
Teachers remain central to the learning processA shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation and follow-up).
Lesson planning is crucial when using ICTsTeacher lesson planning is vital when using ICTs; where little planning has occurred, research shows that student work is often unfocused and can result in lower attainment.
Pedagogy
Introducing technology alone will not change the teaching and learning processThe existence of ICTs does not transform teacher practices in and of itself. However, ICTs can enable teachers to transform their teacher practices, given a set of enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses of ICT, and the nature of teacher ICT use impacts student achievement.
ICTs seen as tools to help teachers create more 'learner-centric' learning environmentsIn OECD countries, research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, can challenge pupils’ understanding and thinking, either through whole-class discussions and individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional 'teacher-centric' teaching styles to more 'learner-centric' methods.
ICTs can be used to support change and to support/extend existing teaching practicesPedagogical practices of teachers using ICT can range from only small enhancements of teaching practices using what are essentially traditional methods, to more fundamental changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as well as to change the way teachers and students interact.
Using ICTs as tools for information presentation is of mixed effectivenessThe use of ICTs as presentation tools (through overhead and LCD projectors, television, electronic whiteboards, guided "web-tours", where students simultaneously view the same resources on computer screens) is seen to be of mixed effectiveness. While it may promote class understanding of and discussion about difficult concepts (especially through the display of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert focus from the content of what is being discussed or displayed to the tool being utilized.
Teacher technical abilities and knowledge of ICTs
Preparing teachers to benefit from ICT use is about more than just technical skillsTeacher technical mastery of ICT skills is a not a sufficient precondition for successful integration of ICTs in teaching.
My view for teachers:
