dr. kevin marshall microsoft ireland microsoft and education
TRANSCRIPT
Dr. Kevin MarshallMicrosoft Ireland
Microsoft and Education
Now is the time for change?
• What do we expect students to know/ how do we teach it?
• How do we assess it
• What role does technology play?
Changing Demands on Student Skills…
Today’s Learning Challenge
• Societal change from labor intensive work to knowledge intensive work
• Constant advancements in technology and ability to keep current
• Future jobs can only be imagined
• Today’s students — “digital natives” — learn differently than many of today’s educators.
T. Shawki, Global UNESCO ICT-CFT Coordinator
Skills In Demand Have Changed
Source: Levy and Murnane, for the Organization of Economic Cooperation and Development (OECD)
Personalised Learning
1:1 LearningConnected Learning
Communities
Analytics
Optimised Education Infrastructure
Personalised Learning
Address individual
learning styles and learning
needsSpectrum of tools
and content
Range of courses
delivered by multiple agencies
Communication and
collaboration
Data driven decision making EducationAnalytics Platform
Optimised Education Infrastructure
Microsoft Partners in Learning
• Worldwide Programme• $500 Million in funding• In 107 Countries• Over 4 million Teachers trained
Microsoft Partners in Learning
Innovative Schools Programme
Innovative Teachers Programme
Pre-Service Teachers programme
Assessment and Teaching of 21st Century Skills
Ways of thinking• Creativity and innovation• Critical thinking, problem solving, decision making
Ways of working• Communication• Collaboration (teamwork)
Living in the world• Citizenship — local and global• Life and career• Personal and social responsibility• Delivering high percentage of STEM-D Skills
Tools for working• Information literacy• ICT literacy
From the ACT21S project: http://www.act21s.org
Microsoft Partners in Learning conducted a survey among educators in 8 countries between Feb and July 2010. This survey measured educators’ attitudes and self-reported teaching practices. Partners in Learning plans to conduct this survey periodically to monitor how these attitudes and practices are changing.
The objective of this research is to provide information of value to the broader education community to inform educator professional development and policy directions. Data and survey questionnaires for each country are available upon request (send requests to [email protected]).
Introduction and Methodology
Romania(RO)(n = 590)
Japan(JP)(n = 112)
Chile(CL) (n = 831)
Ukraine(UA)(n = 3864)
Worldwide (WW) Sample: 7060
China(CN)(n = 200)
United Kingdom(UK)(n = 223)
The survey was conducted online in the local language among educators in each country.The samples in each country are not nationally representative samples of the educator population.Interested researchers are welcome to compare the survey respondent demographics with the demographics of the national educator population to assess the representativeness of this sample.
Email invites were sent by Microsoft and local country partners such as Ministries of Education (MoE) to the educators (see details of survey distribution for each country in Appendix, slide 27).The survey was also announced on the PIL network and launched during Innovative Teachers Forums (ITF).
Out of 7060 responding educators, 3566 teachers have participated in Partners in Learning programs.
Response rates varied by country. See Appendix, slide 27 .
Method
Survey Sample
ResponseRate
Portugal(PT)(n = 1048)
El Salvador(SV)(n = 192)
Innovative Teaching and Learning Research Model
This study is based on the teacher survey developed for a broader multinational study called Innovative Teaching and Learning (ITL) Research which is sponsored by Microsoft Partners in Learning and has advisors from UNESCO, OECD, the World Bank and other organizations. For more information, see www.itlresearch.com.
The Innovative Teaching Survey reported in this document focuses on measuring key elements of the ITL Research Model, including teachers’ assessments of their School’s Culture and Support, ICT Access and Support, their own Attitudes and finally the extent of Innovative Teaching Practices they use in their classrooms.
NATIONAL SCHOOL and TEACHER
Program SupportsEducator Attitudes
School Culture and Supports
Students’ 21st Century Skills
Education Policy
ICT Access and Supports
CLASSROOM STUDENT
Innovative Teaching Practices
THIS REPORT’S FOCUS
ITL RESEARCH MODEL
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Key Research Insights
1) Educators who participated in this survey, have strong constructivist or student-centric pedagogical philosophies; the challenge is to put these beliefs into practice in their classrooms.
• These educators report frequently using innovative teaching practices such as ‘personalizing learning’ and ‘knowledge building’ for students, but they also report limited integration of ICT in learning.
• Among these educators, student access to ICT, rather than educator training or access is the key challenge. (see Insight 2).
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4) Though respondents see very high value in teacher and student use of ICT for teaching and learning, they do not incorporate ICT frequently in their teaching and learning practices.
• Respondents show
significantly more low
level tech use than
medium or high level tech
use. This suggests
technology is still used
primarily to do traditional
teaching tasks. High level
ICT use is associated with
students’ usage of 21st
Century skills in other
related research.*
2) Educators who took this survey reported that the top barrier to ICT usage in teaching and learning was “Not enough computers for student use.”
• 77% of respondents worldwide
said this was a barrier to ICT
use in the classroom.
• Most educators and students
have more access to ICT
outside of school than they do
in the classroom. This
suggests that when teachers
practice extending learning
beyond the classroom, they
can leverage the access to ICT
outside of the classroom that
students have.
3) Educators who participate in Partners in Learning programs, use ICT in teaching and learning significantly more frequently than educators who do not participate in these programs, and they ask their students to use ICT more as well.
• Respondents who participate
in Partners in Learning
programs report more teacher
and student ICT usage than
non-participants.
• However, these relationships
may be due to the self-
selected nature of program
participants (more innovative
teachers choose to participate
in the programs).
*See the Innovative Schools Program Evaluation, Year 2 Report by SRI International at www.itlresearch.com Research and Reports.
ICT Competencies for Teachers
Integrating ICT
• What do we mean by integrating ICT?• How far can we take this:
– Do you know of any really good examples of ICT integration?
• What are the implications for: – the role of the teacher– the content and skills being learned
Competency Framework for Teachers (CFT)
• Designed by UNESCO as a world wide standard
• To help educational policy-makers and curriculum developers identify the skills teachers need to harness technology in the service of education.
• Developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE)
CFT Purpose
• Outlines a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties.
• Identifies levels of progression from technology literacy to knowledge creation.
Developing the CFT MatrixICT Components
• Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge.
• Increase the technological uptake of students, citizens, and the workforce.
• Increase the ability to use knowledge to add value to society and the economy.
Connecting education policy with economic development
KNOWLEDGE CREATION
KNOWLEDGE DEEPENING
TECHNOLOGYLITERACY
ICT Competencies
Some changes in focus:• From teacher to student• From content to skills• From individual to group learning
ApproachesComponents
I.D.11. Use common communication andcollaboration technologies, such as textmessaging, video conferencing, and web-basedcollaboration and social environments.
II.C.1. Describe how collaborative, project-basedlearning and ICT can support student thinking andsocial interaction, as students come to understandkey concepts, processes, and skills in the subjectmatter and use them to solve real-world problems.
III.E.1. Play a leadership role in creating a vision ofwhat their school might be like with ICT integratedinto the curriculum and classroom practices.
The Competency Standards
Bringing it all together
• Microsoft, one of the original CFT partners has taken this on to the next step by creating Educators Learning Journeys.
• Ireland has been chosen as the first country to pilot this world-wide so you are the first teachers to use this.
Educator Learning Journeys
Assess Learning
Gaps
Learning Content
• Tech Literacy Strand of CFT
Certificates of
Completion
Microsoft Technology Literacy Certificati
on for Teachers
Indentify teacher needs
Provide courses when and where
required
Demonstrate teacher
progress
Hosted Learning System
Internationally recognised certification
Basic Digital Literacy Skills
Educator Learning Journeys Curriculum• Project Objectives
– 21st Century Teacher• Courses
– 40+ hours content• 6 courses• 24 units• 62 tutorials• 6 assessments
– Global Program – multilingual
• Hosted Learning System– Skills gap analysis– Rich content presentation– Social Media tools
ELJ Self Assessment
• Using the ELJ self assessment to determine where you are at.
• It beings you through a series of scenarios and you are provided with four options.
• There is not necessarily a right or wrong answer – you need to go with your gut instinct rather than trying to determine what the correct choice is.
• This will provide you with a list of recommended learning units tailored to your own needs.
Report
Technology Literacy Curriculum Outline
1. Policy and Vision: Why Does the UNESCO ICT-CFT Promote Technology Literacy?
2. Curriculum and Assessment: Selecting ICT Resources to Support Curriculum Outcomes
3. Pedagogy:How Do Technology and Pedagogy Mix?
4. Basic Tools:Using Basic ICT Tools to Support Teaching and Learning
5. Standard Classroom:Organize and Manage the Use of ICT in Your Classroom
6. Digital Literacy:Technology Literacy and Your Professional Development
Piloting in Ireland
• First world-wide use of ELJ with teachers• 220 teachers in Ireland, working with:
– City of Dublin VEC – Meath VEC– INTO– St. Patrick’s College of Education– Marino Institute of Education
• How does this fit into a CPD programme for teachers in Ireland?
ELJ – Results
* Based on 112 completed unit surveys
ELJ – Teacher Feedback
“The ELJ made me appreciate how much more tutors need to
integrate ICT into all areas of teaching and learning - even my own learning!”
“Content very relevant and inspiring. Good mix of
styles of presentation, text, buttons and video helped keep the module
interesting.”
“I come from an adult learning area, where the emphasis is on learner centred learning. Now I can follow through on
the ICT side, facilitating adult learners to
maximise their ICT potential alongside their literacy development.”
Questions