the educational sector within an ict structured economy
DESCRIPTION
Green ICTTRANSCRIPT
The Educational Sector within an
ICT-structured Economy
Prof Matthew Montebello
Department of Intelligent Computer Systems
Faculty of Information & Communications Technology
... sharing my thoughts
• ICT as a green player;
• Smart & Intelligent ICT;
• Education sector;
• Interesting model;
• Final thoughts.
... interested in your feedback
Outline
BasicEducation
BasicEducation
KnowledgeDeepening
KnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisition
KnowledgeAcquisition
ICT ... is it the greenest MVP?
Energy & Resources
Consumed by
ICTs
Saving Energy &
Resources through
the use of ICTs
To educate ... the greatest challenge
Education is the most powerful
weapon which you can use to
change the world.
Nelson Mandela
An investment in knowledge
pays the best interest. Benjamin Franklin
An educated people can be easily governed.
Frederick the Great
Dimensions of Education ... Schooling as in 1°, 2°, post-2°, and 3°; Technical, industrial, trade, and vocational; Lifelong, continuing, and adult.
Transformed Schools?
• Schools structured as enclosed groups and physical spaces
• Curriculum is in silos tied to disciplines
• Teacher lectures
• Students study independently
• Standardized exams test recall and application of simple procedures
• Technology used as a supplement
Is the introduction of computers/tablets enough?
What role can policy play?
Not just ICT …
• Teaching and Learning
• Curriculum and Assessment
• Social Structure
Education Transformation?
Is our educational process delivering?
Primary & Secondary are simply a build up towards post-Secondary;
Vocational & Trade schools are very much in tune with industry needs;
Not all professional degrees have adjusted to the ICT-structured industry ...
o Science-based are technologically predisposed and need to keep abreast;
o Art-based are oblivious of industry needs & focus on academia;
o Career-oriented are essentially imperative & require attention.
The Knowledge Ladder model
(Kozma, 2008)
BasicEducation
BasicEducation
KnowledgeDeepeningKnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisitionKnowledgeAcquisition
To address career-oriented, non-scientific degrees and routes;
Iterative & incremental model with steps that have different implications for specific educational aspects:
• Policy Goals
• Teaching and Learning
• Curriculum and Assessment
• Social Structure
• ICT Use
A conceptual framework ...
Knowledge Ladder - Policy Goals
Increase workforce
participation improved
health and welfare
Increase workforce
participation improved
health and welfare
Increase primary
attendance
Increase primary
attendance
Create a highly
knowledgeable citizenry that adds value to society
Create a highly
knowledgeable citizenry that adds value to society
Graduates who apply school learning to solve real
world problems
Graduates who apply school learning to solve real
world problems
Create a knowledge-
driven economy
and society
Create a knowledge-
driven economy
and society
Graduates who are creative,
innovative, lifelong
learners
Graduates who are creative,
innovative, lifelong
learners
Develop a manufacturin
g economy
Develop a manufacturin
g economy
Increase secondary
completion, improve test
scores
Increase secondary
completion, improve test
scores
BasicEducation
BasicEducation
KnowledgeDeepeningKnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisitionKnowledgeAcquisition
Knowledge Ladder – Teaching/Learning
Teachers with at
minimum skills & subject
knowledge
Teachers with at
minimum skills & subject
knowledge
Large student-teacher ratios, lecture
Large student-teacher ratios, lecture
Communities of learners
who build on each other’s knowledge
Communities of learners
who build on each other’s knowledge
Teachers as collaborators
and model learners
Teachers as collaborators
and model learners
Teacher content
knowledge & direct
instruction
Teacher content
knowledge & direct
instruction
Students doing
individual seat work
Students doing
individual seat work
Content & pedagogical
expertise
Content & pedagogical
expertise
Collaborative teams working
on complex real world projects
Collaborative teams working
on complex real world projects
BasicEducation
BasicEducation
KnowledgeDeepeningKnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisitionKnowledgeAcquisition
Knowledge Ladder – Curriculum/Assessment
Focus is on basic literacy
and numeracy
Focus is on basic literacy
and numeracy
Assessed by standardized
tests
Assessed by standardized
tests
Focus on deep understanding
of key concepts and
their application to
solve real world problems
Focus on deep understanding
of key concepts and
their application to
solve real world problems
Assessed by complex, real world tasks
Assessed by complex, real world tasks
Focus on innovativenes
s and the
creation of knowledge products
Focus on innovativenes
s and the
creation of knowledge products
Assessed by a community of
users
Assessed by a community of
users
Focus on facts, simple
principles, and computer applications applied to standard
procedures
Focus on facts, simple
principles, and computer applications applied to standard
procedures
Assessed by standardized
tests
Assessed by standardized
tests
BasicEducation
BasicEducation
KnowledgeDeepeningKnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisitionKnowledgeAcquisition
Knowledge Ladder - Social Structure
Hierarchical structure
Hierarchical structure
Standardized delivery
Standardized delivery
Collaborative teaching and
learning
Collaborative teaching and
learning
Breaking disciplinary and physical boundaries
Breaking disciplinary and physical boundaries
Anytime, anywhere,
life-long learning
Anytime, anywhere,
life-long learning
Self-sustaining, cross-age,
cross-sector knowledge
communities
Self-sustaining, cross-age,
cross-sector knowledge
communities
Hierarchical structure and accountability
Hierarchical structure and accountability
Little teacher or student autonomy
Little teacher or student autonomy
BasicEducation
BasicEducation
KnowledgeDeepeningKnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisitionKnowledgeAcquisition
Knowledge Ladder - ICT Use
ICT for information
delivery: radio, TV
ICT for information
delivery: radio, TV
Little computing;
little networking, potential for
teacher training.
Little computing;
little networking, potential for
teacher training.
Simulations, multimedia to
support understanding
&the application of knowledge to
solve problems
Simulations, multimedia to
support understanding
&the application of knowledge to
solve problems
Computers in classrooms; networks for collaboration
Computers in classrooms; networks for collaboration
Social environments, Wikis, and knowledge-
building tools
Social environments, Wikis, and knowledge-
building tools
Computers & digital devices
everywhere; networks for community
Computers & digital devices
everywhere; networks for community
Drill and practice, tutorial
software to support test performance
Drill and practice, tutorial
software to support test performance
Computers in labs;
networks for management
Computers in labs;
networks for management
BasicEducation
BasicEducation
KnowledgeDeepeningKnowledgeDeepening
KnowledgeCreation
KnowledgeCreation
KnowledgeAcquisitionKnowledgeAcquisition
Conclusions – Final Thoughts
ICT alone will not transform education
• The educational sector requires a holistic change to address the needs of an ICT-structured economy;
• ICT itself should assume the role of a lever for the change required within the educational sector;
• Such a process requires time and generations of students, apprentices & workers;
• The Education sector together with industry and society can/must together collaborate to a greener and healthier future.
The Educational Sector within an
ICT-structured Economy
Prof Matthew Montebello
Department of Intelligent Computer Systems
Faculty of Information & Communications Technology
Thank [email protected]