Thursday, February 19, 2015
“There is a digital divide between nations-between the developed and developing nations and between the developing and underdeveloped nations of the world, and within a nation there is a divide between the urban and rural areas. This divide exists between the urban or city dwellers, and dwellers of rural communities, and there also exists a divide between the corporate world and the academia hence over 90 percent of fresh graduates find it difficult to blend with the digital demands of the corporate class when they graduate.
As part of its deliberate digital inclusion policy to address digital divides across a broad spectrum of the society generally and the school system in particular, the Nigerian Communications Commission (NCC) recently took digital dividends to some institutions of higher learning in the country.
The commission through the Advanced Digital Awareness Programme for Tertiary Institutions (ADAPTI) has been able to empower several of these higher institutions with the donation of digital centres, computer laboratories fitted with laptops and internet connectivity and generating sets. Secondary schools benefited through the Digital Awareness Programme (DAP). DAP ensures that teachers are empowered first to pass knowledge to the students. DAP promotes hands-on digital empowerment by creating an environment where students have direct knowledge of usage of computers and ICTs in support of their studies.
Some of the schools that benefitted from the digital dividends include the Ekiti State University, Ado Ekiti; The Polytechnic, Ibadan; Imo State Polytechnic, Umuagwo; Federal Polytechnic Nekede; Ahmadu Bello University, Zaria; University of Benin; Government Junior Secondary School, Jabi, Abuja; Katsina State College, Katsina and Government Secondary School Dan Musa, Katsina State.
Making these donations to the benefiting schools, the Executive Vice Chairman of the NCC, Dr Eugene Juwah, explained that the commission identified the gap in ICT services early enough and opted to cushion these needs by taking services, equipment and infrastructure to these centres of learning.
At the Ekiti State University, Ado Ekiti, Juwah represented by the director of policy competition and economic analysis department, Ms Josephine Amuwa, said the commission was out to put smiles on the faces of students and the school system.
He said one of the core functions of the NCC was the implementation of programmes and plans that promote the development of the communications industry, adding in order to achieve this, the NCC had implemented several capacity building initiatives to enhance the knowledge base of the participants in the telecoms industry in the countrya. Some of these initiatives include the establishment of the Digital Bridge Institute in 2004 in order to contribute to the creation of knowledge-based information society in Africa, through human resource capacity building in the Information and Communications Technology (ICT) sector.
He said the commission in 2005 also established the NCC library for use of researchers and undergraduate students of various tertiary institutions across the country, adding the commission started the ADAPTI programme in Ekiti State University, which falls within the South West region, because it had not benefitted from the national books donation initiative of the commission since its inception.
Flagging off the ADAPTI project in The Polytechnic, Ibadan, Oyo State, where 110 laptops were commissioned, Juwah represented by the NCC zonal coordinator in Ibadan, Mr. Banji Ojo, said the commission was striving to bridge the digital divide in the academia through the provision of computers to equip the lecturers and also to improve the skills of the students. He said the institution was among the 52 beneficiaries of the project, adding more than 222 institutions of higher learning across the country had so far benefitted from ADAPTI since it began in 2008.
He said: ´The key objectives of these programmes is to prepare the nation for a digital tomorrow and equip the youth with the necessary skills to tap into the potentials of the digital age and in the case of ADAPTI, it is aimed at improving the resource persons in the process of impacting knowledge, and we, at the commission, are committed to assisting the nation in the quest for ICT penetration through ADAPTI.´
A statement by NCC’s director of public affairs, Mr Tony Ojobo, said the programmes were designed to address the digital information knowledge gap in the country especially among the teeming youthful population.
The statement read in part: ´The strategy in this programme is to expose schools and colleges to Information and Communications Technology (ICT) awareness, usage and application by facilitating access to ICT tools.
Under the project, selected institutions of learning spread across the country are equipped with computer laboratories fully installed with internet facilities and their teachers exposed to ICT training in order to equip them to teach their students.
´By the last count, the DAP Project has supported 229 secondary schools across the six geopolitical zones of Nigeria, including the Federal Capital Territory with the provision of twenty one (21) desktop computers, Local Area Network, printers, scanners, VSAT dish and deployment of one year bandwidth subscription for Internet access. These facilities are complemented with standby generators and a special accommodation built for that purpose, thus aggregating everything into a fully kitted computer laboratory. The programme also entails human capacity building and managerial training for key personnel in charge of the centres from the beneficiary institutions.´“
(Source: Leadirship Newspaper
Thursday, February 12, 2015
“Congo Brazzaville’s Université Marien Ngouabi (UMNG) lecturers and researchers have received one computer each last week as part of the stock of 650 computers donated by the Perspectives d’Avenir Foundation.
The foundation is chaired by Denis Christel Sassou Nguesso, the son of Congo Brazzaville President Denis Sassou Nguesso and a Member of Parliament.
´There are no words to describe the joy of all the recipients. This equipment is of a critical importance for their work,´ UMNG vice-chancellor Armand Moyikoua said at the handover ceremony in the capital Brazzaville.
Every lecturer, from the oldest in grade to the new recruits, now have a laptop, which will enable them improve their teaching and research methods, Moyikoua said, adding that the donation put the university to the path of modernism.
The university has also received another valuable gift from Congo Telecom: the connection of the institution to the country’s fibre optic network to empower its internet connection.
The university also said that Wifi zones were about to be set up in and around UMNG premises.
Teaching staff and researchers in many sub-Saharan African institutions of higher learning lack everything from computers to landline telephones, offices and cars.
So, the Perspective d’Avenir Foundation’s donation has come as a surprise and a lifeline for UMNG teaching staff whose working conditions appear not to have considerably improved in the past two decades.
This prompted the vice-chancellor to say: ´You wrote a page of history on the 43-year history of the Marien Ngouabi University.
State-funded UMNG was established in December 1971 on the ashes of Université deBrazzaville, but was renamed Université Marien Ngouabi in July 1977 to honour the country’s late president who was assassinated in the same year.“
(Source: Biztech Africa
Thursday, February 05, 2015
“UNESCO supported Electronic Information for Libraries (EIFL) and Kenya National Libraries Services (KNLS) to organize a national workshop to enhance ICT and e-literacy skills of national librarians from 7 to 10 December 2014 in Nakuru, Kenya.
The training attracted participation of 30 librarians from 29 public libraries that currently provide public access to computers and Internet in Kenya. It aimed at enhancing public librarians’ information and communications technologies (ICT) and e-literacy skills, in order to make better use of ICT for new public library services to meet community needs.
The training also aimed at helping support delivery of the Millennium Development Goals by enabling public librarians to use ICT in new services that meet community needs in development areas such as agriculture, education, health, culture, social inclusion and e-literacy.
During the training Ms Ramune Petuchovaite, Manager of the EIFL Public Library Innovation Programme (EIFL-PLIP) stated that ´ICT’s role in accelerating development is now widely recognized in Africa and that governments are speeding up the roll-out of ICT infrastructure and equipment to aid this developments. With these developments, it is important that public libraries be included in national ICT policies and strategies.´
´To date, only 29 out of 60 libraries are adequately equipped with ICT infrastructure in Kenya. There is, therefore, an undoubted need for both library staff and our clients to upgrade their ICT skills to be able to better utilize the resources that we currently have in place,´ said Mr Richard Atuti, Director of the Kenya National Library Service.
This training adapted courses and training methods currently being tested in Ghana and Uganda by EIFL to fit the Kenyan context and supported a broader Kenya National Library Service initiative of engaging partners in transforming libraries across the country into ICT hubs.
This capacity building initiative falls within the framework of UNESCO, supporting adoption of ICT in public libraries and also enabling the creation of new services for users in Kenya.
Kenya National Library Service is a statutory body established to develop, equip, manage and maintain national and public library services, to promote information literacy and reading, and to enhance stakeholder participation in development of libraries in Kenya, while EIFL Public Library Innovation Programme (EIFL-PLIP) advances community development by enabling public libraries to implement innovative ideas that use technology to improve people’s lives and livelihoods.“
Tuesday, December 23, 2014
"´Nothing can replace a good teacher. Today, teaching in the Democratic Republic of the Congo (DRC) means being confronted with a number of challenges. On the job training provides practical and educational solutions to enable teachers to offer a better quality of education.´
These words were spoken by Irina Bokova at the official launch of the programme ‘Strengthening national capacity for training on the job in the Democratic Republic of the Congo’ on 16 December 2014.
The launch was held in the presence of the Minister of Primary and Secondary Education and Introduction to the New Citizenship, Mr. Maker Mwangu Famba, and the China Chargé d’Affaires in the DRC.
Funded by the People's Republic of China, this flagship project, already launched in Côte d'Ivoire, Ethiopia and Namibia, will be deployed in eight African countries to improve the quality of education.
Welcoming this new cooperation, the Director-General said that ´ICTs are revolutionizing teaching practices. We can use them to improve access and quality of teacher training allowing teachers to be followed, to communicate and to share best practices. This project embodies the determination of UNESCO to support the development of the Congolese education system and it pays particular attention to rural education, where teachers are often isolated, without support.´
The project includes the development and online publication of educational materials, training on how to use new technical tools and equipment purchases.
´I welcome this innovative project. This is a new model of South-South cooperation that complements the strategic partnership between the DRC and China in the field of education,´ said the China Chargé d’Affaires, adding that he hoped other partners, including private partners would join this initiative.
Highlighting the need to develop the teaching profession in the DRC, the Minister of Education has called for ´mobilization for teachers to improve their training, their status and their social condition.´
The Democratic Republic of Congo has some 600,000 teachers, a figure increased over 40% since 2007. The primary and secondary school enrollment rates are rising steadily, but the challenges remain immense in this vast country, where 3.5 million of children are still out of school.“
Monday, December 08, 2014
"With support from Google, NCWIT launches EngageCSEdu
, an online collection of open course computer science (CS) materials for CS educators to better engage their students, especially underrepresented groups.
The National Center for Women & Information Technology (NCWIT) today announced the launch of EngageCSEdu (www.engage-csedu.org ), supported by Google. EngageCSEdu encourages the development of more inclusive learning environments in introductory CS courses by helping faculty to easily share their most effective retention practices.
EngageCSEdu offers thousands of projects, homework assignments, and other course materials that are searchable by computer science knowledge area, programming language, and more. All course materials are developed by faculty members nationwide and evaluated for quality by an interdisciplinary team of computer scientists, learning scientists, and diversity experts.
´EngageCSEdu takes the guesswork out of finding best practices for ensuring introductory CS students receive an engaging education,´ said NCWIT CEO and Co-founder Lucy Sanders. ´Thanks to Google’s generous support, we’re offering a platform for educators to exchange peer-reviewed materials that encourage CS students to persist in the major, leading to a more diverse workforce to create products and services more representative of a broad U.S. population.´
The U.S. Department of Labor estimates 1.2 million computing-related job openings by the year 2022. However, at current college graduation rates in computing, only 39% of these jobs can be filled by U.S. computing undergraduates. (www.ncwit.org/scorecard
´NCWIT and Google recognize EngageCSEdu as a viable way to help a broader set of students complete their computer science degrees,´ said Google Director of Education and University Relations Maggie Johnson.
For every new submission by a faculty member to EngageCSEdu, Google will donate $50 (up to $100,000) towards maintaining NCWIT’s online tool.“
Tuesday, October 21, 2014
“UNESCO has entered into its first-ever partnership with a private company based in sub-Saharan Africa. The Funds-In-Trust agreement between Airtel Gabon and UNESCO will support Train My Generation: Gabon 5000, a three-year project to provide scientific and entrepreneurial training through ICT to thousands of young people in Gabon, plus deliver new skills to secondary school teachers.
The mobile company will provide $4.3 million for the project, which will be implemented by UNESCO. It will start with the establishment of ten Cyber Centres equipped with servers and computers at schools in Libreville, Port Gentil, Oyem, Franceville, Bitam and Lambaréné.
At the signing ceremony in Paris, the Director-General of UNESCO welcomed the partnership with Airtel, pointing out the potential of such cooperation with African corporations. ´The African Private sector is extremely dynamic and I am very proud today to sign UNESCO’s first partnership with a company based in Sub-Saharan Africa,´ stated Irina Bokova.
Olivier Herve Njapoum, the Director-General of Airtel Gabon, added that his company was convinced that the youth of Africa will contribute to the development of the continent if they are provided with good training. ´Through this partnership, Airtel wishes to benefit from the expertise of one of the most important organizations of the United Nations System […], UNESCO, whose programmes in Africa contribute to the promotion of innovation based on knowledge technologies,´ he said.
The Ambassador of Gabon, Gisèle Marie Hortense Ossakedjombo-Ngoua Memiaghe, welcomed the partnership with enthusiasm, invoking ´studies that prove that there is a cause and effect link between the development of telecommunications and economic development.´
5,000 young people, aged 18 to 35, will receive basic ICT training during the first phase of the project, which will also provide training in online teaching to 100 secondary education science teachers. The teachers will use their skills to provide online educational support to 15,000 secondary school students preparing their end of school exams. But because the platform used for educational support will be easily accessible, scholastic support is expected to reach a far greater number of students.
Smaller groups will be taught how to develop applications for mobile phones, operate cyber cafés and set up cooperative maintenance centres, through the Train My Generation: Gabon 5000 project.”
Thursday, October 16, 2014
“The MTN Foundation and Cameroon’s Ministry of Secondary Education have recognised teachers who make the best use of ICTs in education.
Open to all secondary school teachers in Cameroon, the competition to select the best teacher in using and integrating ICTs was launched in May 2014 by the Ministry of Secondary Education (MINESEC) and MTN Foundation with the following objectives:
- Instil healthy emulation amongst secondary school teachers without distinction of discipline, in the use of ICTs;
- Drive the taste for research in innovative teaching methods;
- Contribute to meet the objectives of quality education.
The projects submitted to the competition were assessed by a jury chaired by the Inspector Coordinator of Pedagogy in charge of Computer Science at MINSEC and comprised of two (02) members of the MTN Foundation and two (02) representatives from MINSEC.
After objectively assessing the projects, the Minister of Secondary Education published by Release N°0001/14 MINESEC/CAB of 18 September 2014, a list of ten winners, with each from the 10 regions of Cameroon for the 2013-2014 academic year, who have distinguished themselves by their contribution towards improving learning through integrating ICTs in teaching methods and techniques.“More information
Thursday, October 09, 2014
"IICD believes that equipping teachers with pedagogical tools and access to information can bring about large-scale social changes in entire educational systems. Many of the gaps in education in developing countries can be bridged with the help of ICTs and enhanced capacities for creating, sharing and using information and educational materials.
It is globally acknowledged that quality education has the power to combat poverty and stimulate long-term development. Despite this consensus, 130 million schoolchildren are still unable to read, write or do basic math* because of poor standards in education, overcrowded classrooms and under-qualified teachers. In its new position paper, IICD draws on nearly 20 years experience of bringing ICT solutions to classrooms to show that by building the ICT capacities of teachers, students gain the skills needed to succeed after school.
IICD’s experience in this field has shown that simply equipping schools with innovative tools is not enough to improve teaching and learning in the classroom. The success of ICT in the classroom cannot be achieved through one single solution. For this reason, IICD offers a range of integrated ICT solutions that aim to holistically overcome challenges and change classroom dynamics. Each of our solutions is made up of four parts: 1) equipping schools with locally appropriate ICT tools, 2) training local stakeholders on the effective use of these tools, 3) creating relevant educational materials, and 4) enabling the ICT environment to support sustainable changes in education."More information
Tuesday, September 30, 2014
"Portland Community College (PCC) has teamed with Desire2Learn (D2L) to introduce a massive open online course (MOOC) for educators that will address Web accessibility concerns associated with online learning.
PCC and D2L are working together to offer this practical, hands-on MOOC to help all educators become more versed in the issues of web accessibility in online education.
Specifically, the following goals are to be achieved by course participants:
- Create accessible photo images, diagrams, and charts for online courses
- Create accessible audio and video components for online courses
- Create accessible HTML content pages for online courses
- Create accessible course content in other formats
- Building a Web-accessibility knowledge base.
'At PCC, we are committed to improving Web accessibility in our online program and advocate for the needs of students. We make it a priority to provide faculty, course designers and instructional technology professionals with the knowledge and skills to create offerings with accessibility in mind,' said Loraine Schmitt, director of distance education at PCC, in a prepared statement. ' We realize many institutions are faced with resource challenges and we are excited that this free MOOC on accessibility teaches educators some of the best practices we use at PCC to make educational content accessible to students.'
Successful participants will have the option of receiving an electronic not-for-credit completion certificate from D2L at the end of the course.
For more information, visit opencourses.desire2learn.com
Friday, September 19, 2014
“ABOUT 120 teachers from Doregos Private Academy and St Bernadette School in Nigeria are in the processing of becoming the first schools in Nigeria and Africa to get certified in the United Nations Educational Scientific and Cultural Organisation (UNESCO) Standard, Digital Literacy and Microsoft certifications towards preparing students for the new academic session with 21st century skills which they will need in a world where technology is prevalent and quickly changing.
The teachers from the schools will be certified as Microsoft Certified Educators (MCE) and Internet and Computing Core Certified (IC3) professionals. These certifications differentiate Doregos and St. Bernadette Schools from other teachers in Nigeria and Africa. The Microsoft Partners in Learning Group has a professional development programme to help teachers develop the attributes needed for innovative teaching.
The teachers are undergoing rigorous training for four weeks at New Horizons, the world’s leading IT training institution in Nigeria where they will also sit for the international certification online to test their competencies in all areas based on the examination body. This landmark achievement has set a standard of ICT digital literacy and teaching with technology in schools today for others to emulate.
Mrs. Clementina Doregos, proprietress of the two schools said the training will aid them to be on same level with what transpires abroad.
She explained that her visit to top schools in USA and UK where teachers and students are collaborating, innovating and solving problem in classroom in real time shows that teaching has gone beyond didactic method of training to collaborative method where teachers and students share knowledge real time in classroom with the use of technology.
Managing Director of New Horizons, Tim Akano, said that ´Mummy Doregos is such an exceptional proprietress that is ready for change driven by innovative way of adding value to her students, teachers, parents and schools.´ He added that the proprietress informed him how she wants her teachers to be certified and empowered yearly by using technology to train the students.
New Horizons has developed a curriculum for teachers in line with UNESCO Standard, Digital Literacy and Microsoft certifications to empower and equip them with 21st century teaching skills and test their competency. This will address one of the reasons for the mass failure in West African Examinations Council (WAEC).
According to the Head of National Office, WAEC, Charles Eguridu many Nigerian teachers are not competent and some teachers could not even read and how will they impact knowledge you do not possess. He also said that teachers find it difficult to do competency tests which some state had to reserved for obvious reasons, so the quality of the teachers in the systems is such that one can not vouch for their competence.”
(Source: The Guardian
Monday, August 11, 2014
On the 22nd July 2014, Camara attended the official opening of its first solar-powered computer lab in Gros Morne
, Haiti. As part of Camara’s ongoing partnership with University College Dublin Volunteers Overseas
(UCDVO), it is intended that this facility will become the first of many new e-Learning centres to be integrated into the region. This unveiling is the result of a Memorandum of Association
signed over two months ago in University College Dublin by Maureen O’Donnell, Camara’s European and Caribbean Service Manager, and Caroline O’Connor, a representative of UCDVO. The memorandum outlined a plan to introduce a sophisticated solar-powered computer lab with an accompanying teacher training programme to the area; a plan that has now come to fruition.
Camara successfully installed twenty refurbished computers, while also providing a rudimentary training course for the teachers involved. UCDVO have shown their support by administering continuous, valuable teacher training to staff for the duration of their stay. In the coming weeks, Camara will begin work on a specialized training manual for teachers. It will be bilingual: available in both French and Haitian Creole. Camara hopes this will continue to support staff and schools in the region.
This venture has been part of a collaboration between the two organizations that has been ongoing since 2009. An inaugural project in Morogoro, Tanzania was expanded to incorporate multiple schools and an extensive computer training programme.
UCDVO are already involved in many development projects in the greater Gros Morne area, and Camara are thrilled to have launched this new project in partnership with them. The installation of this solar-powered computer lab is an exciting new opportunity, allowing them to focus on one of the central issues impeding access to ICT in Haiti – that of electricity. Electricity is something of an exclusive resource in Haiti; it is quite expensive and generally unavailable outside of urbanized areas. Solar power offers an elegant, practical and renewable alternative.
Wednesday, July 16, 2014
UNESCO supported the Rwanda Board of Education in carrying out a two-day consultation meeting in Kigali from 7 to 8 July 2014. Held under the theme “Review and Validation of the ICT Essentials for Teachers Curriculum”, the event aimed at supporting the implementation of the Rwanda ICT for Education Policy through UNESCO’s ICT Competency Framework for Teachers (ICT CFT).
The meeting in Kigali included a discussion on the development of openly licensed teacher training materials to be available as open educational resources (OER), to facilitate the integration of ICT in classrooms in Rwanda.
In line with the ICT in Education Policy Paper, it is foreseen that the outcomes of this workshop would support the development of an OER-based curriculum for in-service training to ensure that capacity building courses are tailored to local needs in terms of using ICT for quality teaching and learning.
The objectives of the new curriculum will be the following:
- aligning the ICT CFT to support the Rwanda ICT in Education Policy;
- defining the objectives of teacher training materials to support the use of the ICT CFT; and
- outlining the process for the development of OER to support training materials.
Participants in the meeting included representatives of the Rwanda Education Board, the University of Rwanda teacher training institutions, as well as the British Council, and non-governmental organizations. Participants noted the importance of the workshop, especially in order to use the ICT Competency Framework for developing teacher training programmes that are in line with national policies and strategies.
This activity is a direct follow-up to the implementation of the Paris OER Declaration
that was adopted in June 2012 at the UNESCO Headquarters in Paris, France. It is also part of UNESCO’s continued efforts of promoting the application of ICT to enhance the quality of and access to education, including the stimulation of production, sharing and access to open educational resources (OER).
Wednesday, July 09, 2014
The International Task Force on Teachers for EFA is a voluntary global alliance of EFA partners working together to address the shortage of qualified teachers needed to achieve universal primary education by 2015 and to provide a quality education for all.
The Task Force is holding a consultation on inclusion and equity in teachers‘policies and practices via an online discussion forum. Input from this consultation will feed into the drafting of a policy brief on this issue.
The following three questions will be asked to the participants in an effort to deepen the themes of inclusion and equity in policies and teaching practices:
1. On a daily basis, how can teacher help to promote equitable and inclusive education?
2. Are there equitable and inclusive teaching policies for marginalized children in your country? Are teachers involved in the implementation of such policies?
3. Which strategies should be put in place in schools to help teachers facilitate inclusion and fair treatment of marginalized children?
The International Task Force on Teachers for EFA is inviting institutions and experts from all regions of the world, including both developing and developed countries, to share the challenges, priorities and practices of their education systems and contribute to discussions and debates in the online forum. We also invite our members to extend the invitation to their respective network(s).
When, local time: Wednesday, 2 July 2014 (All day) to Thursday, 17 July 2014 (All day)
Type of Event: Working group/Expert Meeting
Contact: firstname.lastname@example.orgFurther details
Wednesday, June 25, 2014
British Council is taking a lead role in the development of a unified curriculum for integration of ICT in education for the purpose of the rollout of the National Laptop Project. A joint workshop was held at the Kitengela Conference Centre & Resort Park, and brought together key stakeholders from the Jubilee Laptop Project (JLP) Consortium consisting of Teachers Service Commission (TSC), Ministry of Education, Kenya Institute of Curriculum Development, Microsoft, Intel, Technology Partners, Jomo Kenyatta University of Agriculture and Technology, UNESCO, and Kenya Literature Bureau.
The national laptop project is expected to run from January 2014 by which time 50,000 teachers need to have been trained on ICT integration in the classroom, besides device assembly, applications uploading, content development and delivery of devices to schools among others. It is envisaged that the teachers training should be done by end of August 2013 before which there should have been induction workshops for technical teams, master trainers and training of trainers.
This writing workshop represents the first stage towards achievement of ICT integration capacity building for primary school teachers in preparation of the school laptop project. This meeting aimed to review existing content from various curricula on ICT skills and integration with a view to isolating relevant content. Thereafter, the involved stakeholders plan to rewrite each module with an emphasis to enhancing pedagogy for the teaching profession and improving learning outcomes. With this in mind, we hope to harmonize the ICT integration curriculum and adjust it within working objectives of the UNESO ICT competency standards. It is also key to note the aim of developing relevant manuals, ICT baseline survey tools and web-based collaboration systems for trainers.
Of particular importance was the time given to participants to interrogate the available content in detail and come up with a synchronized curriculum on key areas, some of which are good practice from the Badiliko and Spark a Child’s Digital Future projects. These areas include: school leader training, 21stcentury skills, basic ICT skills , internet, mail groups, social media networks, ICT integration in teaching and learning, ICT integrated lessons and managing environments, interactive digital content, safety, security and ethical issues, first line basic maintenance and support, assessment , monitoring and evaluation.
A harmonization curriculum team has since been established, and comprises 30 key stakeholders. It is envisaged that this team will address a number of key expectations mainly touching on: content format, identifying teachers for training of trainers and master trainers, structures for teacher management (support structure and types), consolidation of partners in curriculum harmonization, gap analysis,wholesome retooling of the teacher: online services (registration, pay slips, promotion, profile updates, casualty, real-time data, poll survey and collaborations),budget and sponsorship for capacity development and incentives: certification, professional development and promotion.
The teachers are the custodians of the ICT project, and will actually do the groundwork in terms of equipping students with these very vital IT skills. By directly involving them in these preliminary stages, they have a great opportunity to exercise ownership of the project. Having the teachers input at this early stages means that the final product content, execution, structures and workings are clear from the very beginning and resonate with their specific needs.
Through this initiative also, the government, will be able to aptly roll out the ICT project in line with its vision of bringing ICT skills to schools. By getting necessary input from all the key stakeholders, the government is guaranteed of getting an end- product that resonates with the people, by the people and for the people.
Source: British Council
Thursday, June 19, 2014
Digital Literacy 2.0 (Dlit2.0) is a European project, funded as part ofthe Lifelong Learning Programme, that aims to help you use Web2.0 applications in your everyday life.Further details
Web 2.0 can ease your daily life and will help you to
- stay in contact with family & friends
- find bargains and snips
- have a voice in public debate
- make use of services that are free of charge ... and much more.
DLit2.0 follows an ICT-based “train the trainer“ and “qualify the users“ approach. It sets out to develop and implement training programmes for staff in informal learning settings such as public libraries, community and care centres to enable them to use Web 2.0 to provide ICT based informal instruction and distance learning to socially disadvantaged people. Once they are trained, these staff members will enable new Internet users to develop the necessary skills and knowledge to make full and safe use of the World Wide Web, improving their motivation to learn and empowering them to participate in social life. Essentially, Web 2.0 provides learning opportunities and reduces educational barriers.
DLit2.0 compiles best practices, strategies and success criteria from different European countries into one comprehensive and innovative strategy, with special emphasis on innovative, non-formal learning approaches and collaboration models. The project reflects transnational, transsectoral and interdisciplinary cooperation and creates value by based on knowledge, empowering people in inclusive societies and ensuring that citizens have access to lifelong learning toolsto master "New Skills for New Jobs".
Thursday, May 08, 2014
UNESCO held a four-day workshop on ICT for teacher training from 7 to 10 April 2014 in Nairobi, Kenya. This event is part of UNESCO’s continued efforts of promoting the application of ICTs to enhance the quality of and access to education, including the stimulation of production, sharing and access to Open Educational Resources (OER).
The workshop aimed at populating a knowledge deepening course for primary education teachers in Kenya with national and international OERs and thus builds capacity of participants to enable them to adapt and customise Open Education Resources (OER) and thus support deployment of the UNESCO ICT Competency Framework for Teachers within the Kenyan context. Furthermore the workshop capacitated participants in instructional design principles, including ideal structure of a blended course delivered as professional development opportunity. Mr Andrew Moore, the facilitator of the workshop stated that “there is need for OER ICT CFT to complement the Kenya Governments One laptop per Child project as this will enhance its integration to the country’s education programme”.
The training attracted participation of Kenyan ICT CFT OER courseware developers from the Ministry of Education Science and Technology, Teachers Service Commission, Kenya Institute of Curriculum Development, Centre for Mathematics, Science and Technology Education in Africa, Kenya Education Management Institute, Kenya Institute of Special Education, Kenya Technical Teachers College, Strathmore University, and Inoorero University. Many, if not all of the participants found the workshop to be of great value and of great need for themselves or their respective institutions. Participants were ready to take on the challenge posed during the workshop and were eager to move on to integrating the concepts they had been taught into practical activities.
This workshop comes as a follow up of the workshop held from 18 to 22 November 2013 that took stock of existing ICT teacher training initiatives in Kenya and proposed the UNESCO project to focus on offering additional professional development opportunities to those teachers and school managers who had completed the initial ICT integration training. The UNESCO project will enable the Teacher Service Commission to offer ‘follow-up’ training at a slightly higher level using a different mode of delivery in order to contain costs for both the project coordinators and participants.
This activity is a direct follow-up to the 2012 World Congress on Open Educational Resources
which released the Paris Declaration on OERs
calling on Governments to openly license all educational materials produced with public funds. Supported by a generous grant from the William and Flora Hewlett Foundation (USA), UNESCO is working with the Governments of Kenya, Oman, Bahrain, and Indonesia to implement dynamic and relevant policies to guide and recognize teachers and learners to find, adapt, use, develop, and share open educational resources.
Tuesday, April 22, 2014
The European Competition 2.0 asks teachers and educators to share the creative and effective ways they are using online resources or applications in their teaching practice. How to enter
To enter you need to make a short video showing your teaching practice that involves the internet or mobile app. The video must be a maximum of 2:30 minutes. Then you must register on the Ed2.0Work project website and submit your video. The deadline to enter is 12 September 2014 at 12.00noon. Visit the competition website
for more information on how to apply.Judging and prizes
The winners will be decided by an international panel of judges. The winners will be invited to present their ideas (all expenses paid) at the European Conference in the Applications of Enabling Technologies
, 2014 20-21 November 2014, Glasgow, Scotland.
The judging team includes:
Shelly Sanchez Terrell
Sylvia Guinan About Ed2.0Work
Ed2.0Work is a European Union funded education project that has two missions:
- To create a network that spans education and the world of work and is designed to improve the use of Web2.0 tools in both fields.
- To create a set of tools for the empirical evaluation of Web2.0 tools
The project will create a network between stakeholders in the education and work sectors that will examine how both should be using Web2.0 in the education and work environments.Further details
Tuesday, April 01, 2014
The Conference provided opinion-leaders and decision-makers worldwide with a sense of outstanding best-practices on accessibility – the Innovative Practices and Innovative Policies as selected by the Zero Project network of hundreds of experts – and their potential to make the world more accessible.
To jointly continue the good work, let us take this opportunity to encourage you to make use of the Zero Project Website
where you can find a lot of additional information from the Conference on accessibility: All presentations are online and free to download
. Also a lot of pictures from the Conference can be found here
But there is a lot more on the website. All selected 54 Innovative Practices
and 15 Innovative Policies
2014 on accessibility have been uploaded barrier-free to the website and can be fully searched by keywords, countries or tags. In addition to that, all shortlisted
Practices that did not make it into the final selection have been researched by students team from Fachhochschule St. Pölten and are now online and fully searchable – another interesting set of more than 70 best-practices on accessibility worldwide!
And there is still more…
Find the full Zero Project Report 2014
and the Zero Project Worldmaps
ready for download, as well as all 32 social indicators
that measure the implementation of the UN CRPD
in 130 countries. “Drill down” the data on the online map and find also all comments made by experts, and use Google Translate to translate it into your language. And you can download all the social indicators “raw data”
as open source to start your own research. Please feel free to contribute to the research and include your own answers and spread the word to others that may want to fill in the questionnaires!Watch here the Zero Project Video
(Source: Zero Project Website
Monday, March 24, 2014
UNESCO is now seeking feedback from stakeholders on how it should design and implement a comprehensive study of Internet-related issues that will present options for future actions within its mandate. Comments are requested before 30 April, after which the draft concept paper and questions will be finalized, and the research will commence.
This wide-ranging Internet study arises from a resolution agreed by UNESCO’s 195 Member States during the Organization’s General Conference in November 2013.
By mandate of Resolution 52 of UNESCO’s 37th General Conference in 2013
, the study is required to cover the fields of (i) Access to information and knowledge, (ii) Freedom of expression, (iii) Privacy, and (iv) Ethical dimensions of the information society, and also explore possible options for future actions. The results will inform the Organization’s reporting to the 38th General Conference in 2015.
The resolution requires that the study be done through an inclusive multi-stakeholder process which includes governments, private sector, civil society, international organizations and the technical community.
These consultations will be done through an online questionnaire, meetings with UNESCO Member States, and UNESCO participation in events such as the Global Multistakeholder Meeting on the Future of Internet Governance (NETmundial), WSIS High Level Review Events, the Internet Governance Forum, the Freedom Online Conference, and the Stockholm Internet Forum.
The draft concept paper for the study
, proposed by UNESCO’s Secretariat, outlines how the fields can be conceptualized and presents related research questions. The guiding framework is the draft concept of “Internet Universality
”. By summarizing core Internet principles relevant to UNESCO’s mandate and fields of competence, the notion of “Internet universality” highlights four R-O-A-M principles: (i) that the Internet should be Human Rights-based (ii) “Open”, (iii) “Accessible to All”, and (iv) nurtured by Multi-stakeholder Participation. As part of the consultation, feedback is also sought on this draft concept.
To send your written comments on the Draft Concept Paper
and the Draft Concept of Internet Universality
, please write to Internetstudy(at)unesco.org
. Further details
A total of 2,331 Better Ghana Agenda laptop computers have now been presented to teachers who completed the Rlg Information Communication Technology training under the Basic school Computerisation Project in the Central Region.
The Central Regional Minster, Dr Samuel Sarpong, who presented 1,400 laptop computers to a batch of beneficiary teachers in Cape Coast, underscored the important role of ICT in the current educational system.
He pointed out that computer literacy in the job market currently constituted an essential driving force that determined the chances of one getting employment and that it had become necessary for all stakeholders in the educational sector to work towards ensuring that classroom teachers became ICT inclined.
He said in this regard, government was working hard to promote ICT education, and has therefore decided to implement the policy on laptops distribution under the Better Ghana Agenda ICT project in which basic school teachers are trained and presented with computers.
The Central Regional Director of Education, Mr Joseph Dagor Kor, explained that the provision of the laptops was to serve as motivation for all teachers, and urged them to share their knowledge with their colleagues and students as society expected a lot from them.
He challenged teachers to use their ICT knowledge and laptops to equip themselves with 21st century skills instead of the archaic information they kept recopying from previous lesson notes, adding that lessons should be student centered to encourage the children to work on their own to enable them work everywhere in the world.
(Source: Biztech Africa
Kenya’s private schools, in conjunction with technology companies Microsoft, Intel, Safaricom and Mitsumi, have partnered to take affordable gadgets and learning solutions to all private schools across the country.
In the collaboration, Intel East Africa will provide training programs and material, Safaricom Limited will provide the data plan, Equity Bank will be the finance partner and Mitsumi Computer Garage will offer devices.
According to Peter Ndoro, CEO Kenya Private Schools Alliance, schools laptops worth between sh30,000 and sh55,000 bundled with relevant content and e-learning materials will be offered to learners in private schools.
¨We intend to train at least three teachers in all private schools on the use of the gadgets and the e-curriculum by the end of the year… we already have 32 trainer of trainers but we intend to increase that number to 102 so that we can train all the targeted private schools teacher before end of the year¨, said Mr. Ndoro.
There are about 3400 private schools in Kenya.
The alliance aims to ensure all private schools have provisions for cheaper laptops and relevant digital curriculum for learners before end of this year.
In the agreement, every Intel device purchased will come pre-loaded with approved Intel Explore and Learn, a one-stop shop for digital education content.
Specifically tailored finance options will also be provided through loans from Kenya’s Equity Bank and M-Changa, a mobile money-based way to contribute towards the purchase of devices. Special data packages from Safaricom will also be provided, consisting of 5 gigabyte and 10 gigabyte bundles.
“Through this platform, learners can easily access a wide variety of content including text books, set books, revision books, interactive past exam papers, rich multimedia (audio, video and animations)”, said Alex Twinomugisha – Business Development Manager, Intel Corporate East Africa.
“Teachers need proper training and the curriculum needs tweaking to fit the new era of technology in classrooms”, said Twimomugisha. There are over 60 in-built science experiments pre-loaded in the gadgets to be distributed by Mitsuni Computer Garage.
The gadgets, which private schools are expected to buy through a financial plan with Equity bank ranges from the very basic to the advanced depending on learners’ needs.
Better still the laptops, especially those targeting junior learners come bundled with a classroom management system to monitor students’ activity. The laptops for the small children are break-proof to withstand rough handling. The gadgets will also be fitted a theft deterrent software meaning if they are stolen or smuggled out of school they can be remotely locked and rendered unusable.
(Source: Biztech Africa
Wednesday, January 22, 2014
Laptops, tablets and mobile phones are quickly changing the way we live and they are changing the way we learn.
Devices that were banned in schools just a few years ago are becoming commonplace in classrooms and increasingly integrated into day-to-day pedagogical practices. Yet concrete and evidence-based knowledge about how mobile technology is best leveraged to improve education is only beginning to emerge. UNESCO Mobile Learning Week 2014
will bring together experts and government officials from around the world to discuss how new technologies can improve education outcomes and make learning more accessible and more equitable. The theme of the event, now in its third year, is teachers
. How can mobile technology make teachers more effective and help them impart meaningful skills and understanding to students? Questions about how technology, teachers and learners intersect have never been more relevant and Mobile Learning Week will engage these questions directly from 17 to 21 February 2014
The annual African EduWeek conference will this year host key sessions on the incorporation of ICT and technologies into the classroom and learning process in a bid to improve educational practices.
Following from the release of the South African matriculation (matric) examination results yesterday, the organisers of the event said the current quality of education is questionable, and both teaching and learning methods need to be reassessed.
As such, this year’s African EduWeek conference – to be held in Johannesburg, South Africa, on July 10 and 11 – will focus on key takeaways such as the use of ICT skills to enhance teaching and learning, the role of technology in the classroom, empowering teachers, strengthening school leadership, and improving FET colleges. “There could not have been a clearer illustration of the need for EduWeek than the matric results we have seen, and responses we are hearing from the education community”, said Tanya Jackman, event director of African EduWeek.
“Learners are leaving school without the necessary tools to succeed, as we see with the high dropout rates from universities and youth unemployment, and this simply has to change”.
This year’s conference has the title of “Empowering teachers to deliver quality education everywhere”, and will include free workshops for teachers to improve their classroom and technical skills.
“Our educators are the most central element in improving the education system, and they must have access to relevant training to develop and equip their learners with the tools required to succeed in professional and further education environments”, said Jackman. South Africa’s matric results published yesterday saw 78.2 per cent of students pass their exams, despite the minimum pass requirement being just 30 per cent. As such the education system is coming under considerable criticism.
“In the wake of the recently published matric results, the quality of education and indeed of teachers is coming under increased scrutiny as critics cite low pass requirements (30 per cent) and simplified exams, not educational progression, as the key determinant in the results. As 78.2 per cent of matric students passed, questions remain as to whether the quality of education learners receive is high enough”, Jackman said.
Sunday, December 22, 2013
The deadline to submit your application and all required submission materials is January 22, 2014
. Women Enhancing Technology
(WeTech) helps women and girls enter and succeed in technical careers, with the goal of enhancing women's talent and skills needed to fuel technological and economic growth. WeTech, a Clinton Global Initiative commitment, is led by the Institute of International Education
(IIE) and implemented with a consortium of dedicated partners to support innovative activities, training, build networks and offer professional opportunities for women and girls in tech.
SEED FUND: AFRICA
WeTech is launching a Seed Fund in Africa that will provide small grants to support individuals or civil society organizations to play a role in increasing the access for women and girls to computer science-related training, jobs and leadership roles. While new and existing initiatives will be considered, preference will be given to the expansion of current projects.
Seed Fund grant amounts will range from $2,000 - $20,000. Grant applications will be reviewed by a panel of experts knowledgeable of Science, Technology, Engineering or Math (STEM) content areas or applicant's countries. Based on the application review, the Seed Fund team may propose modifications to the budget, requested amount and/or scope of the project that the grantee may accept if they so choose. Winners of the WeTech Seed Grants will be required to report quarterly on their progress as well as participate in, and contribute to, a virtual community of fellow grantees.
If you have specific questions throughout the application process, please contact us at email@example.comFurther details
Thursday, December 19, 2013
UNESCO has launched its Global Media and Information Literacy (MIL) Assessment Framework for the evaluation of countries’ readiness to create an enabling environment for MIL. The publication also aims to assess citizens’ competencies on MIL, particularly targeting teachers in service and training.
Since the rapid advancements in information and communication technologies took place, traditional notions of literacy have struggled to keep up with modern demands. The challenges are also linked to a growing influence of media and the need for better management of information and knowledge at professional and societal levels.
UNESCO’s Media and Information Literacy programme represents a composite set of knowledge, attitudes and skills, necessary to access, analyse, evaluate, use, produce and communicate information, media content and knowledge in creative, responsible and ethical ways in order to participate and engage in personal, professional and societal activities. UNESCO believes that every citizen needs to learn and understand principles necessary for media and information providers to fulfil their functions in society, learn more about opportunities and threats coming from virtual world and manage resources. As such, MIL acts as a key factor for the participation in knowledge societies in the 21th century, ensuring capacities for lifelong learning and developing employability and inclusion for all citizens.
A central component of UNESCO’s Media and Information Literacy strategy, the Global MIL Assessment Framework would enable Member States to carry out comprehensive assessments of the information and media environment, and to monitor at the regional and national level the extent to which citizens have acquired MIL competencies, particularly targeting teachers in service and training. This evidence-based information will subsequently help Member States monitor the effectiveness of the implementation of education and ICT policies in developing 21st century capacities, and help to design new strategies and action-oriented plans that fit best within country-specific contexts and conditions.
The publication presents an overall assessment framework composed of two tiers: country readiness, and assessment of competencies. It also includes a plan for national adaptation as well as concrete suggestions for data collection, analysis and application. It is intended as a living document to be further tested, adjusted and adapted to national needs and circumstances by its users – policy decision makers, teachers and local professional communities in information, media and education.
The Global MIL Assessment Framework is part of UNESCO’s commitment to the implementation of the Intergovernmental Information for All Programme (IFAP)
Strategic Plan, and particularly its priority on information literacy, and of the Plan of Action of the World Summit on the Information Society (WSIS)
. It also contributes to the on-going debate on Internet Governance.
The UNESCO Global Media and Information Literacy Assessment Framework was prepared by UNESCO’s Communication and Information Sector in close collaboration with UNESCO’s Institute for Statistics and with support of the Japanese Government.
The UNESCO Global Media and Information Literacy Assessment Framework can be accessed here
As is happening in other areas of society, women already occupies a better posision among the people who are making online computer training. 67% of students are women, compared to 33 % of men, according to data from Internet Academi
, the largest Spanish online training platform on Internet.
Currently, they are opting to form a majority (83% ) for short programs, one month, to meet specific needs and improve their qualifications. The other 17% select a deeper or masters programs, which takes six to 10 months. They prefer mainly four areas: Social Media, Browsers, Web Analytics and Community Management.
The "sketch" of women who are doing digital training, according to data from Internet Academi
would be: Spanish, around thirty years old, with higher education and who holds a responsible position in the field of Consulting or Internet.
. 48% of the students are between 30 and 39 years old. Behind them, the age group between 20 and 29 accounts for 31 % of the total, and only 19 % are older than 40 years.
. With higher education level, which, in many cases, represent a Postgraduate. These studies are primarily focused on advertising, marketing, computers or technology.
· Vocational sector of origin
. The students interested in the digital ecosystem work primarily in Consulting, Internet, Technology and Distribution. There is a small representation of the world of banking, insurance, textile, hospitality, advertising and marketing.
· Working place
. 85% of the students have a position of responsibility as Director or Area Coordinator Department according to Internet Academi
. The number of administrative and employees represents 8 %.
. The three main reasons why women choose to be formed are: take the push that Internet has in recent years to get a better job, increase their general knowledge to progress in their current job and complete their resume.
· Preferred courses
. The students are mainly inclined to courses related to social networks and the Community Management, search engine optimization , the user experience , analytics and metrics in Internet and mobility. Among women who are enrolled in a Master Program, the chosen discipline is the E -Commerce.
"The data show that women are joining en masse to the knowledge society and their role will grow soon to address the changes that will continue", explains Rodrigo Miranda, director of Internet Academi. "Being off the Internet is similar to being illiterate in the twentieth century, and the woman has understood perfectly. They want to take this area to improve their opportunities in a business world, which is still dominated mostly by men, and they are aware that the Internet is a much more egalitarian environment where the shortage of well-trained professionals opens opportunities where they will not find wage differences like in other sectors".
Rodrigo Miranda recalls that the Network has also broken the geographical barriers. "In the case of Internet Academi, although the vast majority of our students are Spanish, in the last two calls has significantly grown the number of people from America, especially from Mexico and Colombia, and even from Asia, reaching 25% of total".
youth recently attended a regional Web 2.0 training in Malawi.
This was courtesy of the Strengthening Youth Employment Opportunities in ICTs and Agriculture in Southern Africa (SOFIA)
project. Patrick Masarirambi from SOFIA said this was part of the stakeholders’ meeting held in Malawi from November 25 to 29, 2013. He said this was a trainer of trainers on Web 2.0 and social media aimed at equipping youths in the use of information and communication technology (ICT) in agriculture.
“Participants came from the three countries, namely Malawi, Swaziland and Zambia. About five youths were selected from Swaziland
to go for the training in Malawi“. Graduates from this training will be required to replicate the acquired knowledge in their centres and young farmer groups. “Running concurrently with the training was the regional advisory committee meeting which comprised members from the three implementing partners”, he said.
Masarirambi said Swaziland was represented in the committee by Ministry of Sports, Culture and Youth Affairs Director of Youth Affairs Bheki Thwala and Lulote Executive Director Patrick Masarirambi as the implementing partner. He said also present was sponsor representative from the Technical Centre for Agricultural and Rural Cooperation (CTA) Ken Lohento.
Masarirambi said the meeting looked into various issues that should be addressed so as to ensure the success of SOFIA. He said the training was facilitated by Chandrabose Sembho from Mauritius and it went well. “Participants from Swaziland held their own as they competed well in the training. “At least two of them, Vusi Shongwe and Wandile Nxumalo were among the best five participants as they scooped two of the five prizes.
“These trained youths are going to facilitate the national training on Web 2.0 sometime next year, where about 25 will be selected from all the regions in the country”, he said.
Masarirambi said communication and availability of internet through ICT would enhance the flow of information shared locally and internationally to update farmers on supplies, markets and the outbreak of diseases as well as availability of a new variety of seeds.
He said it had been shown that the use of ICT could significantly reduce marketing and production costs. Adding, he said this project would bring economic growth, thus cutting down unemployment among the youth and the levels of crime.
(Source: Swazi Observer
Friday, December 13, 2013
ICT can transform the way that education is delivered and open the way to a new pedagogy. It can make it easier for teachers to plan and find high quality materials, and it can help pupils to find out more about the subjects that they are studying. Critically, new technology can enable teachers to tailor their teaching more closely to the abilities of individual pupils.
This article is going to explore some initiatives taken by Tanzanian government in providing conducive environment for utilisation of ICT in the education sector. There are several projects at the national level, projects that have now been included as part of the national ICT policy for education.
(a) ICT Implementation in Teachers’ Colleges
: This was a collaborative effort between the Ministry of Education
aimed at introducing ICT in all teacher-training colleges in the country. The project was initiated in 2005 when a proposal was developed by Schools Online, an NGO based in the US and with offices in Tanzania at the time, and sold to the ministry as an initiative to improve access and quality of education in the country. The programme’s main goal is to improve the quality of teacher education by using ICTs in pre-service and in-service sessions. Tutors were expected to become ICT literate and able to use ICT as a tool for teaching and learning as well as for management and administration. The benefits of preparing ICT-literate teachers are expected to spill over to schools when implementing initiatives like e-school or e-learning.
(b) ICT Development in Secondary Education
: The eSchool Forum which was formed after the education stakeholders workshop organized by the ministry of education in 2005, has submitted a programme proposal to the Ministry of Education and Vocational Training. The proposal recommended the introduction of ICT in secondary education, in phases starting with 200 schools in phase 1 (2006 to 2008), a large scale rollout covering 2,000 schools in phase 2 (within five years), and nationwide coverage by 2015. The proposal covered a wide range of activities that need to be undertaken within the programme, including ICT infrastructure development in the schools, technical resources, student management at school levels (integrated EMIS), content and curriculum development, e-learning, sensitisation, human resources, and programme co-ordination and funding.
(c) Education Management Information System
(EMIS): The Ministry of Education and Vocational Training is implementing a nationwide education management information system (EMIS) to produce and manage educational data and information. The EMIS is expected to collect, process, utilise, and disseminate education data to educational stakeholders on a timely basis. This project is currently being implemented at the ministry headquarters, however some regional and districts offices have been provided with computers and printers. Computer training has taken place for 19 regional education officers, 19 regional academic officers, 35 district education officers, and 34 statistical and logistics officers.
(d) Computer Procurement and Refurbishment for Schools
: This project was managed by the Tanzania Computer Literacy for Secondary Schools Trust Fund, a local NGO based in Dar es Salaam. The project procured used computers and received donations from donors and other organisations, refurbishes these computers and uses them to equip computer labs in secondary schools. The project also train students in basic computer maintenance so that they can become the first-level support for the labs. This project was supported by IICD.
(e) Tanzania Education Services Web site
: This Web site publishes information on the education sector in Tanzania, including information about schools, examination results, and school administration. There is a wealth of information including contact information for 1,060 schools and 47 teacher colleges. This project was supported by IICD.
(f) Barclays/Digital Links/TEA Computer for Schools Project
: Barclays Bank and Digital Links International have formed a partnership to spur the growth of ICT in schools across East Africa. A three-year programme has set targets to place 10,000 computers in approximately 500 schools.
Implementation of the programme is through collaborative partnerships with organisations in each country. For Tanzania, the Barclays ICT project for schools is implemented by Tanzania Education Authority (TEA), Tanzania Commission of Science and Technology (COSTECH), and Mkombozi Centre for Street Children.
We are now living in an information age whereby transformation has been happening around the world with the ubiquity of ICT. It is natural that this transformation must be reflected in the way we teach and the way we learn. Todate, such a transformation has not much been taken up by the government in an effort to offer a wide range of ICT services to the citizens especially primary schools.
In Tanzania most of schools have not gone through this technological process and very few have been equipped with an ICT infrastructure. In primary schools in Tanzania, ICT has been included in curriculum while in the secondary sector it has been started to be regarded as a different subject and geared towards a skills-based exam but for few private secondary schools.
ICT can be a powerful resource for supporting school-directed change. Funding for ICT in Schools will influence the direction and the speed of innovation over the next four years. It is our recommendation that resources are targeted to areas that will drive the priorities and strategies to make transforming the way we learn into a reality.
(Source: IPP Media
ICT education to reach 8500 students in 33 provincial schools
ITU has selected Sri Lanka as one of five countries for the ‘Connect a School, Connect a Community’ project. Following the completion of a ‘Connect a school, Connect a Community
’ project in Akuressa, the Telecommunications Regulatory Commission of Sri Lanka (TRCSL
) initiated this project with ITU to extend the scope to cover 33 schools on the entire island.
This project was inaugurated today with the opening of the Computer Laboratory of the Watareka Kanishta Vidyalaya (Primary School), in Homagama, Padukka, Colombo District
, by the Sri Lanka Minister of Education Mr Bandula Gunawardena. The ceremony was attended by Mr Lalith Weeratunga, Secretary to the President of Sri Lanka and Chairman of the TRCSL, and Ms Eun-Ju Kim, Director of the ITU Regional Office for Asia and the Pacific, along with participating school principals and officials of the Provincial Education Offices.
The project will benefit over 8500 students in 33 schools located in areas of low ICT development, while also educating children with special needs.
The main objective of the project is to narrow the digital divide between rural and urban areas and provide digital opportunities to their communities. Transforming these schools into community ICT centres is expected to help marginalized and vulnerable groups, such as women, indigenous people, persons with disabilities and those living in rural, remote and underserved areas, and to empower them to contribute to their socio-economic development.
ITU and TRCSL have provided funds for the hardware and software required to equip the computer laboratories in schools. The schools will be responsible for the maintenance and operation of the facilities, while telecommunication operators will provide broadband Internet connectivity to at concessionary rates. “This school and rural community-oriented ICT project will be beneficial to the rural sector”, said Mr Weeratunga. “In the future, these schools will play a key role in the penetration of ICT knowledge into the rural and remote areas of the country”.
“The Ministry of Education is committed to equipping teachers and students in Sri Lanka with digital literacy skills in order to empower them to take advantage of the opportunities offered by the global economy”, said Mr Anura Dissanayake, Secretary in the Ministry of Education. “The project will bring technology into the classroom and allow teachers to teach their students critical thinking, problem solving and collaboration skills”.
“This is a smart initiative which sets a milestone in driving ICT access to rural and remote areas and benefits not only teachers and students but also the communities where they live”, said ITU Secretary-General Hamadoun I. Touré. “Such an innovative public-private-peoples’ partnership, which promotes school-based community ICT centres, represents an attractive, affordable, inclusive, scalable and sustainable step forward in providing digital opportunities for the people of Sri Lanka. This is certainly an excellent way forward to realize the Asia-Pacific Vision 2020: Smartly DIGITAL, which was endorsed last month by leaders at the Connect Asia-Pacific Summit held in Bangkok, Thailand”. Dr Touré was represented at the event by Ms Eun-Ju Kim, Director of ITU’s Regional Office for Asia and the Pacific.
The ‘Connect a School, Connect a Community
’ project in Sri Lanka is a public-private-peoples’ partnership (4P) involving ITU
, the Sri Lanka Ministry of Education
, Dialog Axiata
, Metropolitan Computers
, Daisy Lanka Foundation
, Jinasena Training and Rehabilitation for ICT Education promotion of the Island.
(Source: ITU Newsroom
Thursday, November 21, 2013
What exactly is the E-Campus Learning Portal
(E-CLP)? In short it is a computerised teacher, examiner, library, course hand book and lesson planner for all school subjects, based on the new Namibian school curriculum. A learner or teacher can thus use the computer to access the same content and resources that any other teacher or learner can access throughout the country. They simply state which grade they are interested in and then select the subject from a list. The E-Campus Learning Portal (E-CLP) will then take the candidate through the course, using a series of slides that are narrated in English.
The E-CLP is an education initiative designed by the Institute of Information Technology
(IIT), one of the leading ICT education organisations in Namibia. The content was developed by Namibian teachers and is continuously tested and updated by learners and teachers alike. It is tweaked and customised almost daily to ensure that it successfully addresses necessary areas in a way that is conducive to easy and fun learning, while still being educational. The content is accredited by the Ministry of Education through the National Institute for Educational Development
Not only will the E-CLP
revolutionise the way in which learners study but it is a powerful tool for teachers, as it provides them with lesson plans, class tests, sample exam papers and a step-by-step guide, which is based on the subject syllabus. Therefore, teachers can be assured that they are covering everything as set out in specific subject syllabus. Teachers can also use the developed lessons to physically teach in class while showing learners the graphics, pictures and animations to explain certain points.
Learners can benefit from using this highly interactive tool to learn in a simple yet productive manner. Animations, pictures and graphics make the learning experience more enjoyable; and audio is also available should the learner wish to listen to an explanation of what they have seen on the screen. The learner is also continuously tested on the subject matter through quizzes, tests and sample exams. These can all be printed out to simulate an actual testing environment. At the end of each module there is a printable summary of the module, allowing the candidate to study before actual exams and tests. Learners can now access the E-CLP
at home and use it as a personal teacher at their convenience.
The E-CLP can also be employed as an effective home schooling system based on the Namibian curriculum. Grades 11 and 12 have been completed and new development of Grades 8-10 is underway. The E-CLP is not just an e-school learning programme for students to improve their marks but it also has many other features to prepare learners for life. Among other subjects, it covers computer Skills for ICT literacy and a comprehensive HIV and AIDS education fully covering the sensitive and sometimes uncomfortable topic. Using interactivity as well as practical images, the topic is made easier for teachers and learners who can access the E-CLP
to get answers to the questions that they might be reluctant to ask in the classroom or in front of other people.
Another informative section is dedicated to career guidance to assist the learner to choose a suitable career. The learner can access a descriptive database of hundreds of job titles and is exposed to the aspects of studying for and finding a career including: Creating a CV/Resume; Attending Interviews and Job Hunting.
Not only will E-CLP be an important tool in nation building, it has also proven that Namibia is a force to be reckoned with when it comes to local content development. Further details
Thursday, November 14, 2013
, under its Telecentre Women Program
, is pleased to announce the opening of a new online course on Digital Literacy for Women and Youth Employment and Entrepreneurship. It will run from November 14-30.
The course is aimed at providing women and youth the necessary skills to enable them to engage in employment, entrepreneurship, and lifelong learning so they can stay competitive amidst rapid changes. It will be a Training of Trainers (ToT) type of course where participants will also learn how to teach the content to the learners for whom this course was designed and developed, the women and youth, both in the online and face-to-face modes.
The course is open to anyone who meets the following requirements:
- Has good access to the Internet; and
- Is able to devote at least 3 hours a day (or 10 hours a week) for a total learning time of 48 hours.
A Certificate of Trainer Course Completion will be issued to those who will be able to complete all the requirements of the course.
Developed with the support of the International Telecommunication Union
(ITU) and to be implemented in partnership with the Philippine Community eCenter Network
(PhilCeCNet), the online course will be delivered in the blended online mode, a combination of synchronous online sessions and online interactions through social media.
Interested parties may contact our Telecentre Women Program Manager, Ms. Maria Teresa Camba, at firstname.lastname@example.org
for slot confirmation before November 14. For more info about the course, check out the course description
(Source: Telecentre. Org
As part of the Technology Salon, a list of resources
around the topic was created to serve as a reference about ICT4E in Rwanda. Many ICT4E initiatives are being implemented in Rwanda. Let's look at how the Rwanda Education Commons
, an online platform, TeacherMate
, handheld computers focused on literacy and XO laptops
from OLPC are being used for learning in Rwanda.
ICT is supported at national levels in Rwanda from Vision 2020
which seeks to transform Rwanda into a middle-income country and a knowledge-based society by 2020 to the National Information and Communication Infrastructure
(NICI) strategy which has ICT as the guiding policy to develop the Rwanda information and knowledge economy to the Ministry of Education's ICT in Education policy
to integrate ICT at all educational institutions, at all levels. Rwanda Education Commons
The Rwanda Education Commons
(REC) was a USAID
funded initiative with the Rwanda Ministry of Education
(MOE), implemented by FHI 360
to promote the effective use of ICTs in education. In partnership with the MOE, REC expanded access to quality education by building communities of educators around the sharing of educational materials and resources. MOE was involved from the inception of the project, local staff were all Rwandan, and the project was housed and embedded within MOE's offices.
The REC program worked in four areas: policy, education content, hardware and software, and teacher professional development.Teacher Professional Development
At teacher training colleges, many teachers were not computer literate when the project began. The project provided training to use technology and the REC platform at the teacher training colleges. As confidence grew, the use of REC for discussions, sharing information and accessing resources increased. Using technology moved from zero understanding to a basic competency. All teachers at the teacher training colleges used the portal. Coaches at the colleges now provide further training. OLE: TeacherMates and OLPCsTeacherMate
is an application and tool that has pre-set lessons on literacy. OLE is working with Innovations for Learning
, an organization that uses digital learning applications to improving student literacy, who created the TeacherMate. The OLPCs are being used to develop and remix open content for project learning activities.
A question asked was "which is better: the TeacherMate to OLPC?" Comparing the two would be like "comparing a cow to a goat". In other words, you can't, and you shouldn't. The objective and use of each one in the classroom is different. With the Teachermate the students engage with the content on one topic. The OLPC
is creative, experimental and self-directed.
The Teachermate is game-based engagement. Teachers introduced the technology into the pedagogy and are using it as part of lessons with their students. The students learn the lesson and pass the test. It takes planning to decide how to use the OLPC in what classroom and context. With the OLPC the teacher become more like a facilitator in the classroom, and the potential for learning shifts and expands.
TeacherMate has specific skills built-in for literacy. It has a strong phonics component, introduces students basic phonograms and has dictation spelling activities to help students develop the skills needed to decode and spell new words. Teachers are learning how to identify, remix and adapt content on the OLPC. Open content is key. Some modules in English and math have been produced (The newly introduced OLPC tablets
provide more content).
(Source: Technology Salon
Tuesday, October 15, 2013
The National Public Education Administration (ANEP
), Plan Ceibal
and Antel in Uruguay launched last Tuesday a series of exclusive plans for students and teachers of public education , seeking to continue narrowing the digital divide and professionalize the teaching profession.
The first of these plans gives to users of the platform Ceibal math credits that can be redeemed for "bits" and through them access to minutes in cell communication, voice messages, gigs of Internet to use from home, tablets and phones.
"It is important that students have Internet at home and extend the classroom schedule to their home , this is what we are doing", said the president of Plan Ceibal
, Miguel Brechner.
The president of Antel, Carolina Cosse, said today that there are 800 schools connected to the internet and by the end of the year they expect to reach 1,200.
On other hand, it was presented a plan to purchase tablets for 47,000 public school teachers, by which professionals can access to the devises through a grant from the ANEP of U $S50 per unit. In addition, they will not pay IVA taxes. Teachers can choose from 47 different models of tablets of various brands.
In turn, teachers may benefit from different Antel plans to use the internet. Among them is a plan with no credit limit of $ 198 per month which includes 3 GB of traffic , more than double of the traffic of a common plan.
The flat-rate plan for teachers has a cost of $ 490 per month and allows internet connected from anywhere.
The authorities also announced that the traffic exchanged with educational and government websites (edu.uy and gub.uy) will be free for Antel´s customers in Uruguay.
(Source: Tecno America Economia
Thursday, October 10, 2013
The four-year UNESCO-China Funds-in-Trust (CFIT
) project, launched in 2012, is starting its second year, enhancing the capacity of local Teacher Training/Education Institutions through information and communication technology (ICT) in 8 African countries.
Côte d’Ivoire, Ethiopia, and Namibia were the first to join the project. They finished their needs assessment and project planning phase, and are now starting to implement. The Democratic Republic of Congo, Congo, Liberia, Tanzania, and Uganda are joining the project in October 2013, and will start their needs assessment and project planning very soon.
For the first time since the commencement of the CFIT, representatives from the 8 countries will gather in Paris and meet with international experts, UNESCO staff, permanent delegates of the 8 countries and China. This meeting, taking place between 9 and 11 October 2013, marks the 1st anniversary of the project. During the meeting, participants will take stock of achievements, review the lessons learnt, and more importantly, pave the way ahead for the 8 target countries.
Monday, October 07, 2013
The Indian Government
is developing a National Mission on ICT aiming to create a national IT platform connecting all schools, providing students and teachers with opportunities to collaborate and share knowledge.
Through this mission, the Government is looking to take on a learner-centric approach in delivering education by facilitating the provision of infrastructure that will connect the schools to internet at minimum 10 mbps.
Radha Chauhan, Joint Secretary of Secondary Education, Government of India, shared, “Latest technological innovations will be used to share multimedia and web content through the platform. Apart from creating a better governance system for the schools, we are aiming to deliver quality education to all students in the country through the National Mission by equipping both students and teachers with technology”.
The government is also weighing the provision of mobile devices such as tablets to all students at the high school level. Other than ICT, the framework is also looking to bring transparency to governance in the schools. More details
Friday, September 27, 2013
Eighteen digital hubs for Kenyan primary schools, allowing pupils access to computers and the internet, have been officially launched. Funded by the British council and Microsoft, they are intended to serve more than 100 schools.
The BBC's Frenny Jowi says a hub she visited in Nairobi had 21 computers. Give the numbers, they seem like a drop in the ocean, but the scheme is a significant step for Kenya's state education sector, she says.
Kenya's 639 state primary schools are often overcrowded, with up to 1,000 pupils at each institution, the reporter says.
The hub at the Kilimani School in the capital, Nairobi, will be serving five schools altogether - and sessions will be timetabled. But the reporter says it was evident that the pupils at Kilimani were enjoying the computer lab.
"The computers are easier to use and give a lot of information about what you are studying", one 10-year-old boy told the BBC. Each desktop computer is loaded with Microsoft's Encarta reference encyclopaedia.
The digital hubs now also have full and free internet access following a three-year deal with telecoms giant Bharti Airtel, the British Council said. They have been built over the last year and during that time, some 2,000 teachers have been trained in IT skills, it said.
Kilimani's headmaster Gideon Wasike said there has already been a positive effect on students since the pilot hub had opened in August 2012. "It has motivated them and has raised their esteem and their interest in learning", he told the BBC. "They're able to do a lot of research on their own".
The BBC correspondent says the hub project - dubbed Badiliko, meaning "change" in kiSwahili - was officially launched at a ceremony at Kilimani school on Wednesday morning.
The scheme has also been launched in eight other sub-Saharan countries, establishing 127 digital hubs in total.
In recent years, Kenya has become a centre for information technology - and the government has launched a project to build a new city by 2033 intended to be an IT business hub called Konza Technology City and nicknamed "Africa's Silicon Savannah".
(Source: BBC News Africa
Tuesday, September 17, 2013
The government through the Uganda Communications Commission
(UCC) has established fully equipped modern computer laboratories in over 1,000 government-owned secondary schools across the country. Speaking at the Uganda Institute of ICT in Kampala on Friday, Bob Lyazi, the Director of the Rural Communication Development Fund at UCC said about $10m had been invested in the initiative.
Each of these laboratories carries at least 40 custom made computers built to suit conditions in Uganda’s secondary schools.
There are about 1,050 government-owned secondary schools in Uganda. According to Lyazi, the remaining schools will get computer labs in the next one year.
Lyazi further disclosed that of the 1000 computer labs, 600 have already been connected to the internet while the rest will acquire internet within the next one year. Other than being used as a fountain of knowledge by the schools, Lyazi said the computer labs are also been used to impart Information and Communication Technology (ICT) skills in residents.
“We have so far imparted over 50,000 people across the country with ICT related skills such as computer maintenance, internet connectivity, computer repairs, CD burning, website designing, computer science among others”, said Lyazi.
The residents who live close to the secondary schools make use of the computer labs during evening hours and on holidays when not in use by the students. However, the terms of enrolling in the training are subject to negotiation between the schools and the residents.
“We are proud of this project. Uganda is the only country in Africa where there are computer labs in nearly all government schools. Because we have computer labs in these schools, starting next year, computer studies will be compulsory at A level and Uganda will be the first country in Africa to take such a move”, said Lyazi. “The idea behind this project is that, ICT should become an integral part of the lives of Ugandans. ICT also needs to be integrated into our education system because ICT’s are awash with infinite information. At the end of it all, our country will get easily transformed once these ICT skills become widespread across all villages in Uganda”, added Lyazi.
The project to establish computer labs in secondary schools is a five year program launched in late 2007. Asked why the project was not rolled out to primary schools, Lyazi said it would be unaffordable for government now since there are over 13,000 government owned primary schools in the country.
Lyazi was speaking as guest of honor at the graduation of 250 primary school teachers from Kampala’s Nakawa division who underwent a month long training in an ICT introduction course conducted by the Nakawa based e-Learner Uganda.
(Source: New Vision
Thursday, August 29, 2013
The Ministry of Education announced on Monday 26 August its plan to upgrade schools in rural or remote areas by enhancing access to information communication technology services.
The ministry said it believed an effective use of ICT could overcome the limitations of education in the most remote areas of the country.
The ministry will first inject 5.9 billion won (US$ 5.3 million) to provide tablet computers and smart devices as well as wireless network connections for 300 schools with fewer than 60 students by next year.
It also plans to provide ICT workshops for students and teachers at the schools, and will gradually expand its support to other schools in the areas, the ministry said.
(Source: The Korea Herald
Thursday, August 15, 2013
The technologies are instruments that allow the learning process among children, due to their role to incentive the teaching in various contents, said Tuesday the minister of Education, Pinda Simão.
Pinda Simão said so at the ceremony meant to present the training project in new technologies of rehabilitation, sponsored by Lwini Foundation
According to the minister, with the training based on new technologies the teachers will understand the fundamental elements for transformation the educative system needs in order to achieve the high quality of education, with equity and equality of opportunities.
In his view, these changes always require courage and determination by all educative community, specially to improve the professional and human skill of teachers.
He also said that all process of change depends on the knowledge of teachers, the kills, collaboration, creative thinking and commitment and affection in the actions.
In this perspective, he said that training in technology of rehabilitation will make up an inspiration source to create new possibilities to adequate and enrich the teaching-learning process.
Pinda Simão noted the teachers along their training will have the opportunity to share experience that will operate as tools that will neutralize the barriers for the learning process.
(Source: All Africa
Friday, August 02, 2013
The One Laptop Per Child
(OLPC) project has so far covered 407 schools across the country. At least 207,026 laptops have been distributed, according to Nkubito Bakuramutsa, the OLPC Coordinator in Rwanda Education Board.
Bakuramutsa told The New Times yesterday that Rwanda has been ranked third globally after Peru and Uruguay in terms of rolling out laptops in primary schools. He added that at least all 30 districts have five OLPC-enabled schools. “The project now focuses on seeing each school in all 416 sectors equipped with laptops”.
The project that was launched in 2008 aims at boosting Rwanda’s goal of becoming a knowledge-based society.
Bakuramutsa said that 2,200 schools have also been equipped with servers, wireless access points and digital content including, e-books, math, science and English courses.
“The server is also equipped with a school management and information system and security features to track laptops in case of theft or loss”.
According to Sergio Romero, OLPC Vice President Africa, Peru tops the list in the world when it comes to OLPC rollout in schools with about 750,000, Uruguay (approximately 475,000) and Rwanda in third position with more than 200,000.
The project has also trained 10,000 teachers with basic ICT skills to enable them to prepare and teach their lessons in digital format.
Bakuramutsa further said that with such a massive deployment, the OLPC programme is looking at establishing a modern call centre that would provide online maintenance support to schools.
(Source: The New Times
South Africa's Council for Scientific and Industrial Research (CSIR
) is providing multimedia tablets and training to 160 teachers at 11 schools in the Eastern Cape as part of a project that aims to develop a mobile teaching model that can be applied countrywide.
The CSIR's Meraka Institute said on Friday that it had completed a one-year pilot phase in which 17 teachers at Arthur Mfebe Senior Secondary School in Cofimvaba were trained in using digital content on tablets to support traditional teaching and learning.
A comprehensive mobile learning curriculum had been developed for this purpose, the CSIR said, and learnings from the pilot phase were being applied in the first phase of the project, which would see tablets rolled out to 11 additional schools over the next two years.
The rollout began on Friday, and would be followed by a second phase, starting in 2014, in which tablets would be rolled out to a further 14 schools.
The Meraka Institute's Merryl Ford believes that the innovative use of mobile technology has the power to transform education.
"These devices will help to change the landscape of education in rural areas, allowing teachers and students greater access to knowledge and education resources", Ford said in a statement on Friday.
She added that the project was "turning old models and approaches upside down by starting with the most disadvantaged schools in the country ... If what we're doing works in rural schools, it will work anywhere".
The project employs a "learn to earn" model, in which teachers get the opportunity to earn their tablets by attending training courses once a month in the afternoons, and by using them in their classrooms to support teaching and learning processes. This is further supported by a system in which teachers are rewarded with "digital badges" to encourage their progress.
Once the teachers at each school show that they are ready, the rollout will be extended to learners as well. At Arthur Mfebe Senior Secondary, the second phase began on 18 July with each matric student receiving their own tablet to support their studies.
"We want to develop a sustainable, replicable model that can be implemented across the country", Ford said, adding: "The project is a partnership between ourselves, government, teachers and learners where everyone has a responsibility to make it work.
"We are doing this with the schools, not for them, and we hope that by helping them become agents in their own success, the project will be successful far beyond our involvement".
The project, dubbed ICT4RED
, is a sub-projects of the over-arching Technology for Rural Education Development (TECH4RED
) project, a collaborative effort between the national departments of Science and Technology, Basic Education and Rural Development and Land Reform, and the Eastern Cape Department of Education.Further details
Schools are preparing for a seismic shift in the teaching of ICT. Now they have Computing instead of ICT to cope with, and there is a much greater emphasis on computer science under a new curriculum.
While some schools, especially primaries, struggle to prepare for this change, Lancaster Girls' Grammar School has grabbed the bull by the horns. Instead of putting on a course for teachers they are taking 30 students to the hotbed of digital innovation and home of some of the brightest minds in computer science – Silicon Valley, California.
Lancaster headteacher Jackie Cahalin is delighted. “ICT is a very successful subject at LGGS at both GCSE and A level standard", she says, "allowing the girls to be creative as well as learning skills that will assist them in their other studies and future careers.
"We introduced Computing because there was a clear gap in our curriculum for those pupils who wanted to go a step further and learn how to create a tool rather than use it. Computing appeals to girls who enjoy maths, electronics and science; they find it challenging and have had to adapt their mindsets to be able to overcome problems and find solutions.
"We strive to offer our pupils the best opportunities and the visit to San Francisco is no exception and is set to truly inspire LGGS students to see there are opportunities for women in this field."
The children and teachers leave on July 17 for a full itinerary which includes visits to the usual tourist spots such as Golden Gate Park, Sausalito, Fisherman's Wharf and Alcatraz but also the more computer-focused trips to the History of Computing Museum in Mountain View, Google HQ, Qualcom and a full day on the Stanford University Campus where they will meet some of the women in the faculty of computer science.
The inspiration behind the trip is Joanne Devlin, head of ICT, computing and business. “I never recognized the 'dull and boring' description of ICT [Michael Gove's] from the teaching at Lancaster Girls' Grammar School", she says, "as we have tried to make the teaching of ICT as interesting, engaging and relevant to the needs of pupils and their potential careers in the IT and digital industries.
"This trip, however, will help to raise the girls’ aspirations and make them realize what opportunities a career in computing and IT could offer them.Further details
Friday, July 26, 2013
On 12th/7/2013, MTN Uganda
, in partnership with the Kampala Capital City Authority (KCCA
) have re – established the Kampala Public Library (KPL) creating a one-stop centre for members of the general public and specific groups such as tourists and investors to utilize the facility to request for and receive information about Kampala city.
With the growing trends in technology, MTN Uganda has bridged the library’s digital divide and increased the utilization of information technology in the acquisition of modern knowledge for lifelong self-learning. The MTN Foundation
has provided equipment and internet connectivity solutions to KCCA
Speaking at the handover ceremony, the CEO MTN Uganda Mazen Mroué reaffirmed MTN’s commitment in providing ICT support to improve service delivery of the library and stated that the connectivity will create online linkages to the centre to increase its usage and visibility. This is also in line with the MTN Foundation’s corporate social responsibility areas for 2013 which include Education, Health and National priority areas.
KCCA’s Executive Director, Jennifer Musisi commended MTN Uganda for their contribution towards the expansion of the facility and stated that the company’s technological support will go a long way in creating a facility that will offer comprehensive and timely information about Kampala City.
KCCA seeks to expand the use of the current facility by introducing new uses for the existing areas and incorporating technological aspects, themes and other elements that will enhance the image of a modern area of information usage and consumption.
The Kampala Public Library fully revamped now boosts full free WiFi connectivity as well as brand new desktop computers to aid users of the facility get access to more online resources during their research or casual reads.
A member of the technical team from KCCA equally pointed to the construction of an Online Library Catalog to boost the full digitization of the library facilities.
MTN’s contribution equally went towards the remodeling of the children’s library, with donation of more reading facilities for children.
(Source: PC Tech
Thursday, July 18, 2013
UNESCO supported the Indonesian Ministry of Education and Culture to hold a workshop on Harnessing the Use of Open Educational Resources
(OER) for the ICT Competency Framework for Teachers (ICT CFT) in Jakarta, Indonesia on 27 June 2013. The workshop focused on the potential of OER for supporting the rollout of the ICT Competency Framework for Teachers and its potential to contribute to Indonesia’s educational goals for building knowledge societies.
The Executive Chairman of the Indonesian National Commission for UNESCO, Prof. Dr. H. Arief Rachman, highlighted in his opening remarks the importance of the development of OER - based teacher training tools for ICT integration, which makes the project activities relevant to real world problems. Prof. Dr. Rachman also underscored the need to ensure that Indonesia’s 2.7 million teachers are properly trained to integrate ICT effectively in their teaching. This UNESCO-supported workshop contributed to the Indonesian Government’s objectives to promote the use of ICT for the construction of knowledge societies, ensuring that teachers have the necessary ICT skills for quality teaching and learning.
The important work that Indonesia has undertaken in developing a policy on OER and teacher training standards for ICT CFT (in cooperation with Intel) was underscored by participants as an important basis for the development of project activities.
The discussions focused on the priority area of technical vocational education at secondary level. In this regard, it was agreed to focus the project activities on teacher education materials in this area.
The workshop gathered participants from the Ministry of Education, non-governmental organizations and the World Bank. Private sector partners involved in the development of ICT CFT, namely CISCO, INTEL and Microsoft, were also invited to participate in the event.
This activity is part of UNESCO’s continued efforts to promote the application of ICT to enhance the quality of and access to education, including the stimulation of production, sharing and access to open educational resources (OER). After the adoption by UNESCO of the Paris OER Declaration
in 2012, the implementation of this activity in Indonesia, Kenya and Oman is supported by the Hewlett Foundation.
is an innovative, 21st-century system for raising standards of teaching and learning by sharing good practice through broadcast quality video. They believe that by partnering with education ministries they can be the next step in the evolution of the original initiative that was funded by the UK government.
As a modern converged service, Teachers Media uses a combination of broadcast TV, broadband and emerging mobile platforms to reach and influence many more teachers than traditional training methods could. This model has proven to be a cost-effective solution to improving educational outcomes on a national and international scale, leading the way in reflecting the latest thinking on how to transform the performance and aspirations of the teaching workforce.
The Teachers Media
model promotes a peer-to-peer approach to professional learning, rather than the more traditional top down methods. It promotes reflective learning, rather than knowledge based learning. By harnessing the narrative power of video, it reaches hearts as well as minds.
To achieve this, their model relies on the highest possible broadcast quality or innovative content, and makes best use of the latest digital technology to deliver content to teachers and educators. Research shows that teachers are far more likely to transform their practice if they have the opportunity to personally witness alternatives, rather than just be told about them.
Angela Ney, Teachers Media founder, said: “We believe in solutions and we look for governments that believe in accountability. I strongly believe that in order for my children to have a future, we need to look to Africa, support the change, work to achievable measures and commit ourselves to this cause”.
(Source: eLearning Africa
Tuesday, May 21, 2013
Ericsson and mobile operator Airtel have partnered to expand the Connect to Learn Information and Communication Technology (ICT) solution, now enables 600 students to use ICT through cloud-based technology.
The two institutions, St. Anthony and Maera secondary schools in the Malawi Millennium Village
of Mwandama, in Zomba district, will now be connected to the initiative with students being joined by teachers in benefiting.
Fifty-five laptops, broadband internet access, online educational resources and training are included in the programme.
Matthews Mtumbuka, IT director of Airtel Malawi
, said: “An investment in the education of our young people is an investment in our future. We recognize the transformational impact our industry can have on education, and are proud to collaborate with Ericsson on this initiative”.Connect to Learn
is a collaboration between the Earth Institute at Columbia University, Ericsson, and Millennium Promise in a bid to use ICT to deliver high-quality education to students.
Kara Nichols, Executive Director of Connect To Learn, said, “Because of investments and work by our partners, Ericsson and Airtel, the students and teachers are able to benefit from access to global news, information and the latest educational content”.
“They can also collaborate with fellow students and teachers around the world through our School-To-School Connections program, even from their remote locations”.Further information
Thursday, May 16, 2013
In cooperation with the Jordan National Commission for UNESCO and Arab Women Media Center
, UNESCO has been working to incorporate media and information literacy (MIL) into the Jordanian school curriculum by providing high school teachers and students the training to gather, analyze and utilize information through new and traditional media, and to develop debating skills so that they are able to express themselves in a professional manner.
A closing event was held under the patronage of His Excellency the Minister of Education, Dr. Mohammed Al-Wahsh, at Al Hussein Cultural Center to mark the achievements of this pilot project. The students practiced their newly developed debating skills and took part in a debating competition on the topic of “Freedom of Expression via Modern Tools”. Electronic newsletters produced as a part of the project that highlighted vital issues in their communities – with a special focus on youth and gender – were displayed at the event, while students gave testimonies of their experience and learning from the MIL training.
“MIL is one of the essential capacities that enable people to interpret and make informed decisions as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right”, said Dr. Anna Paolini, Head of UNESCO Amman Office and Representative of UNESCO in Jordan.
Implemented throughout the second scholastic semester of 2012-2013, the project targeted 40 male and female students aged 16 and 17 from four UNESCO Associated Schools in Amman, Ajloun and Aqaba. The schools – Princess Taghreed School and Modern Systems Schools in Amman; Prince Faisal the First School in Aqaba; and Kufranja Secondary School in Ajloun – represented the southern, northern, and central areas of Jordan.
Officially titled “Integrating Media and Information Literacy into Jordanian Schools”, the project consisted of two phases. The first was training the teachers that would be involved in the project, followed by the second phase where specialists and teachers provided hands-on training to the students on journalistic writing skills, debating techniques, web search, website development, and management and dissemination of information through modern media tools. By introducing MIL and demonstrating its importance in education, the project aims for MIL to be adopted into the Jordanian curriculum so that it can be taught on a sustainable and impactful basis.
Wednesday, May 08, 2013
Mobile phones can soon be used to help teachers improve English language literacy skills among primary school students in Nigeria. The project is being launched by UNESCO and Nokia, with support from the British Council and the National Teachers’ Institute of Nigeria.
Participating teachers will sign up for a mobile service called “English Teacher”, which sends teachers educational content and messages with pedagogical advice once a day. The messages are organized into thematic modules and include images and exercises. The service runs on the popular Nokia Life+ platform and is one of the first attempts to employ mobile technology to improve tools for primary school teachers.
On May 2 and 3, UNESCO and Nokia hosted a training seminar with teachers from almost 50 different schools in the Federal Capital Territory (FCT) of Nigeria, where the project is being piloted.
”English Teacher” leverages a technology that is already owned and used by a majority of Nigerian educators. Over 90 percent of Nigerians have access to a mobile network, and mobile phones are fast becoming a major gateway to the internet. This means that the service is available to most people, including teachers in difficult areas such as the northern states, where educational needs are most urgent.
“Our aim from the beginning was to develop a service that teachers working in difficult conditions and without a great deal of support could access quickly”, said Steven Vosloo, the project coordinator for UNESCO. “Mobile technology is a promising avenue and, in some instances, the only option in terms of technology”.
“English Teacher” is available to anyone in Nigeria without a subscription fee. It is hosted on the popular Nokia Life+ platform, which offers an extensive menu of content and covers topics as diverse as education, health, agriculture, and entrepreneurship. When teachers sign up for the service they receive daily messages designed to improve and support their instruction.
The content was developed by the British Council and draws on the organization’s 75 years of experience building resources for English language teachers. Thematically-organized and sequential modules, generally broken across one or two week periods, promote strategies to encourage learner independence, cultivate different learning preferences, and prompt educators to reflect on their teaching practice, while providing links to relevant outside resources. The programme runs for 72 weeks and begins whenever a user signs up for the service.
“We are delighted to partner with UNESCO in launching the ‘English Teacher’ service and provide high-quality professional development services to primary grade English teachers across Nigeria”, said Jawahar Kanjilal, VP and Global Head of Nokia Life. “English teachers using the service will benefit from the rich learning experiences presented in an engaging manner through the Nokia Life+ web app”.
The mobile technology project in Nigeria reflects UNESCO and Nokia’s commitment to enlist technology in the global effort to promote literacy and equitable access to education.
The educational challenges facing Nigeria are daunting. Some 42 percent, or roughly 10.5 million primary age children, are out-of-school, and those girls and boys who do attend are struggling to learn basic literacy and numeracy. This has resulted in one of the highest adult illiteracy rates in the world.
Thursday, April 25, 2013
Intel Corporation and the 10x10
campaign, partners on the new feature film "Girl Rising", today announced they will work with policymakers in low- and middle-income countries to develop transformative education and technology policies that empower women, achieve gender equity in access to quality education and accelerate economic development.
Together, Intel and 10x10
will develop and host gender equity and education policy workshops, and develop regional policy frameworks based on key gender needs. The workshops will help governments think deeply about issues of gender equity as they develop national policy plans for broader education transformation.
According to the Council on Foreign Relations report, "What Works in Girls' Education", each year of secondary schooling increases a girl's future wages by 10 to 20 percent. At the national level, increasing the share of women with secondary education by just 1 percent increases a country's annual GDP by an average of .3 percent. Yet studies from the United Nations and International Labour Organization show that in 2009, girls accounted for 53 percent of all out-of-school children and 87 million women were unemployed in 2010, up from 76 million in 2007.
"We've seen first-hand the transformational change that can occur when girls have access to an education", said Shelly Esque, vice president of Intel's Corporate Affairs Group and president of the Intel Foundation. "By working with 10x10 and policymakers to improve gender equity in education, Intel is taking the vital message of 'Girl Rising' into action. Together, we can empower girls and help them become agents of positive change in their communities".
"By sharing the personal stories of these nine girls, 'Girl Rising' illustrates just how important education is in the movement to empower women and girls", said Holly Gordon, 10x10's executive director. "Our partnership with Intel to provide decision makers in developing countries with scalable policy solutions to expand gender equity in education marks the next step in our commitment to change both minds and policy to positively impact girls' lives".
Through the policy workshops, Intel and 10x10
will help leaders determine how to utilize technology to facilitate gender equity across school policy, curriculum and assessment, teacher development, and research and evaluation. These efforts will build on Intel's existing policy framework, which leverages education policy and information and communications technologies (ICTs) to create mechanisms for empowering girls and achieving gender equity in education at scale.
Thursday, April 18, 2013
Next Generation Learning platforms based on field-tested technology have the power to transform the teaching and learning experience. Educators are acting upon valuable insights derived from analysis of education data to improve teaching practices and student outcomes.
Schools and universities now have a remarkable opportunity to transform education for a new generation. Integrated digital learning resources and professional learning services make it easy to tailor curriculums and monitor progress to help students shine.
Digital content is at the heart of Next Generation Learning, and educators can choose from a dazzling array of rich media resources and interactive options. How can they find the best digital assets to personalize learning and help ensure success?
In the transition to a digital learning environment, K-20
institutions can adopt an engaging platform that integrates diverse learning tools to help personalize the student’s experience, enable collaboration and accelerate digital content adoption.
View the full article here
Monday, April 08, 2013
The WikiAfrica space was inaugurated on March 15th in Doual’art
, a centre for contemporary art located in Douala, Cameroon.
For the first time, a computer room with high-speed internet is available for people in Douala who want to participate in Wikimedia projects. Contributors can find documentation there, and will benefit from the help of employees trained to edit Wikipedia.
Scarce access to computers and to internet has caused a lack of coverage of African topics on Wikipedia. For example, the French language Wikipedia contains more than 220,000 articles about France, but less than 1500 about Cameroon.
To fill this gap, the WikiAfrica Cameroon project
is welcoming a Wikimedian in residence for three months, with the goal of increasing articles about Cameroon and encouraging contribution by Cameroonian contributors.
This initiative also has a training component: Twenty contributors will be trained to take pictures with provided smartphones and to upload them to Wikimedia Commons. Five other Cameroonians will follow a more complete curriculum about Wikimedia projects in order to be able to train other people themselves. Regular, shorter workshops will also take place.
Many institutions are very interested in the WikiAfrica project. Several initiatives are currently being planned, including training workshops, content liberation and the organization of Wiki Loves Monuments
WikiAfrica Cameroon is a pilot project initiated by the Lettera 27 Foundation
and the Africa Centre
, led by Doual’art
and supported by the Orange Foundation
. After the Cameroonian project, it will be expanded to other African countries.
(Source: Wikimedia Foundation
Wednesday, February 27, 2013
This is a national government initiative aimed to reduce the social, digital and education gap, and provide equipment, technology resources and pedagogical inclusion of ICT to primary schools.
The proposal provides the distribution of mobile digital classrooms from Digital Primary line: this involves equipment but also the development of a multimedia environment in line with the proposals and level targets.
Access the multimedia environment here
and the general introductory handbook in pdf. here
The system is designed to allow teachers and students to download content from the server, recharge laptops, interact with the whiteboard and work on an intranet (internal network). The environment offers a number of activities with specific pedagogical approaches, content and resources in each of the netbooks and the server. No internet connection is required for appropriation. In the case of having connection, the proposal can be enriched and deepened from the contributions of teachers.
The media environment was developed as considering the potential of technologies to accompany the processes of teaching and learning level. It is proposed as a space where students and teachers can act and interact, build together a collaborative and creative territory itself.
In its first phase, this national program plans to reach with digital classrooms at 200 schools.
With funding from the IDB, through PROMEDU (Support Program Policy on Improving Equity in Education), 1516 mobile digital classrooms will be delivered in 2013 to schools that joined the program in 2010 and which had not received equipment.
Also, this program will provide training for 3800 primary schools covered by the Program, from May 2013, for an average of eight teachers per institution.
Monday, February 18, 2013
The event, which is billed to hold in Lagos on April 25, 2013, is a brainchild of the International Telecommunications Union (ITU) and was borne out of the need to encourage young girls to delve into the Information and Communications Technology (ICT) profession as a means of contributing their quota to the development of the industry in their local environment and internationally.
This year’s event, with the theme: “Tech Needs Girls to Invent the Future
”, has further received the support of the Minister for Communication Technology, Mrs, Omobola Johnson, who noted that her ministry is ready to work in partnership with eBusiness Life
to achieve the aims of the event.
In a mail to the organizer, Mrs Johnson said, “congratulations once again and be assured that the Ministry will support this initiative”. The minister had earlier highlighted on the need to encourage young girls to aspire to co-exist with their male counterparts in the field of ICT, noting that the profession also needs the feminine gender in development.
“It is a known fact that girls are more brilliant at very young ages and evidence abound from nursery and primary schools globally to verify this claim. However, as girls reach the ages of menarche, the pressures and pains of becoming a woman slow us down a little. Early marriages and childcare also contribute to the reduction in young women’s academic achievement. Girls must therefore be exposed to ICT education very early in life. So that the culture, orientation and requisite ICT skills would have been acquired”.
She further enjoined that in order to close the digital divide between the female and male gender in terms of education in, ownership of and access to ICTs, girls must pick interest in ICT and related careers as this will not only prepare them for employment, but will also improve their capacity to compete for jobs with fabulous rewards or ability to start their own businesses and be employers from the word go.
As part of this year’s week-long event, activities will include a one-day seminar, facility tours, essay competition, open quiz sessions, mentorship forum, and awards to deserving female ICT professionals, who have made their marks in the industry.
International Girls’ Day is an initiative launched through ITU Resolution 70 with the idea of creating a global environment that will empower and encourage girls and young women to consider careers in the field of information and communication technologies.
The Union declared the fourth Thursday of April every year as a day of encouragement to girls and young women to consider careers in ICT and society is reminded to support them in their choice.
Pilot projects and campaigns have been launched in a number of countries for more than 20 years, with the aim to change girls’ and young women’s behaviour patterns with regard to their choice of career and to expand their spectrum of career options.
(Source: The Guardian Newspaper Nigeria
Thursday, January 24, 2013
'Welcome to the project', so reads the foreword particularly literary lesson taught by Professor Sergio Tejero to 2nd grade students at ESO (Ekialdea institute). Chapter One: desks, whiteboard and laptop ready and connected to condense into 140 characters the passage 'which looks at the condition of the famous knight Don Quixote de La Mancha', as published Miguel de Cervantes Saavedra in 1605. Not surprisingly, the word 'post' in its infinitive tense, it becomes 'Trending Topic' in this computerized classroom.
The technology of this teaching academic method, which has attracted literary passion among his pupils, seeks to promote the reading and the language of Cervantes. "Each student is assigned a chapter to be summarized in a 'tweet', of not more than 140 characters text. Once finished, I correct it and then publish it live @ElQuijoTweet
", explains Tejero.
More than 1,200 fans support this initiative. Julen, Irati, Jon, Jokin and other students have appreciated the story of Alonso Quijano.
"At first it seemed difficult, especially for the number of pages in the book -862 -. But now I find it amusing", Irune Valluerca perceived. The heavy old Castilian vocabulary has not been an impediment to their peers Joseba and Iñigo, boasting outstanding language. If you read Don Quixote at home, it could be not so much interesting. But one chapter to another is more entertaining", realize both students, reading lovers in its aspects of "adventure novel".
For their teacher Sergio, who has an experience of 12 years as a radio journalist, the motivation "is key" in teaching. Given the catastrophic connotations raised by the explosive mix of teens and social networks, Tejero commitment to seek "real value" of these tools. And the strict limitation governing on the Twitter text (no more than 140 characters), which is ideal for "summarize teaching" is not a trivial matter in academic development.
"Students who do not how to summarize, do not know how to study" he says. They are unable to absorb a lesson because they fail to understand: "They have difficulty making schemes". But thanks to the social network of the blue bird- dreaded from parent associations and schools directors", the students learn to search keywords and composing sentences". In short: make a good synopsis. "That helps them improve not only in language but in all subjects: science, history, etc".
As "the second most printed book in the world after the Bible", Don Quixote is the "universal classic" that every Castilian speaker should be conceived as "masterpiece" of Spanish literature. "Force them to read is not the solution. My goal is that they understand it, that they know the story, who was Cervantes, why the book is divided into two parts, everything that surrounds the Quixote de Avellaneda, etcetera". Undoubtedly, the method has permeated.
(Source: El Correo Newspaper
Friday, January 18, 2013
An ambitious election campaign promise realized as a government mega project, Thailand’s One Tablet Per Child Policy (OTPC) is a crucial milestone in the country’s education reform. It has the aim of empowering young students with latest pedagogy and learning experience regardless of location, distance, and socio-economic standing.
A total of THB 3 billion (US$ 96 million) were spent on the world’s largest order—nearly 900,000 tablet PCs for education, from which the government has successfully placed 868,886 in the hands of first grade students countrywide.
“We are the pioneers in ordering a large number of tablets and handing them out to elementary students”, says Gp Capt Navamavadhana, Advisor to the ICT Minister in Thailand.
Navamavadhana was involved in all elements of the OTPC process. He is a committee member and Assistant Secretary to the OTPC Policy Commission, a chairman of Technical Sub-committee purchasing the tablets, and a technical advisor to the Tablet Inspection and Reception Commission.
The OTPC project is collaboration between the Education Ministry (MOE
) and ICT Ministry (MICT) in which the former is responsible for the project’s implementation and the later for the purchase of devices, and software integration.
Navamavadhana headed his team’s visit to China to carefully inspect, compare and select appropriate devices. Finally, the MICT decided to spend THB 2460 (US$82) per device, each of which features Google’s Android 4.0 Ice Cream Sandwich operating system, 1GB RAM, 1.2 GHz single core CPUs, and storage capacity of 8GB. The MICT was given from February until early November this year to complete market research, purchase, software development, and distribution of all the tablets including an additional 55,000 tablets with different specifications for teachers.
Although the purchase was completed and the devices have been securely delivered to students, Navamavadhana cannot sit back and feel relief. For him, this is merely a small step towards reforming the country’s education system.
To further expand the OTPC project to successfully reform Thai education, the government has in mind the idea of giving tablets with different specifications to students from different grades.Future details
Thursday, January 17, 2013
Small-scale businesses are drivers for
growth in Sub-Saharan Africa. When these businesses succeed, so does
the greater economy.
IICD, a non-profit foundation that
specializes in information and communication technologies as a tool
for development, supports farmers, local entrepreneurs and youth in
Africa to improve their business performance and income. Hundreds of
Ghanaians in the Northern Region are receiving computer training from
IICD to help them reach even more customers. Nearly all have seen
Examples from the video succinctly show
the benefits of ICT training. Agatha, a traditional weaver in
Northern Ghana, has been trained by IICD to use computers. Her
business skills are strong and she buys materials for her weaving
online. She makes designs on the computer as well. Her costs have
decreased and income has increased. Michael, a carpenter, has also
benefited from the ICT training. He now uses computers to communicate
with customers and look for jobs. Production has increased rapidly.
Now, imagine the net economic result
when hundreds of entrepreneurs utilize ICT to earn a living. What
A high-speed network that allows faster
data transmission both among researchers in southern and eastern
Africa and with scientists in Europe and other parts of the world has
The UbuntuNet network, unveiled in Dar
es Salaam, Tanzania, last month, builds on links initially
established between Europe and five African countries by the
UbuntuNet Alliance, the regional research and education network for
eastern and southern Africa.
The network provides a high-speed
Internet connection between national research and education networks
(NRENs) in the region and with the pan-European GÉANT network,
giving access to 40 million users in 8,000 institutions.
It was developed under the
AfricaConnect programme, which aims to provide researchers across
Africa with access to faster data transmission facilities to
encourage global research collaboration. The European Commission
provides 80 per cent of the programme's funding, with the rest coming
from African governments out of their support for the NRENs.
European funding for AfricaConnect is
due to last until 2015, after which the project is intended to be
solely funded by its African partners.
Francis Tusubira, chief executive
officer of the UbuntuNet Alliance, said that the organisation's goal
was to ensure that all countries in southern and eastern Africa had
viable NRENs connected to the UbuntuNet network.
But he added that it was a major
challenge to build the capacity to run the national networks
effectively, partly because of the lack of graduates with relevant
computer skills being produced by universities.
"We have thousands of engineering
students coming out of universities, but put them in a working
environment [involving computers] and they have no idea what to do",
Therefore one priority for the
UbuntuNet Alliance under the AfricaConnect project is to establish
programmes to boost the teaching of computer engineering skills in
African universities over the next four years.
Friday, November 23, 2012
SMART Technologies, a leading provider
of interactive whiteboards for classroom learning, has recently
released a new SMART Notebook app for the iPad. The software allows
students to indulge in the SMART experience at school, home or on the
SMART reports that their software is
already used by over six million teachers and forty million students
worldwide. The new SMART Notebook app for the iPad will enable
students to access most of the tools usually used on the SMART Board
interactive whiteboard – from email and file sharing to word
processing and image editing. Students with iPads can therefore work
on their assignments with ease and then email their homework directly
to their instructor.
“SMART Notebook continues to be the
software of choice for teachers looking to add interactivity into
their daily lessons”, says Linda Thomas, Vice President, Products,
SMART Technologies. With material displayed on a colourful screen and
sound, graphics and Internet access, a typical SMART lesson is
designed to make teaching and learning easier.
For teachers, the new SMART Notebook
app allows for easy lesson planning. SMART have said, “Student
material can also be displayed on the SMART Board interactive
whiteboard for whole-class learning by wirelessly streaming the iPad
content using AirPlay with an Apple TV. By using the SMART Notebook
app for iPad, pupils and teachers can stay on track and save time by
being able to work with the same material on both interactive
displays and iPad at school or at home”.
(Source: eLearning Africa)
Friday, November 16, 2012
can be downloaded from the Internet and enable them to identify the
skills that students must develop.
The Peruvian Ministry
of Education, as part of the national mobilization for the
improvement of education and whose motto is "We all can learn,
no one is left behind", has been made available to all teachers
in the country, a set of teaching materials that will identify skills
that students must develop.
These materials, called
"Routes of Learning" can be downloaded from the following
http://www2.minedu.gob.pe/umc/noticiacompleta_index.php?v_codigo=88, which contents bundles of Communication and Mathematics; Kits
self-assessment, and guides.
communication and mathematics skills have to be achieved for children
of 5 years old of initial and students of first and second grade.
They also contain the respective performance indicators.
On other hand, the self
Kits guide the teachers of the second grade to reflect on their
teaching methods, assess how much students have learned, and analyze
Finally, the mentioned
guidelines propose a designing Guide for educational institutions,
goals, strategies and commitments necessary to improve student
learning in the areas of communication and mathematics, taking into
account the results of the Census for Student 2011.
Tuesday, October 30, 2012
Learn and assess the global progress in
the application of ICTs, as well as identify relevant experiences,
based on their innovation and educational impact, were the targets of
the seminar "Educational use of Information and Communication
Technologies" organized by Fundación Universidades Castilla y
León, Santillana and Fundación Telefónica, and hosted by the
headquarters of the Department of Education of the Regional
Government of Castilla y León, in Valladolid.
Juan José Mateos, Minister of
Education of Castilla y León, delivered the opening speech of the
seminar, entitled "Situation and Review of the use of ICTs in
the Education System of Castilla y León". He was followed by
Mariano Jabonero, director of Institutional Relations of Santillana,
who offered some data on the use of ICTs worldwide, and Joan Cruz,
Director of Fundación Telefónica and “Escuelas Amigas” (Friendly Schools)
project, focused on the status of digital implementation in Spain.
Also Mr. Cruz reflected on Fundación
Telefónica's commitment to facilitating access to knowledge,
improving educational quality, and promoting experimentation in the
field of ICTs as the basis for the new education of the 21st century.
He also remarked on Fundación Telefónica's “Escuelas Amigas” project, which seeks
to strengthen ties and foster cultural exchange between students in
Spain and Latin America over the Internet, where students, teachers
and Telefónica volunteers - who act as catalysts of the activities -
play the leading roles.
The fundamental premise of “Escuelas
is the use of ICTs in learning processes, as an element that helps to
tear down geographical and cultural barriers. As for today (with the
3rd Edition of the project concluded) 13 Latin American countries and
Spain and some 280 schools, have taken part in the initiative,
benefiting almost 11,000 children with the support of nearly 330
Tuesday, October 23, 2012
administrative staff and teachers of AIC Girls Boarding School in Kajiado,
Kenya managed to increase the accuracy of the school’s grades and
attendance figures and save time in one go, simply by using digital
used to be our school’s administration”, With a wide grin on their faces, four
teachers of AIC Boarding School, show a
huge stack of written paper that contain attendance rates and grades of
students. “These papers represent about three days of work for us”, says one of
the teachers. She then grabs about ten pieces of paper. “And this is the same
information, but then created by using Excel. It’s exactly the same, but this
only took us half an hour to make”.
2012, this boarding school for Maasai girls is using four computers for
administrative purposes. With the support of IICD and Edukans in the Connect4Change Consortium together
with Kenyan partner Dupoto-e-Maa (a Kajiado-based indigenous NGO), all teachers
and administrative staff were trained in basic ICT usage and how to use the
system, which will help to generate more accurate data about grades and
attendance of students.
In the near future, the system will also be used to keep track of
payments. Maasai parents are often on the move, but in the beginning of the
school year, they come to the school and pay the school fee for their children,
which often include boarding fees. Payments records will be kept digitally
which makes it easier to see which parents already paid. The system will also
help with keeping track of payments in terms, as many parents do not have the
full amount at the beginning of the year. If payments are tracked better, this
means that the school will increase its income which can then be spent on
teaching materials and better facilities for the school.
Wednesday, October 17, 2012
The government of the Indian state of
Himachal Pradesh has awarded a contract to implement next-generation
solutions for teaching and learning in 1471 schools across 12
districts in the state.
The INR 1.57 billion (US $29.62
million) project will provide computer-aided learning solutions to
schools across Himachal Pradesh. The schools involved in the project
will acquire digital classrooms equipped with interactive white
boards and multimedia content.
618 government senior secondary
schools, 848 government high schools and five ‘smart schools’ in
the state will be involved in this project. In addition, 7500
teachers will receive training on how to understand and use these
technology solutions, and how to facilitate ICT education of their
Digital learning solutions are making
significant inroads into India. The government of the state of Punjab
recently announced the development of 795 new computer labs in
government schools across the state.
This initiative was launched as part of
Phase V and VI of a centrally-sponsored ICT scheme in Punjab. During
the first four phases, the government focused on enhancing ICT
education in schools through new classes and curriculum, and training
teachers in effective use of ICT tools in teaching.
ICT-enabled schools in Punjab have been
given access to power generators and broadband internet connections
to facilitate implementation of state-wide school management of
information systems (MIS) and geographic information systems (GIS),
which are under development.
Friday, September 28, 2012
Over the course of the past decade, the
face of society has been transformed. In every aspect of daily life,
technology has revolutionized the ways by which individuals
communicate with the outside world.
In order to effectively
contend with this evolving style, it is vital for educators to
incorporate these changes into the classroom. One way of doing so is
by the integration of mobile learning and, more specifically, remote
teaching. This study attempted to measure the effectiveness of mobile
learning and remote teaching in delivering classroom content within
the university context, as opposed to traditional lecture-based
delivery. Results indicated that mobile-based remote teaching is not
only as effective as traditional instruction, but more so, in regard
to student understanding of course content.
This study will explore the use of
mobile technology in remote teaching, giving professors the ability
to teach and instruct students via the mobile device while not in the
traditional classroom setting. This study will utilize a
quasi-experimental design between separate sections of no less than
three classes. Three sections will be taught utilizing extensive
remote teaching activities (i.e. sending students out of the
classroom to experience different activities and blogging/podcasting
about them remotely on their device, conducting “scavenger hunts”
using mobile devices for instruction, using HeadsUp to facilitate
group work while the professor is not physically present), while the
other three sections will be taught identical course materials using
traditional face-to-face methods. Measurement will consist of a
pre-test/post-test design to compare student comprehension, retention
of, and interest in course materials.
(Source: Abilene Christian University)
Friday, August 31, 2012
new online community that launched on 22 August aims to help schools and
districts as they move toward digital education and implement corresponding
U.S. Department of Education, the Friday Institute for Educational Innovation
at North Carolina State University, and the Consortium for School Networking
(CoSN) partnered to create the online community of practice.
to empower digital transitions at all stages of development, including school
leaders who are thinking about moving to ubiquitous computing environments,
those who wish to implement ed-tech pilot projects, and those who are ready for
will provide K-12 educators, district leaders, and other community participants
with a unique channel to get connected and develop strategies for navigating
the digital transition,” said CoSN CEO Keith Krueger. “With increased
peer-to-peer interaction and greater connectivity, epic-ed members will have an
opportunity to learn from each other, share ideas, and ultimately implement
effective plans to help ease the transition and maximize the benefits of
technology-enabled learning environments”.
one-to-one computing has long been a goal of many districts, ed-tech leaders
find they are now faced with a “one-to-many” situation, because many students
today own and use more than one wireless mobile device.
your own device” initiatives—where students use their own devices on a school’s
network, and the school often provides a “classroom set” of tools for students
who don’t have their own device—also are growing in popularity. These
initiatives cut down on tech support and take advantage of the large numbers of
students who own high-tech devices and who already are using those devices,
such as tablets, laptops, and smart phones, for educational purposes.
will focus on all stakeholders involved in ed-tech programs: school
administrators, teachers, chief technology officers, instructional coaches,
parents, students, and more.
Wednesday, July 25, 2012
The Ministry of Information and
Communication Technology through the program Computers for Schools
(Computadores para educar), began an ambitious and innovative
strategy for integrating the stages of computer delivery with the
training of 28,000 teachers in schools in the countrywide.
To achieve the purpose of the national
government, there will be a professional team of 2,300 ICT managers,
who are linked with universities and schools that won the public
tender, which has as objective the supply of computers in every
education center and training to teachers in ICT skills, in order to
improve classroom practices.
Managers are professionals in the areas
of education and technology, with experience in developing social
projects. The challenge of this group will be to motivate and
transfer the knowledge to teachers so that they can take technologies
as tools that enhance the learning of children. The process at each
school will begin in mid-August.
To advance this work, since Monday 23
July until 3 August, Computers for Schools program will be leading
institutions and universities, selected in different regions of the
country, in working sessions that will qualify their knowledge to
develop work with teachers.
"The coverage of this strategy
covers all over the country, reaching more than 28,000 official
educational centers, located in 1,123 municipalities", said ICT
Minister Diego Molano Vega, noting that this strategy will be
implemented in the next three years , during which 400,000 terminals
will be delivered, benefiting mainly the sectors of the population
with the highest degree of vulnerability.
(Source: MINTIC – Colombia)
Tuesday, July 03, 2012
The Bolivian Educational Organization
EDUCATIC has been voted the organization with the most social impact
at the National Innovation Talents awards 2012. EDUCATIC is supported
by IICD and Edukans in the Connect4Change consortium.
EDUCATIC was praised
for the impact their innovative projects have on the quality of
education and the promotion of equal opportunities for young
Bolivians. The National Innovation Talents awards 2012 (TIC Bolivia
2012) were presented in June in Cochabamba, Bolivia. 20 teams from 5
different areas of the country participated in the third edition of
the competition, claiming awards for Best Economic Impact, Best
Environmental Impact and Best Social Impact.
Catalyst for the
decision of the jury was the work of EDUCATIC
in promoting the proper use of technological resources, the
generation of innovative teaching content with the use of ICT locally
to improve student achievement, the encouragement of teachers to
develop their own digital educational content, according to the needs
of students, as well as the promotion of Bolivian culture.
EDUCATIC’s CEO, Keiko
Ignacio, has a long experience with the implementation of Information
and Communication Technologies in Education and collaborates closely
with IICD since 2001. She is happy to receive the recognition for her
organization’s years of hard work: “Together
with a team of young people with the same convictions of service to
development, we undertook a variety of projects that promote local
and national growth for the benefit of Bolivian children”.
IICD collaborates with
EDUCATIC and Edukans in the Connect4Change consortium project ‘ICT
for education in Bolivia’. In this project, teachers and students
will be targeted in 80 schools throughout Bolivia to enhance
education with the use of Information and Communication Technology
such as computers.
Wednesday, June 20, 2012
UCEP Bangladesh is a leading national
NGO in Bangladesh which provides opportunities of second chance
education to children. Starting in 1972 at the Dhaka University
premises with only 60 students, it is now a hub of over 42 thousand
working children striving to inculcate marketable skills and provide
employment support service through general education and vocational
training in close collaboration with industries and employers
The main objective of UCEP programs is
to improve the socio-economic status of the urban poor and support
industrial growth by generating skilled manpower. UCEP has global
reputation for its unique model of human resource development.
UCEP provides a package service of
Integrated General and Vocational Education (IGVE), Technical
Education (TE) and Employment Support Services (ESS) along with
various aspects of child rights, good governance and social life
skills to the working children. UCEP operates 53 Integrated General &
Vocational (IGV) Schools and 10 Technical Schools with an enrolment
of over 42 thousand distressed working children with equal gender
In Integrated General and Vocational
schools the children are provided education up to grade VIII with the
abridged form of National Curriculum along with basics of technical
education. After completion of skills training the children are
provided employment support by the Employment Support Services (ESS)
Component of UCEP.
In Industrial Electrical &
Electronic Control Trade, the students are taught the system of
Mobile Telecommunication such as area of mobile system, area of
communication, power supply system of BTS, elements of power supply,
use of auto-voltage regulator, block diagram of grounding system,
UCEP is marching forward to achieve
Vision – 2021, the time frame to make the country a Digital
Bangladesh, which has been set by our Honorable Prime Minister Sheikh
Tuesday, June 19, 2012
Backed by research and
respected companies, a new platform aims to show the benefits of going online.
The site, called A Platform
for Good (PfG), will launch in September with a mission to help shift the
conversation away from the negative focus that so often appears in the media
about youth online experience to a conversation that highlights the positive
opportunities the internet has to offer. Through this approach, the Family Online Safety Institute (FOSI) aims to
bridge the generational digital divide by increasing adult comfort with
technology and understanding of the opportunities it offers.
By leveraging existing social media platforms that young people and their
parents already use, A Platform for Good will have widespread appeal for a
number of age groups, FOSI believes. PfG will provide the following:
- Kids and teens will access incentive-based,
interactive activities that teach them about online safety issues in a
fun, engaging way. PfG
will also foster participation and collaboration with youth.
- Parents will receive conversation starters and
tips via text and social networking sites to encourage families to discuss
current events and turning recent news into learning experiences.
- Teachers will find new instructional
opportunities, including interesting videos and web-based activities to
inspire their students.
“A Platform for Good is an opportunity to
provide people with a positive message about online safety education”, said Kim
Sanchez, chair of FOSI’s board of directors and a director of privacy and
online safety at Microsoft, in a statement.
According to FOSI, PfG is not
looking to replace the many online safety programs already available in schools,
but, rather, to add a new layer to the conversation by focusing on the research
that focuses on teens and their online experiences and “promoting incredible
stories of technology being used ‘for good’; and work to spur dialogue between
parents, teacher, and youth about what it means to be a responsible digital
citizen in our ever-connected world,” explained Nancy Gifford (special projects coordinator for the Family Online
Safety Institute - FOSI).
Monday, May 21, 2012
Apurimac is the first region to provide
free Internet service through pilot virtual centers which will be
built and implemented with the support from mining companies
operating in the area, announced its regional president, Elias Ruiz
He said that through the project
"Construction and implementation of pilot virtual centers to
achieve contents in curriculum learning in primary and secondary-
Apurimac" aims to provide a quality education.
The regional authority said Apurimac is
entering to a new stage thanks to mining and stressed that rural
children have the same opportunities as the city, they will receive a
Segovia said that mining companies
operating in Apurimac pay the cost of Internet service, while the
regional government will take care of maintenance. The proposal is
embodied in an agreement to be signed soon.
"Apurimac will be the first region
in the country that will have internet access throughout its
jurisdiction, it means, from Chincheros until Cotabambas", he
He called on teachers to be trained, so
that students receive quality education, since "the success of
this project will be thanks to them".
He added that the initiative is a great
tool that should serve to get out from the last places where Apurimac
is found in regarding the quality of education.
The symbolic act of commissioning of
the project took place on Thursday in the building of the regional
Monday, May 07, 2012
TED, a nonprofit organization devoted
to spreading big ideas through a series of conferences and a free
video platform, has continued its expansion into education by
launching a brand-new TED-Ed website
with tools to help teachers use
video in the classroom. The new platform allows educators to
customize videos with follow-up questions and assignments, TED
says—an initiative that could help power the “flipped learning”
This is the second
phase of TED’s expansion into education, following the launch
of a TED-Ed YouTube channel last month with several educational
videos. (See “Free video lessons offered by leaders in innovation,
thinking”.) With the new TED-Ed platform, “you can use, tweak, or
completely redo any lesson featured on TED-Ed, or create lessons from
scratch based on any video from YouTube,” the organization says.
In other words, the site allows users
to take any useful educational video, not just TED’s, and easily
create a customized lesson around the video. Users can distribute the
lessons, publicly or privately, and track their impact on the world,
a class, or an individual student, TED says.
Teachers also can browse TED content
based on the subject they teach. Each video on the TED-Ed site is
tagged to a curriculum subject and is accompanied by supplementary
materials to help teachers and students use or understand the video
TED-Ed’s commitment to creating
“lessons worth sharing” is an extension of TED’s mission of
spreading great ideas, the organization says.
(Source: eschool News)
Tuesday, April 17, 2012
How can mobile communication help
improve the quality of education? A Nokia smartphone will go to the
owner of the best idea submitted to the fifth phase of the Education
for All (EFA) Crowdsourcing Challenge organized by UNESCO, Nokia and
the Pearson Foundation.
Starting on 12 March, and for a month
thereafter, education and mobile learning stakeholders are all
invited to participate by submitting mobile communication ideas for
helping achieve EFA Goal n°5 that calls for the elimination of
gender disparities in primary and secondary education by 2005, and
the achievement of gender equality in education by 2015, with a focus
on ensuring girls’ full and equal access to and achievement in
basic education of good quality. Participants will also be invited to
vote or comment on other ideas.
Several hundred proposals were
generated during the first four phases of the EFA Crowdsourcing
Challenge, which explored ways of using mobile communication to
potentially help attain literacy, to contribute to achieving
universal primary education, to address youth and adult learning
needs, and to improve the quality of education.
To submit an idea, participants only
need to click on the Create an Idea link to the right of the gender
challenge introductory paragraph.
The winner of the fifth
phase, who will be chosen by an expert panel of judges, will receive
a Nokia smartphone. She or he will also get a chance to win a US$
3,000 prize as well as a library of children’s books worth US$
3,000, which will be donated to a non-profit organisation of the
winner’s choice. Moreover, the best ideas from the EFA
Crowdsourcing Challenge will be developed into concrete projects by
Nokia and other project partners.
Wednesday, April 04, 2012
Nan Chiau Primary
School in Sengkang, Singapore in collaboration with Qualcomme and
Microsoft will empower its students and teachers through
custom-tailored mobile application enabling 24/7 access to
Under the WE learn
mobile education project, which uses 3G smartphones to create
seamless classroom experience, some 350 third-grade pupils and
teachers will experience the latest wireless technology that will
ease a student-centric model of learning where educational materials
can be accessed anytime and anywhere via smartphones.
The project is being
supported by the Singapore Ministry of Education (MOE) under the ICT
masterplan in education to designate Nan Chiau Primary School as a
model for primary schools throughout Singapore and Asia.
students with learning tools like mobile phones, our students have
24/7 access to educational content, web-based resources, and
collaborative learning tools”, said Mr Tan Chun Ming, principal of
Nan Chiau Primary School.
“These tools give
students the means to take responsibility for their own learning and
enable teachers to provide individualized mentoring”, Chun Ming
All smartphones are equipped with
MyDesk, a mobile learning platform to enable each student to access
his or her assignments, relevant websites that contain podcasts,
textual material and video clips and educational applications, such
as mapping, drawing and animating, to practice both self-directed and
Files created by the Nan Chiau students
on their smartphones are backed-up and synchronized to a cloud-based
teaching management system, providing each student an electronic
portfolio that parents can review and teachers can access for grading
and feedback purposes.
The national Institute
of Education of Singapore is assisting teachers with the development
of customised curriculum in English, Science and Chinese, and
co-design technology to enable teachers to enact lessons using
smartphones to support the students’ personalized learning,
revealed Professor Looi Chee Kit, The National Institute of Education
who is responsible for the WE learning
Nan Chiau Primary
School is Singapore’s first school to set up the Centre for
Educational Research and Application (CERA),
the research centre for using ICT in teaching
and learning in a primary school.
Tuesday, February 07, 2012
An online pilot program to help eighth- through 10th-graders who are struggling with Algebra I is being launched at 16 high schools and 23 middle schools throughout Oklahoma
About 10,000 students from low-performing schools are participating in the first year of the program, which is free to their school districts, according to the Oklahoma State Department of Education.
“We wanted to reach students who are most struggling in Algebra I as they prepare to take end-of-instruction tests—one of the requirements for Achieving Classroom Excellence”, said state Superintendent Janet Barresi.
Teacher training is conducted by webinar and will continue through Feb. 8th. Training is also free to participating districts. “This is one of the state department’s efforts to assist low-achieving schools by providing additional resources to teachers and students”, Barresi said.
She said she hopes to expand the program across the state and reach students in younger grades after this pilot year.
After reviewing seven online programs, the state Education Department selected Apangea Learning Inc. of Pittsburgh
, Pa., to provide the supplemental online math instruction and tutoring services.
“We were very impressed with the demonstration of this product and can see the high potential for Algebra I students who are struggling”, said Jeff Downs, STEM (Science, Technology, Engineering, and Mathematics) director for the state Education Department. He said other states, including Texas, Idaho, and Indiana, have seen success from the program.
(Source: sChools News
Friday, February 03, 2012
Learning Day is a nationwide celebration of innovative teaching and learning
through digital media and technology that engages students and provides them
with a rich, personalized educational experience. On Digital Learning Day, a
majority of states, hundreds of school districts, thousands of teachers, and
nearly 2 million students will encourage the innovative use of technology by
trying something new, showcasing success, kicking off project-based learning,
or focusing on how digital tools can help improve student outcomes.
any instructional practice that is effectively using technology to strengthen
the student learning experience. Digital learning encompasses a wide spectrum
of tools and practices, including using online and formative assessment,
increasing focus and quality of teaching resources and time, online content and
courses, applications of technology in the classroom and school building,
adaptive software for students with special needs, learning platforms,
participating in professional communities of practice, providing access to
high-level and challenging content and instruction, and many other advancements
technology provides to teaching and learning. In particular, blended
learning is any time a student learns, at least in part, at a
supervised brick-and-mortar location away from home and, at least in part,
through online delivery with some element of student control over time, place,
path, and/or pace.
1, 2012, the Alliance for Excellent Education hosted an in-depth webcast
featuring moderated discussion of video footage of innovation in action looking
at leadership, instruction, innovation, every subject area, and effective
Then the Alliance hosted a live National Town
Hall featuring FCC Chairman Julius Genachowski and U.S. Secretary of
Education Arne Duncan in a special joint appearance. The event profiled great
teachers that effectively use technology to deliver instruction, and focus on
education innovation projects happening across the country.
Tuesday, December 27, 2011
Riau provincial government in central Sumatra has initiated a programme to introduce IT to children across its primary schools. It is an extension of a project already in place in other parts of Indonesia since 2008.
The “KidSmart” project, in collaboration with IBM, aims to teach children essential IT skills through specialized software and custom-designed terminals. In total, 250 primary schools in Indonesia are participating in the programme.
KidSmart also involves training the teachers in using the software and hardware tools, and 300 teachers across Indonesia have been trained so far.
The programme was inaugurated in Riau province at the city of Pekanbaru on the 7th of December, with the Governor of Riau HM Rusli Zainal, Riau Police Chief, Mayor of Pekanbaru Syamsurizal, and President-Director of IBM Indonesia, Suryo Suwignjo, in presence.
“For teachers, mastering the technology is extremely important, so that they can operate it and implement it into their daily lives, and also serve as examples for their students”, said Governor Zainal, as Mayor Syamsurizal inaugurated the cyber-technology training centre for teachers.
The teachers are provided basic knowledge about the internet, word processing, spreadsheets and presentations techniques, and participate in a short workshop on crime prevention.
Monday, November 21, 2011
Hosted by Ericsson,
the first Networked Society Forum (NEST Forum) took place in Hong
Kong from Nov. 11-13. Leaders and authorities, from the ICT industry
and governments, gathered at NEST to discuss how ICT could be
utilized to accelerate education and learning for everyone, every
where. It's a pity that the proceedings of the forum didn't get much
attention in Saudi Arabia, because many of the topics presented were
extremely relevant to the debate on how to enhance education here in
Consider these points on education and
UNESCO and UNICEF report that almost 70
million children are out of school globally, with millions more
leaving school early without acquiring the knowledge and skills that
are crucial for a decent livelihood, and about 800 million adults
lacking basic literacy skills. In the US, one out of four high school
students never graduates.
Doubling the broadband speed of an
economy increases GDP by 0.3 percent, according to research conducted
by Ericsson, Arthur D. Little and the University of Chalmers. The
same research found that for every 1,000 broadband connections, 80
new Internet jobs are created. For every ten percent of mobile
broadband penetration, an economy adds one percent sustainable GDP.
An October 2011 report from the UN's
Broadband Commission for Digital Development found that 30 percent of
people worldwide are Internet users. In developed countries, around
half the population has mobile broadband and about a quarter has
fixed (wired) broadband. In developing countries, however, the
figures are a small fraction of these, at 5.4 percent for mobile
broadband and 4.4 percent for fixed (estimated, end 2010).
Online education is growing. The Khan
Academy is the largest free online school in the world, with one
million students a month viewing 100 – 200,000 videos per day on
YouTube. According to iNACOL, China’s first online school was
created in 1996; today it has expanded to more than 200 online
schools with enrollments exceeding 600,000 students.
One of those who has put forward ideas
which are in opposition to conventional education methods is
Newcastle University Professor Sugata Mitra. He has been conducting
experiments with several models of self-teaching, through his
Hole-in-the-Wall project (www.hole-in-the-wall.com), as well as
through experiments with Self-Organized Learning Environments
(SOLEs). Having succeeded in helping Tamil-speaking children teach
themselves the basic concepts of biotechnology — in English, and
without teacher assistance — Mitra is openly challenging the wisdom
of education that requires a teacher to stand in the front of a
classroom to share knowledge.
Mitra is a leading proponent of
Minimally Invasive Education (MIE). At NEST he advised that if we
are evaluating students based on their ability to memorize basic
facts, as we often have in the past, then we are teaching yet another
skill that computers have made practically useless. Instead, we need
to reconsider the aims of our education and assessment methods
(Source: Arab News)
Monday, October 31, 2011
Technology giants discuss ICT
trends across classrooms and why the United Arabic Emirates (UAE) is leading. The complete
digitization of curricula and the integration of Microsoft's Kinect technology
are but a few emerging trends global technology giants expect to see manifest
in Middle East classrooms.
and communication technology (ICT) in education was the basis for last week's
BETT Middle East exhibition in Abu Dhabi, where Gulf News caught up with
officials from Hewlett Packard (HP) and Microsoft to discuss forthcoming trends
discussions I've had I think we will see an increase of the digitization of
course content with more curricula and books being stored in clouds", said
Antoine Barre, vice-president of HP Personal Systems Group for Middle East and
Africa. "A second trend I see is ICT will no longer be placed next to or
complementary to educational pedagogy but instead emerge within it as the two
course content will develop in a way that will allow for the integration of
multimedia technology in order to facilitate student understanding, an example
of which could be the ability for students to simulate complete chemistry
experiments on their computing devices.
third trend I see is increased mobility as students will have their educational
data available to them everywhere through any type of device, laptop, tablet or
smartphone", he said. "I think this will enable students to be more
efficient in how they find answers to whatever questions they have in life … as
I think this goes beyond the scope of academic training".
Shinnawy, Public Sector Education Lead at Microsoft, said educational
institutions in the UAE, whether schools or universities, are indeed expanding
their scope of ICT into education. "The
[ICT] expansion is happening at various levels depending on the leeway of
freedoms, but the wave is coming at different strengths in both the public and
private education sectors", she said.
are probably the most ready and exposed as we talk ICT outside education, but
they are in the best position to absorb what comes up in the classroom". She added,
however, that although some teachers are ready to embrace the ICT wave, more
effort still needs to be exerted when it comes to teacher training. "Traditional
teaching methods need to converge with 21st century teaching and learning".
Both Microsoft and HP are working closely with the Abu Dhabi Education Council
with regard to teacher training and other initiatives.
(Source: Gulf News)
Tuesday, September 13, 2011
September 10th, it was introduced the panel
of experts from the TV show 'Vive Digital' from the ICT Ministry,
which are transmitted every Saturday by the Institutional tv Channel.
In this issue,
teachers from remote areas of Colombia shared with viewers all the
experiences that they had with their students since they are using
the information and communications technologies as educational tools.
This time during the
program “Vive Digital”, panel of experts, led by the ICT
Minister, Diego Molano, they talked about the appropriation of ICT in
the education sector. As invited experts two teachers accompanied
him: Ana Maria Muchavisoy from Sibundoy, Putumayo and Carlos Andres
Romero from Magangué, Bolívar.
Also the following
teachers participated via Skype: Emiro
Pérez de Corozal, Sucre, Nayibe Rangel de Tame, Arauca, Andrés
Ladino from the Community of Macedonia, Amazon, and Porras Esnith y
Danny Esther Ayala from Quibdó, Chocó.
During the half
hour, teachers talked about the impact that the appropriation of ICT
had in the education provided to children and youth in schools with
limited resources. For his part, the Minister Diego Molano presented
the progress of “Computers for Schools” program, which has helped
to reduce the dropout, to improve educational quality and increase
accessibility to higher education in Colombia.
According to recent
study made by the University of Los Andes, the program “Computers
for Schools” was able to reduce by 4% the attrition in the schools
were they are working for more than three years. In relation to the
quality of education, it helped to improve the test results of the
State (ICFES), increasing by 2.1% the score for students who had 8
years of education in a school benefited from the program. The study
also found that graduates from schools benefited of “Computers for
Schools” program, increase in 12.7% in their probability of
entering to higher education, completing 8 years in an institution
equipped with computers.
(Source: MINTIC –
Friday, July 29, 2011
Coinciding with the celebration of Teacher's Day,
Telefónica Foundation through its portal “Educared” provides some
recommendations for teachers to use Internet tools to make their teaching more didactic
and improve the student performance.
It is useful and simple
tips that have been transmitted to more than 1,500 teachers from public and
private schools nationwide, using the skills developed and with the support of
the Ministry of Education.
Using blogs, email, interactive online resources, social networks and
discussion forums between students are part of the recommendations offered by
this portal, so that teachers do not simply teach within the walls of a
Create learning experiences: Use visual diagrams, whiteboards, online and video
tutorials to prepare homework and upload to YouTube, in order that students can
see them anytime, anywhere.
Some specific recommendations for teachers are:
using the search engines: Not all Internet content is relevant and safe for
students. In that sense it is important
that teachers be a guide for students to succeed in a particular research topic
through the use of Internet.
digital media: It is important that teachers take advantage of the audiovisual
production capacity with their students, as young people recorded, edited and
uploaded to YouTube everyday life activities.
social networking: Participate in social settings (Facebook or Twitter,) so
education allows the exchange of information and generation of educational
projects with other groups who share the same interests.
e-mail with your students: It is essential that they can learn to communicate
by email and recognize the difference between formal and informal language, it will
be useful also for their future professional life.
a blog with the students: In addition to using this resource as a means to
disseminate information, it is also possible that the students themselves
become authors of a blog.
- Build your own network of learning: Teachers can
identify spaces online or networks that are generated by the exchange of
knowledge to train and be constantly updated.
Wednesday, July 06, 2011
Social networks, blogs and discussion forums
are some strategies that teachers can take to improve education,
within and outside the classroom, suggested experts in digital tools
Telefonica Foundation specialists noted that
participation in social networks like Facebook or Twitter, and email
use, can help teachers to exchange information with students and
parents outside of school hours. "They can also create
educational projects with others colleagues who share common
interests with these tools", they said on the eve of Teacher's
Day to be held on July 6th.
They noted that blogs, more than allow the
exchange of information, this could be used to encourage students to
become authors of Internet content and improve their writing and
spelling. "It is important that teachers adapt their technology
resources to enhance the pedagogical needs of teaching and learning
process", they said.
Another digital tool that improves learning is
the Youtube video platform, where teachers can share audiovisual
materials with their students, and who may see them as often as they
consider convenient, at anytime, anywhere.
Audiovisual creativity applied to the field of
education is very important to encourage research, teamwork, decision
making, and the ability to expose, among other skills among students
that are increasingly become more familiar with recording and editing
While these tools provide many benefits in
education, experts stressed the importance of accompanying students
by their teachers in their use, especially in the case of browsers.
"Not all browsers are relevant and safe. It is important that
teachers be a guide for students to succeed in researching a topic on
the Internet", they added.
Andina News Agency)Further details
Sunday, May 15, 2011
In northern Ghana, a “bottom-up” approach to improving the health and
environment of rural villages is logging positive results. ICT interventions
relying on mobile technology and e-learning play a big role in implementation.
A project in Ghana seeks to
improve the lives of rural villagers by marrying information and communication
technologies with the use of “change agents” – selected community members who
receive special training. Operating out of their head office in Kumasi, near
the middle of the country, the eCAP Ghana Foundation
works in the northern villages of Niliyungdo and Nagbi. The project focuses on
topics related to health, the environment, microfinance and education.
transformation of one of the participating villages has been “remarkable”,
according to Eva Kagiri, who works for eCAP’s international partner, the
Swedish NGO MKFC. In an April interview
with ICTWorks , Kagiri described how eCAP trained three young men to be
change agents. They then taught village residents in Niliyungdo how to clean
water using the “solar
disinfection method”, and about waste disposal and environmental issues to
avoid spread of diseases. To convey information to residents in an engaging
manner, the young men used using role play, pictures and videos.
how to clean our water,” a female resident of Niliyungdo later told the eCAP team. “We also learned to keep our
water covered. Some of us who did not believe what we were doing would make a
difference now believe. We are no longer going to the hospital because of the
sickness from the water“. Explaining
their approach to implementation, Kay Obiri-Mainoo, the Project Coordinator of
eCAP Ghana, says they try to establish a close bond with community members so
that they feel comfortable opening up and talking about anything that might be
bothering them. Obiri-Mainoo also emphasized that his organization believes in
the “bottom-up approach,” where they target and train individuals and later
scale up to the larger community.
The goal of
the project is not only to encourage positive change in the lives of community
members themselves. The project also prepares these communities to become
agents of change and pass knowledge on to other communities within their
district. One of the
project’s biggest challenges, says Obiri-Mainoo, has been language barriers.
Facilitators often do not speak the local dialect of the communities where they
are working, thus forcing them to rely on an interpreter which sometimes
complicates the flow of communication.
to video, mobile phone technology is central to the project. In between visits
to the village, team members stay in touch by communicating with community
leaders, chiefs, teachers and opinion leaders through mobile phones. Typical
mobile correspondences are done by either text message or voice calls. The
project also uses mobile phones as a broadcast mechanism for sending out
regular reminders. For example, text messages are sent to the community to
remind them to disinfect their water using the solar method. Mobile phones
invariably save project facilitators time and travel costs.
Wednesday, March 30, 2011
“One Laptop Per Child” program, which aims to provide modern
laptops and internet to public schools, covers already 100 percent of
the primary educational institutions nationwide, reported yesterday
by the Ministry of Education. Oscar Becerra, director of the
Educational Technology sector said that from 2007 up to date they
acquired 840 000 laptops for children in state schools. From that
total, 300 thousand are already in use and the difference in
the international forum “towards
a first world education: Education Agenda 2011-2016”, it was noted
that public school students can use these machines for at least four
hours per week, two in the classroom and two in their free time.
of these laptops for school was made in December last year and
comprised 500 000 laptops. The investment up to date in this
technology exceeds 155 million soles (around US$ 54 millions). "There
is possible to get this program including high school, but because
lack of time it will be not possible before the end of the current
government. At the moment we are loading the software and training
teachers in using this technology", said Becerra in the Chamber
of Commerce Lima (CCL).
low-cost computing and technological skills in the classroom help to
knowledge of the people, improve the access to information, creating
opportunities for students and bridge the digital gap between schools
in rural and urban areas of the country, he added.
to Becerra, lack of electricity in some rural areas is not an
impediment to ensure the functioning of these children use laptops,
because for this it has solar panels that help generate energy. He
added that in the case of areas where there is no chance of internet
access, connectivity tools are implemented offline, letting you
access and navigate the most important American educational portals
through a USB memory.
have also acquired and are in the process of delivery, multimedia
projectors for each school with more
than 100 students, so that more students can access educational
content and that all students will be familiar with computers",
The vice president of the Lima Chamber of Commerce (CCL), Jorge von
Wedemeyer, said that in 2021 the budget allocated to education in
Peru could rise 3 to 5.9 percent of Gross Domestic Product (GDP). For
this the government needs to increase each year, gradually and
continuously, around 0.25 percent of GDP to this education sector.
This will allow Peru to achieve high levels of education.
(Source: El Peruano News
Friday, January 07, 2011
The challenges we face as a people and country, are permanent and vital. In this second decade of the century, one of them, for example, is to approach the knowledge that the researchers produce around the world, to schoolchildren in public schools and university students in the country, but who is responsible to do this?. On this occasion, who is committed to turning the challenge into a reality is the National Engineering University (UNI), which since 2009 runs the research project for the national schools access to advanced networks. The goal: to decrease the gaps.
The director of the UNI, Aurelio Padilla Rios, says: “Advanced networks are parallel to the Internet and fiber optics or wireless. It is an exclusive line for research and is available to all researchers in the world”, he explains.
The network node is in the university, and currently uses the IPv6 protocol, which enables wireless broadband installed up to 40 miles away. Three educational institutions benefit from this initiative: José Sabogal, Manuel Scorza and School No. 3052 in the districts of San Martín de Porres and Independencia, in Lima.
Children and adolescents in primary and secondary schools can develop applications such as video conferencing, virtual labs or specialized blogs, with advice from their teachers who were previously trained by specialists from the UNI. The university authority recognizes that due to good management of principals and teachers, the three schools can now offer this service to their students, however, that was convened to nine. For this reason, this year they decided to develop a plan to directly engage in educational management units, and expanding the network.
El Peruano, Newspaper)
Wednesday, December 29, 2010
Intel ® Teach Program is a worldwide effort to help teachers experienced in education and students, to integrate technology into their classrooms to develop higher thinking skills of students and enhance learning. The participating teachers receive training and resources to promote the effective use of technology in the classroom.
Teachers learn about how, when and where to incorporate technology tools and resources to their lesson plan. In addition, experimenting with new approaches for implementing lesson planning tools and focused on learning goals and the official curriculum. The program incorporates the use of Internet, Web page design and student projects as vehicles for meaningful learning.
For over a decade, Intel Teach Program has helped to primary and secondary school teachers, around the world to understand how, where and when to bring the tools and technology resources into their classrooms. Up to date, the program has trained more than four million teachers in over 40 countries and is committed to reach 13 million by 2011. The
is currently offered in
Colombia, Costa Rica,
Friday, December 10, 2010
an interactive video link with students on the schools, which benefit
today, Hector Slim Seade, General Director of Teléfonos de Mexico
(Telmex) and the lawyer Alfredo del Mazo, Mayor of Huixquilucan, put
into operation four digital classrooms, as well as Free public access
places of Infinitum mobile Internet service on the esplanade of the City,
the Garden of Culture and two Schools of Bachelors.
digital classrooms will directly benefit to 3,900 students per month,
because these places are fully enabled with computer equipment,
next-generation broadband connectivity in 4Mgbps Infinitum and
educational software, developed by the company and the Technology
Institute of Massachusetts (MIT), for the optimum use and maximum
utilization of equipment. Moreover, with mobile WiFi service in
public places also benefits the general population of the town with a
tool for advanced communications technology.
opened digital classrooms are located in public libraries of Colonia
Palo Solo and Magdalena
Chichicaspa and in the Youth Care
Agency of Barrio de San Martín
and Colonia San Fernando.
These four digital classrooms have more than 109 desktop computer
equipment and laptops, printers and scanners, as well as video
projectors, cameras and video, monocular biological microscope,
interactive globe with pen and all the necessary furniture for
these classes, they provide to children, parents, students and
teachers of schools; access to information technology through
workshops and complementary to traditional educational programs,
taught by highly qualified staff.
with the free operation of mobile Internet access in public places,
Teléfonos de Mexico, seeks, that the general public have free and
widespread access to global network of knowledge.
Monday, December 06, 2010
The workshop on Teacher’s ICT-Competency: Developing the Knowledge Deepening Strand is taking place this week at UNESCO
Headquarters in Paris, France. International experts in the field of ICT in education gathered to develop syllabus and assessment benchmarks for UNESCO’s ICT-Competency Framework for Teachers project.Today’s classroom teachers need to be
prepared to provide technology-supported learning opportunities for
their students. UNESCO’s ICT Competency Framework for Teachers is an
important guideline towards that goal. The objectives of this project
to constitute a common core syllabus (defining various ICT
competency skills for teachers), which can be used to develop learning
to provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning;
to extend teachers’ professional development so as to advance
their skills in pedagogy, collaboration and school innovation using ICT;
to harmonize different views and vocabulary regarding the uses of ICT in teacher education.
In a five-day workshop, international
experts gathered to further develop the ICT modules to move on from the
Phase I version to a more detailed syllabus, including assessment
benchmarks. The meeting was opened by UNESCO’s Assistant
Director-General for Communication and Information, Jānis Kārkliņš, and
the Assistant Director-General for Education, Qian Tang, who stated:
“This programme is very important for UNESCO, because teachers are our
priority and they are key for reaching the Education for All (EFA)
goals. Teachers’ ICT competency becomes an important element of teaching
and learning in the 21st century.Discussions during the workshop reflected
the diverse backgrounds and experiences of the international experts,
coming from all regions and from countries with different levels of
economic development and ICT-readiness.
Jānis Kārkliņš stressed that “ICT-CFT has
already become an international reference document - the work of the
international experts will ensure ICT-CFT continues to be a valuable
resource to Member States.” The syllabus will undergo a broad online
peer review by some 150 additional international experts, plus another
UNESCO-financed review meeting.
The ICT-CFT project has been developed in
partnership with Cisco, Intel, ISTE and Microsoft. Its Phase I produced a
Policy Framework, Competency Standards Module and Implementation
Guidelines, which included syllabus approaches for the three main areas:
Technology Literacy, Knowledge Deepening and Knowledge Creation. Phase
II began in April 2010 to develop the next versions of the syllabi,
starting with the Technology Literacy strand and now the Knowledge
Deepening strand. The final workshop is expected to take place in spring
2011, to further develop the Knowledge Creation strand to provide a
complete international reference for teacher education.
The three booklets produced by Phase I of the project are available online:
Source: UNESCOFurther Details
Wednesday, December 01, 2010
Beder, Secretary of State for Education and Training, and Guillermo
Ansaldo, president of Telefonica de España, have signed an agreement today
in Madrid by with the Spanish operator joins to the Pogram "School 2.0" and
launches, as a result thereof, the first flat Rate "Deberes" (Duties) for ADSL market, and also an additional one for Mobile Internet. Both
rates, which represent a substantial savings compared to those
available for other users, are particularly aimed at parents or legal
guardians of pupils in grades 5 and 6 of primary school and 1 and 2 of Secondary Education, and whose schools which develop School 2.0 Program.
Both "Movistar ADSL Duties" as "Duties Movistar Mobile Web" will incorporate
additional free services such as Canguro Net, a content filtering
service that protects users from inappropriate Internet content, and
Aula365, a tutoring service for children between 6 and 16 years old and incorporating multimedia resources for active learning and engaging.
the presentation ceremony of the Convention, the Secretary of State for
Education and Training, Mario Beder, highligted that "with School 2.0 Program The Ministry of Education not only encourages the
modernization of our educational system, but also through agreements such as
which we signed today is intended to
create all conditions for all students and their families have access
to the Internet universe on favorable terms".
ADSL Duties" will be free of charge in the instalation of the service, and for 16.90 euros per month the user will
have a flat rate of surfing - with 1Mb download speeds and 364kb upload speed -from
Monday to Sunday from 17:00 hours to 21:00 hours. Calls will be billed at the current rates. The service also includes free wireless router for rent, 5 mailboxes and Web space of 10 Mb
its part "Movistar Mobile Internet Duties" offers for 9.5 euros per
month flat rate unlimited data on the schedule from 17 to 21 hours,
every day of the week, through 3G/HSPA network, with maximum speeds of 7.2 Mbps download data, and 2Mbps upload. The 3G modem is free if you purchase a contract committing to stay for 12 months.
Program "School 2.0"
signing of this agreement is part of the development of the Program "School
2.0", a project that the Ministry of Education has been promoting since
September 2009 and aims at the integration of Information and Communication Technology(ICT) in schools.
(Source: Telefónica de España
Wednesday, October 13, 2010
The Ministry of Science and Education of Ukraine and Google to equip 100 schools with wireless high-rate internet, Science and Education Minister Dmytro Tabachnyk has told a news conference. He says for the project they chose as town so as rural schools."We have reached agreement that there will be fifty rural schools and fifty town schools," the minister said.
In frames of the programme 25 teachers were trained to handle equipment that will enable them teach pupils who are simultaneously in several locations.
The minister remarks, this aspect of the programme will allow pupils not to interrupt learning in times of epidemics.
The Education Ministry press service did not specify time frames when the schools would be equipped.
Tabachnyk has set him a task of connecting all schools to the internet.
(Source: Ukrainian News)
Thursday, September 23, 2010
The Tanzania-based m-Education program called Bridgeit, locally known as Elimu kwa Teknolojia (Education Through Technology), involves an innovative process of disseminating educational programming directly to the classroom via a mobile phone. The program is a function of a multi-sector partnership involving Tanzania’s Ministry of Education and Vocational Training (MoEVT), the Forum for African Women Educationalists (FAWE), the Pearson Foundation, the International Youth Foundation, Nokia Corporation and funded by a three-year $2 million grant from the U.S. Agency for International Development (USAID).
Through the Bridgeit program, teachers are provided with access to a digital catalog of educational videos that are typically 4-7 minutes in length. The teachers download the videos from the server via a mobile phone connected to a television installed in the classroom. With each video comes a lesson plan crafted to allow teachers and students interact with the ideas introduced by the video. Hence, a typical teaching period would involve a viewing of the video followed by teacher-led exercises and activities aimed at reinforcing the ideas the students have just learned.
Leveraging the power of cell-phone technology, Bridgeit improves the quality of teacher instruction and increases primary school student achievement in math, science, and life skills. In Tanzania, over one year, Bridgeit has been implemented in 150 schools, training 1,544 primary school teachers, and benefiting 40,400 rural and urban students.
(Sources: ETD, IYF)
Friday, September 17, 2010
For the first time, future teachers who attend the main
teacher training institutes in the country, will be provided with material that
will enable them to integrate new information and communication technologies (ICT) to the
ICT" is one of the projects under the program "sentidos
conectados", sponsored by Telecom and developed by "La Fabbrica"
(international agency of communication , education and marketing), offers
to teachers a variety of teaching and learning situations with ICT mediation. These
projects, case studies, testimonials, and examples of teaching sequences using
software to perform multimedia productions, which provide a range of proposals
in the line with the conceptual development and analysis of scenarios of use of
This new material includes specific tools for future
educators to enrich the main themes and activities in the classroom, and adds
to "Senti2 Conecta2" and "Identidad.ar" which have already
been distributed to over 6,000 schools between
2008 and 2010.
The virtual space of "Connected with
offers a permanent teaching assistance and blogs to share experiences. It also gives the possibility of
virtual classroom workshops on "Use of ICT".
Wednesday, August 18, 2010
The Digital Network in Education (RED)
is a program funded by the Ministry of Education of the Province of Rio Negro. In
the website of this program can be found several proposals with ICT,
including material aimed at teaching and activity guides for students.
There is also possible to access to a library of resources for primary and secondary level
in education, from which everybody can download educational software, utilities and visit several educational sites, blogs and virtual libraries. The
program also offers several courses and workshops and a mobile digital
classroom project. More information is available in the
website of the program.
(Source: website RED Program and Inclusion Digital)
Monday, August 16, 2010
Computer micro-processor manufacturing giant INTEL Corporation has announced a number of initiatives to further develop ICT in Ghana.
The company which has already established a local presence is pledging to assist the country with the needed expertise and technology to grow it into an IT hub in the region.
Corporate Affairs Manager of Group Intel, Olubunmi Ekundare explained to Joy Business some of the projects.
“We have been able to help programmes that make it possible for teachers to have access to PC’s to buy their own PC
“We are looking within the next one year to bring ICTs to the fore front in terms of education and small businesses,” he said.
He added farmers will also be introduced to the use of ICT to inform them on which pesticides and other things to use in order to boost their production.
Intel worldwide has been operating in Ghana since 2006. It is already working in partnership with both the Ministry of Education and Communication to offer awareness and training in ICT.
(Source:Joy Online )
Sunday, August 15, 2010
"Aulas Hermanas" is a international collaborative project aimed to students between 12 and 17
years old, promoting interaction and collective construction of two
classrooms in different countries (twin classrooms), through technology and Internet
a result of the interaction between the participating classrooms they get a
blog that records the investigations, interactions and results of the "twin classrooms" coming around to the subject treated. This
year, under the title "Living together", the organization proposes to address the issue
of tolerance and coexistence in the context of societies with different
kinds of differences.The
collaborative project "Aulas Hermanas" which has met since 2002,
aims to link teachers and students from member countries of the Latin
American Network of Educational Portals (RELPE), including Argentina,
Colombia, Costa Rica, Peru , Uruguay, Brazil, Bolivia, Paraguay and Guatemala.
The registration for teachers and students who wants to participate are open until August 20th,2010.
and Aulas Hermanas
Thursday, August 12, 2010
The meeting is part of the schedule of Information and Training of the National Plan of Inclusion Digital in education, specifically into the program "One computer to each student".
The meeting was held with the participation of around 65 people. This Workshop consisted in the Training and information of the participants about the National Digital Inclusion Plan in education and the program "one computer to each student". The organization of the Seminar and the development of this was led by the National Team of Plan IDE.
After the opening of the "model classroom", there was a plenary presentation to all attendees on the scope of IDE Plan. In this space the training materials were showed by the Plan team to see this first stage. Also the participants could navigate in the website of the Plan and the presentations, resources that were already stored, the educational map with information on technical schools, news, digitized materials and teaching aids.
(Source:Ministry of education of Argentina)
In the International Day of Cultural Diversity for Dialogue and Development, Microsoft Peru Announces the availability of training materials for teachers to provide content for the proper adaptation of Windows XP and Office 2007 in "Quechua". This initiative is part of Microsoft Peru social responsibility program "Partners in Learning and the Native Language Program Microsoft Corp."
According to the General Manager of Microsoft Peru (Mariscal Torres) "according to recent statistic information, in Peru there are more than 7 million Quechua speakers. This means that approximately one quarter of the population has Quechua as their mother tongue in our country".
The Digital Inclusion Programme, which takes place in Cajamarca region (north-east of Peru), will train more than four thousand teachers in the effective and appropriate use of Information and Communication Technology (ICT). This programme will be applied in the classroom, enhancing the academic conditions of teachers and students in the region. Thus, the project constitutes an important tool for building better students and promote the development of the region.
The Information and Communication Technology (ICT) grouped the elements and techniques used in the processing and transmission of information, especially information technology, Internet and telecommunications.
Around the country this project operates in different cities of Peru, benefiting about 41 000 teachers in the regions of Ayacucho, Piura, Ica, Cusco, Apurimac, Arequipa, Tacna, Huancavelica, Pasco and La Libertad.
"Consegi 2010" is the International Congress
of Free Software and Electronic Government, is an event of Latin America for the world. In this event the participants will share the progress and the achievements on the free
software in public administration. This important
event will take place in Brasilia, Brazil, from Wednesday 18 to Friday
event has (9) nine different topics with more than 200 conferences and 50
workshops, as shown below:
1 - Infrastructure and Environment Platform as a service for computing
2 - Software as a Service for computing environment
3 - Governance, Management and Strategy
4 - Free Software Ecosystem: Communities and Collaboration
5 - Free Systems and Applications: Development and use
6 - Mobility, Open-hardware
technology7 - Patterns, and Policy Interoperabilidade technological and industrial development
8 - Social Development, Education and Digital Inclusion Training
9 - Multimedia & Convergent Media.
(Sources:Somoslibres.org and Consegiwebside)
Wednesday, August 11, 2010
MICROSOFT, together with the Ministry of Education in Kenya is in the process of implementing programs that will enable all schools in Kenya to be online. According to Microsoft Corporate and Social Responsibility East and South Africa Manager Mark Matunga, plans were underway to ensure that all schools in Kenya get to be digitized with the curriculum installed from primary to high school at the shortest time possible.
Speaking in Nairobi, Matunga said Microsoft was working together with the Kenya Institute of Education (KIE) in developing digital content that is mapped into the current curriculum and said so far the programme for form one was complete and they were working on form two which they hoped would take about six months to complete.“Students will in future able to study online by using this new curriculum that we will have installed in their respective schools. Government will also save on costs of buying text books and also avoid scams like the recent one of money being misused at the Ministry of Education” said Matunga.
He also said the government was making efforts to ensure that all teachers were ICT compliant by ensuring all the Teachers Training Colleges were equipped with the latest technology and online. The minister said that the programme that was being installed in school computers was user friendly and easy to learn.
(Source:it news Africa)
Since establishing the KERIS on April 22nd, 1999, KERIS has been responsible for Korea’s educational Information & Communication Technology (ICT) development. It works closely with international organizations such as the World Bank and UNESCO to assist other nations in developing or improving their own ICT infrastructure and implementation.
The National Teaching & Learning Center (EDUNET), is a comprehensive education information service in Korea with public access, but designed specifically for teachers and students. Through linkage to the central government, local governments, and schools, EDUNET provides a range of instructional and learning support material and other education-related information.
The Cyber Home Learning System is a web-based that enables self-study at home or at sites other than schools. Students can learn at their own pace with adjustable materials to suit individual needs.
The Digital Library Support System (DLS) is a system that supports school libraries built within metropolitan and provincial Offices of Education, and is an Internet-based, one-stop service system that helps school libraries carry out the functions of a teaching-learning support center, digital library, and reading & culture center.
U-Class, the actual ubiquitous classroom model built by the Korea Education & Research Information Service (KERIS), is celebrating its 3rd anniversary since opening, in June of 2007 and to date has had a total of 5058 domestic and international visitors. U-class is a state-of-the art “classroom of the future”, a place where students and teachers can experience future educational facilities consisting of cutting edge technologies for classrooms. KERIS has been implementing robotic assistants within primary school classrooms, using them to aid children as they learn English. KERIS looks forward to the important role of the U-class to promote the establishment of the future classroom model in Korea.
KERIS received the Received the 1st UNESCO Prize for ICT in Education in 2007.
(Sources: KERIS, Wikipedia)
Tuesday, August 10, 2010
The Ministry of Education of Argentina began providing computer equipment to schools in Santa Cruz, which is framed in Digital Inclusion plan of the country, which aims to provide a computer for each student in the upper level of technical schools. At this early stage, the schools No. 4 in Rio Gallegos, the school No. 5 Rio Turbio, the school No. 3 in Puerto Deseado and the School of "Biologia Marina" of Caleta Olivia will receive the equipment; according a report from the Regional Office in the downtown of Puerto San Julian.
"This Plan is an initiative of the Ministry of Education that aims to democratize the access of everyone to the new technologies in the educational context. Also this Plan is composed of four sub-components: the program 'A computer for every student ', Connectivity, Digital TV Models for Schools and Classrooms.. "
Cruz the delivery is done through the Provincial Department of
Education, which is under the Provincial Board of Education. The teachers of these institutions who will receive the training, the learning resources and all information
related to this plan are now available on
(Source:Diario Sur Noticias)
Visual Classroom is the largest online
educational library of Chile, which already offers more than one thousand
videos on the web. This innovative web
tool, was designed to encourage active use of media as resources to support
in class, and it began as a way of responding to new demands of the
twenty-first century students.
"Water is Life", this is a video made with stop
motion technique by Professor Luis Norambuena (from the College Republica de
Portugal), from Chillán, took first place in the category of basic education,
while the teacher Omar Leiva, (from the school Internacional Sek
del Pacifico) from ConCon, with the video "The mysteries
won in the category of middle school.
This past May, elections were held in the Philippines during which a different government was elected and a change in administration took place. Recently, it was reported that despite the change in government, the country's iSchools Project is still on track to be completed on time. The iSchools project was created by the Commission on Information Communication Technology's Commissioner Emmanuel Lallana. The project focuses on three main components of school connectivity: Internet-enabled computer laboratories, capacity building for teachers, and the use of free and open source software. One way in which the iSchools Project aims to connect the schools is through installing Wireless Internet Computer Laboratories in each public school; these laboratories are comprised of 19 desktop computers, a server with a webcam, a laptop, an HP four-in-one printer, a multimedia projector, and speakers for each computer.
The project is still slated to connect 1000 public schools across the archipelago. While the new administration will most likely restructure the priorities of the project, the goals will remain the same. So far, 680 schools have been connected through the wireless computer laboratories, and over 8400 teacher have been trained. The thousands of teachers who have been trained can be attributed to workshops held by the iSchools Project in subjects such as the Computer and Literacy Course, Laboratory Management Training, Sustainability Planning Workshop, and others. Teams are currently ready to be deployed to help the remaining 320 schools overcome key obstacles such as lack of Internet access, and will be sent to do so within a year, which is by the culmination of the four year project.
(Sources: FutureGov and The iSchools Project)
Friday, August 06, 2010
Under the National Plan of Education Digital Inclusion, the program "One Computer for each student" will provide an inexpensive laptop computer to each students of secundary for public technical schools (industrial and agricultural) around the country. Through this program the government plans to reach in its first phase of implementation at about 230,000 students and 20,000 teachers of the 1200 educational establishments.
The project includes the provision of:
*250 000 economic ultraportable computers (one for each student of the final cycle of agricultural technical schools and one for each teacher involved in the program)
*1200 school servers (one for each technical school involved in the program)
*250 000 pen drives (one for use with each of the laptops)
*20 000 wireless router (to establish the network courtly)
*Internet access for schools.
*7150 Furniture stores and recharges portable devices (furniture for every 35 laptops).
*Adequacy of electrical installations in the premises.
* Wiring data.
* Suitable security system in each school (allocation of fences, alarms, locks, security doors).
* Suitable cooling system keeps the enclosure at each school (Provision and installation of fans and / or air condition.
(Source: Ministry of Education of Argentina
As part of its Partners in Learning program, Microsoft Argentina, the General Directors of Schools of the Province of Buenos Aires and the Association of "Misión Futuro", launched "Communicating from the islands of the Delta". This is a comprehensive project of digital inclusion, from which it will provide connectivity to eight schools in the islands of the Delta of San Fernando with the aim of improving access to new information technologies and provide training to teachers, students and residents of the region.
The program includes training and retraining of teachers, students and neighbors in the use of new technologies, the provision of recycled hardware and software, satellite Internet connection, training youth in technical support, training on new technologies for teachers and principals and pedagogical advice for the implementation of technology in school projects. In this way, the Delta region seeks to facilitate access to current information, reduce the distance imposed by nature, learning through distance education, generate new opportunities for local development and optimize the communication of educational institutions with oversight institutions.
Wednesday, August 04, 2010
The Primary Education Project (PEP) is a five-year initiative targeting all public primary schools in Macedonia. PEP seeks to improve the quality of instruction and increase employment skills in youth.
PEP’s ICT in Education Component is supporting the computerization of Macedonia’s primary schools by training teachers, developing maintenance solutions, providing digital content, and introducing innovative uses of ICT such as computer control, robotics, electronic music, video & audio recording.
The highlights of ICT component are that it supports the development of digital content for Macedonia’s schools and helps to adapt and localize existing applications in Macedonian and Albanian. The focus is on Math and Science, but content is created across the curriculum. This will enable students to benefit from modern technology in all subjects.
PEP has also introduced innovative hardware and software solutions in selected primary schools in Macedonia. The range of hardware varies from low-cost lap-tops to electronic microscopes, music recording equipment, robots and control technology kits. The purpose of this is to measure the impact that different solutions can have on educational outcomes and demonstrate to decision makers the range of ICT options for education available. PEP will monitor and support these schools during the life of the project.
Macedonia, once the least developed of the Yugoslav republics,has been transformed into the world’s first “wireless country” of its size or larger. Through a grant from USAID, and support from Microsoft, Motorola and several other partners, AED project Macedonia Connects worked with a local internet service provider to connect every one of the country’s 430 primary and secondary schools to a wireless network. Now a vast majority—95%—of the country’s population has access to wireless, broadband internet service.
(Sources: PEP, USAID)
Tuesday, August 03, 2010
The JEI is one of Her Majesty's Queen Rania Al Abdullah’s nonprofit organizations. The JEI works hand in
hand with the Ministry of Education and Ministry of Information Communication Technology (MoICT) to support
Jordan's efforts to improve the education system and its use of ICT to transform the learning environment in
Jordanian schools and advance learning for all students.
Since its launch in 2003 by the World Economic Forum partners, the JEI has been involved in multimillion dollar initiatives that have had a strong impact on the modernization of education in Jordan. The JEI relies highly on partnerships and collaborations with local and global entities. The global partners include WEF, USAID, UNESCO, CISCO, Intel, Microsoft, Oracle, HP, IBM, SMART etc. Direct contributions to the Initiative from global and local partners have reached over US$ 25 million.
The initiative has so far reached more than 80,000 students, up-skilled more than 3,000 teachers across 102 Jordanian Public Schools. Thousands of electronic lessons have been developed and many electronic teaching tools and equipments have been deployed in schools. The JEI has also employed SMART interactive whiteboards in its discovery schools. The JEI has also piloted installing 100 Intel Classmate PCs in discovery schools.
The JEI has not only received an award from Ministry of Education but has also received 2009 UNESCO award for use of ICT in education.
(Sources: JEI, WEF )
Friday, July 30, 2010
The Secondary Entrance Assessment (SEA) is an examination administered in the Republic of Trinidad and Tobago that is used to place students into secondary schools throughout the country. Recently, the Government of Trinidad and Tobago asked for all companies interested in providing laptops to those students who successfully pass the SEA to provide tenders to the Ministry of Education. Today, the government tender for the laptops closed, and the evaluation process began. The evaluation team is comprised of six people, two of whom represent iGovTT, the department of government put in place to realize the goal of turning Trinidad and Tobago into a developed country by the year 2020.
Several preparations are being made for the release of these laptops to the students. Policies are currently being written concerning warranty, loss, replacement, and repairs. Additionally, the Curriculum Department of the Ministry of Education is developing a curriculum with respect to the various uses of the laptops, which includes several software packages. The Ministry of Education is also working with the Ministry of Tertiary Education to train more educators in ICT use. Dr. Tim Gopeesingh, the Minister of Education, announced that this project would benefit the students, the teachers, and also the school system, connecting 132 public schools, eleven private schools, and nine life centers.
(Sources: Newsday, iGovTT, and The Ministry of Education)
Tuesday, July 27, 2010
The United States Agency for International Development (USAID) focuses their work on eight main sectors of development, one of which is education and training. The education goals of USAID center around assisting developing countries in improving pre-primary, primary, and secondary levels of education by working directly with students, training teachers, designing programs for adult literacy, and providing special opportunities for women and girls. Yesterday, a US Ambassador unveiled a pilot ICT lab at the Al-Ahliya Junior Secondary School in Karawang.
This pilot ICT lab is the product of a partnership between USAID, the Government of Indonesia, and seven other private-sector partners. These private-sector companies, responsible for equipping the ICT lab with the most recent technology, include Cisco Systems Indonesia, Hewlett-Packard Indonesia, Indosat Tbk, and others. The ICT lab will be made accessible to both students and teachers with dual goals in mind: one to improve the relevance of Indonesian education by applying current life skills to students' daily education, and thd second to improve the quality of teachers in Indonesia and their capabilities to use ICTs in the classroom. Administrators will work to achieve these two objectives as part of the strides many schools are taking to develop the "knowledge capital" that President Yudhoyono deemed essential to the lasting success of the country's education system.
(Sources: Anatara News, The Organization of Asia-Pacific News Agencies, and USAID)
Monday, July 26, 2010
IT@School project endeavors to enhance the intellectual productivity of teacher and the curricular comprehension of students. The work of the project saw 4 million students and 0.2 million teachers empowered in ICT through a network of dedicated 200 Master Trainers and 5600 IT Co-coordinators. IT@School is the nodal agency for implementing EDUSAT (first Indian satellite exclusively serving the education sector) network and runs an exclusive channel for education called ‘ViCTERS’ (Virtual Classroom Technology on EDUSAT for Rural Schools).The project has now associated with BSNL to provide Internet broad band connectivity to all high schools in Kerala.
The success of the Project can be visualized by the conduct IT practical examination in free software for about 4 million students, first of this kind in the world with so much vast resourceful deployment of free software. The efforts of Project saw deployment of adequate IT infrastructure to all schools including computers and other accessories. The project also focuses on capacity building by providing hardware and software training to teachers along with special programs to teach them the use of ICTs in education. Infrastructure up gradation is also an essential part of the project along with several E-governance initiatives. So far the project has supplied 40,000 computers to schools along with laptops, printers, scanners and generators. A recent news report also suggests that the project will provide free digital libraries to schools in Kerala soon.
The IT@School Project has now also joined hands with chip giant Intel, to deploy a dual language version of the Skoool Learning and Teaching Technologies website. The platform is expected to benefit teachers and students in the state by providing attractive educational packages in school level Mathematics and Science, as a free Internet resource.
The project is the World’s largest Simultaneous deployment of FOSS(Free and Open Software
Systems) initiatives in Education sector. It is also the winner of National e-governance Award for the Best Project and also the
winner of World is Open Award 2008. IT@School Project, through its various initiatives, has enabled the educational system to make a paradigm shift to ICT enabled education from the conventional IT education.
Friday, July 23, 2010
The ICT Academy of Tamil Nadu (ICTACT) is a consortium of the Government of India, the Government of Tamil Nadu. The ICTACT is overseen by an autonomous board of directors comprised of representatives from the Government of Tamil, leading educational institutions including all government universities and top tier schools, and leading companies in the ICT industry with a presence in Tamil Nadu. Lead by a vision of creating a leading ICT knowledge center, the board of directors at ICTACT decided to sign a memorandum of understanding (MoU) with the Oracle Academy.
Oracle, a leading software and hardware designer for businesses, founded Oracle Academy as part of their series of education initiatives. The goal of Oracle Academy is to prepare students for IT careers by bestowing up them world-class training and professional development opportunities; over 58,000 students already benefit from the Oracle Academy program in India alone. Through this MoU with ICTACT, Oracle Academy will provide software, technical support, curriculum access, and professional training that will benefit over 250,000 students across the state within three years. Specifically, Oracle Academy will provide 300 hours of curriculum, over 120 hours of instructor training for 240 instructors by July 2011, and access to a hosted online server to conduct courses. These resources will be used to support over 400 colleges in Tamil Nadu to increase the quality of education in the region.
(Sources: EFY Times, ICT Academy of Tamil Nadu, and Oracle)
Monday, July 19, 2010
Following a five-year delay, South African primary and secondary education teachers have now welcomed the release of the Teacher Laptop Initiative (TLI), officially launched last week by the Education Deputy Minister. The initiative focuses on improving ICT usage in education by ensuring that every teacher owns and uses a laptop, by providing them with allowances to both purchase the laptop and to cover some of the expenses required to maintain updated software and connectivity. Last Thursday, following the TLI launch, teachers nationwide received a brief training session that included instruction on computer literacy, connectivity of email and the Internet, and inclusion of various software packages into lesson plans.
Gijima Ast, a South Africa ICT company, has partnered with the Lenovo Consortium to supply, distribute, and support all laptops that were ordered as part of the TLI. These services will be provided by GijimaAsts's Distributed Computing Services business unit, which maintains itself to be a center of excellence specializing in the provision of infrastructure support services according to specific client needs. Each laptop that will be distributed includes hardware with minimum specifications, Internet connectivity capabilities, insurance, and software programs such as school administration directories and national curriculum software. The Education Labour Relations council, the institution in charge of managing TLI, aims to use this partnership to supply approximately 360,000 teachers in South Africa with laptops of their own.
(Sources: ITNewsAfrica, 7th Space Interactive, and GijimaAst)
Wednesday, July 14, 2010
The Department of General Education in Kerala, India, launched IT @School with a mission to create an IT literate community and improve the quality of education through using the latest ICTs. Amongst its many achievements, IT @School has become the world's largest simultaneous deployment of Free and Open Source Software based ICT education. IT @School has trained 90,000 teachers in classroom IT use, and is working towards creating a broadband Internet connectivity between all schools within the state.
Today, IT @School announced the development of a Resource DVD that can be used on any computer or laptop, and will be distributed to 60,000 high school teachers in Kerala. This DVD, entitled e-Vidhya, includes introductions to office packages, painting software, presentation software, and tools for a select number of school subjects. The release of e-Vidhya is designed to help implement the new ICT syllabus of the Kerala Government, which directs all schools to teach each subject through an ICT enabled learning process. To help achieve this initiative, the DVD also includes PDF versions of a myriad of textbooks and the most recent versions of free application software. E-Vidhya was prepared entirely on free software, which allows for teachers to freely copy, edit and redistribute the DVD if they wish. Tomorrow, the state's Chief Minister will formally release the 8 GB DVD and begin distributing it to schools.
(Sources: The Times of India, IT at School, and IndiaTech Online)
Monday, July 12, 2010
The Andean Digital Library is a place that brings representative works of the cultural heritage of the Andean countries and it is also an environment of information, knowledges and services in different areas of integration. This project, originally promoted by the General Secretary of the Andean Community, has been developed with the participation of fourteen institutions in the Andean region - national libraries and public and private universities, and support of the French Institute of Andean Studies (IFEA). The books in this site are available in PDF format.
(Sources: Comunidad Andina and Ediciona Institute)
Thursday, July 08, 2010
This past Monday, teachers and Heads of Schools from 150 Rwandan schools began training with the XO Laptop, the laptop developed by One Laptop Per Child (OLPC). The week-long program will be spent familiarizing teachers and administrators with the XO laptop, instructing teachers on ICT issues such as electrification of classrooms and creating parental awareness, and implementing the OLPC goals successfully. Teachers are being trained by OLPC officials and others from the Kigali Institute of Science and Technology.
Dr. Mathias Harebamungu, the State Minister in charge of Primary and Secondary Education, credited President Paul Kagame for instating the initiative that strives to bring one laptop to each child. The 300 faculty present are representative of the 30 school districts in Rwanda. Five primary schools in each district will receive laptops. If a school does not have easy access to electricity, solar energy efforts will be extended to that institution. Each school will receive 400 laptops once teachers have been trained in their use for enhancing education.
(Sources: The New Times and The OLPC Global Center for Laptops and Learning)
Monday, July 05, 2010
When three schools in the Central Visayas region of the Philippines performed poorly on standardized achievement tests, with one school, the Tayud National High School, producing a mere 17 per cent pasing rate, the Coalition for Better Education (CBE) decided to iimplement programs that would improve these statistics. Intervening through the Involving Communities for Better Education initiative, CBE partnered with Globe Telecom to create a pilot program at Tayud. Globe Telecom has designed and implemented several ICT education courses, including the Global Flilipino Teachers and Globe Bridging Communities. Global Filipino Teachers (GFT) is an intensive six-day teacher training program that instructs primary educators on ICT application in the classroom. Globe Bridging Communities consists of several initiatives, including the Internet in Schools Program for high school students, which provides one year of free Globe Broadband Internet access. As of 2010, Internet in Schools Program had provided Internet to over 950 schools nationwide.
As part of the pilot program at Tayud, teacher received GFT training after CBE ensured that they were ICT literate. Additionally, Tayud became a recipient of the Internet in Schools Program. In order to create a more active community, Globe has also agreed to help create a community resource center that will open this month. This community center represents a partnership between the school, the governemtn, and the local community, and will help to promote the goods and services of the Tayud region.
(Sources: Malaya Business Insight and Globe)
Friday, July 02, 2010
In Lagos, Nigeria, the Fashola administration has made a commitment to improving education as part of an initiative to improve the economic well being of the regioin. A total of 960 new classrooms have been built, with an additional 400 classrooms that have bee nrenovated. Each school tha thas been renovated now has a newly constructed block of twenty classrooms and four laboratories, one of which is designated to the use of information technology. In order to maximize the efficiency of these laboratories, the governor of Lago decided to implement the Microsoft IT Academy in three schools as part of a pilot program.
The Microsoft IT Academy is designed to provide educators and students with skills in Microsoft software, e-learning couress, and othe rrelevant ICT fields. Deux Project Limited functions as Microsoft's local support group; they will be providing laptops with Microsoft IT Academy software for one of the schools. As part of the Microsoft IT Academy curriculum, Microsoft will provide free email resources and over 175 e-learning courses. Because training resources are scarce in the region, the use of the Microsoft IT Academy, which will train both students and educators who can train future students, is a self-sustainable way to encourage ICT use in education in Lagos.
(Sources: The Sun News and Microsoft IT Academy)
Wednesday, June 30, 2010
This past weekend, twenty six teachers completed the final weekend of a three-month course that instructed teachers on ways in which to use ICTs in the hopes of improving education in the schools of the Emirate, Ras Al Khaimah. The training was organized by the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research, and executed by trainers from Bon Education. The Foundation is an instrument in realizing the Sheikh's vision of transforming Ras Al Kahimah into a world class research community, to that the reserach can be used for international policy and local economic well-being.
Currently, public schools have troubles with basic technology, such as access to the Internet. In a survey conducted by Bon Education, over 30 per cen to fthe teacher interviewed reported that the school in which they worked had little to no Internet access. With public schools not being granted access to technologies, many of the northern Emirates are struggling with graduating students who have less than adequate ICT skills. The Sheikh's foundation plans to continue to partner with Bon Education to provide more training courses for teachers in Ras Al Khaimah. A second round of three-month courses, for which attendance is voluntary and homework is assigned, will begin again this coming fall. Even though the classes are temporarily suspended until the next set of teachers commence ICT training, teachers are beeing invited to use the Ras Al Khaimah Teacher's Network, a website set up by Bon Education through which teachers can exchange resources.
(Sources: Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research, Bon Education, and The National)
Wednesday, June 23, 2010
The e-learning project in Jamaica strives to improve the quality of education and the overall learning experience in Jamaica's high schools, with the ultimate goal being to increase the number of students who pass exit examinations, namely the Caribbean Examination Council's Secondary Examination. Part of this e-learning project is training teachers in the use of ICTs so that they can integrate new technology into the classrooms to create a more stimulating and effective learning method for students. This past week, 200 new teachers were aded to the perpetually growing list of Jamaican teachers who have been trained in the use of educational ICTs; these graduates bring the total number of trained teachers to over 11,000.
The teachers who have completed the ICT courses now hold either a level one or level two NCTVET, NCQ-J certificate, which the Senior Programme Director for Enterprise Based Training at HEART Trust/NTA asserts will be recognized internatoinally. The training was completed with the goal to be for the teachers to prepare their students more throughly for eithe rlocal or international work. Over 500 Jamaican administrators and trainers have been trained directly by the HEART Trust/NTA that works to train Jamaicans in ICTs so that they can operate at basic international standards. Feedback from students who have benefited from increased ICT curriculums has been widely positive, and is an incentive for the program to keep training more educators in the future.
(Sources: Jamaica Information Service and HEART Trust/NTA)
Thursday, February 11, 2010
The USAID supported a pilot project known as the STEP program in three provinces in Madagascar: Toliara, Finarantsoa, and Tamatave for 2006 to 2008. STEP works with the Ministry of Education National and Scientific Research (MENRS) to build the capacity of its personnel to offer high-quality training and support to Madagascar’s growing numbers of teachers and schools. MEN
is expanding the program nationally with technical assistance from EDC
. The project involves the nationwide broadcasting of radio programs intended to invigorate teaching and learning in Madagascar.
Activities focus on four distinct but linked domains: (1) strengthening in-service teacher training
, (2) increasing community support to local primary schools
, (3) strengthening local planning for teacher professional development
, and (4) supporting the introduction of English as a Second Language in primary schools.
STEP allows MENRS, USAID, and other partner NGOs to test and evaluate technology-based education support mechanisms that could add value on a nationwide scale as a means of maintaining educational quality and promoting a well-informed democracy.
The program used context-appropriate technology-interactive radio instruction, community radio programs, and digital applications as both the catalyst for action and the mechanism to build the capacity of MENRS personnel at central and decentralized levels.
Tuesday, February 09, 2010
In many parts of the developing world it is too expensive to lay the fibers and copper cable to deliver a standard internet connection. Wireless technologies also do not reach many remote places. Under ‘United Villages’ initiative, founded by Amir Alexander Hasson, vehicles equipped with Wi-Fi are being used to deliver web content to remote rural villages in the developing world. In rural India and parts of Cambodia, Rwanda, Costa Rica, Paraguay, the vehicles offer web content to computers with no internet connection.
The buses and a fleet of motorcycles update their pages in cities before visiting the hard-to-reach communities. The offline search system works in a very simplistic way: users search through a standard non-real time browser. Motorcycle drives by and collects all the searches and takes them to the internet connection which sends them to ‘United Villages’ server. The server conducts search, takes out information from top results and links, edits unnecessary ads and send the compressed information back to the users.
In Cambodia, this approach is serving many rural villages. The Internet Village Motoman was launched for 15 solar-powered village schools, telemedicine clinics, and the governor’s office in Ratanakiri, a remote province of Cambodia, using five Honda motorcycles equipped with mobile access points and a satellite uplink. The network was implemented for American Assistance for Cambodia, which is funded by the World Bank and Asian Development Bank, and operates over 200 rural schools. They had computers and solar panels in all these schools, and teachers teaching English on computers, but no Internet. The teachers learned how to do e-mail, and then they taught the students, and then that got shared with the rest of the village. Telemedicine clinics held by Operation Village Health, give patients access to physicians in Boston, Massachusetts. The patients’ information including digital photographs is transferred to physicians in Boston via satellite. So, those communities are able to do e-mails, offline Web searches and tele-medicine through this novel approach.
Link for some more information about this project.
Link for interview of Amir Alexander Hasson with Gartner
Sources: BBC news, press release American Assistance Cambodia, Internet Village Motoman network
Monday, February 08, 2010
Plan Ceibal, the education reform initiative that is aiming (most famously) to provide one laptop for every student and teacher in Uruguay. The initial goal was primary education and now its being extended to include the secondary education level. The presentation given by Brechner at IDB’s sponsored event describes the pillars of Plan Ceibal as Equity, Learning and Technology (video of presentation available here). The plan targets to provide one laptop per student and per teacher at all public schools, but is not essentially limited to laptops, rather it extends to development of contents and tools for improving education. The plan also includes efforts for provision of wireless internet at school and public places.
Summarizing the results of partnership with the One Laptop Per Child (OLPC) initiative, Bechner stated that, when it came to individual access to personal computing for all students in Uruguay, "What was a privilege in 2006 is a right in 2009". The Uruguayan example, Brechner continued, shows that it is indeed possible to provide a laptop (for free) to every student, and how this can be done. In the case of Uruguay, "costs are manageable", he said, and "impacts are immediate". Uruguay's interest in serving as a global model for educational transformation enabled in large part by 1-to-1 computing for students is laudable. The presentation provides financial data to substantiate all the above claims.
The official portal of Plan Ceibal provides various
news of the subsidiary projects and initiatives of the Plan. The most striking feature of connectivity through laptops is their ability to connect rural and remote areas to the rest of the world, Plan Ceibal is doing the same. The Plan Ceibal Blog covers the latest news and updates on the project. The blog covered the impacts of OLPC on learning of children in schools and lives of children with disabilities through short anecdotes. A book on the Plan titled “Ceibal in the society of 21st century” was also published in collaboration with UNESCO giving a detailed account of the project and its evaluations.
See the detailed and complete analysis at Trucano’s
More information about Plan Ceibal and OLPC in Uruguay:
Cisco is partnering with the government of Portugal under Technological Plan for Education, which aims to bring information and communication technology (ICT) literacy to students and promote the use of new technologies in the educational system. Cisco® technologies will be used to provide high-density local-area network and wireless access in every classroom in every secondary school in Portugal.
Cisco would be working in cooperation with Portugal Telecom, the prime contractor of the 'Internet in the Classroom' project, to equip 1,220 schools with 215,000 Ethernet ports and 15,000 wireless access points. The Portuguese Ministry of Education launched the Internet in the Classroom project as a foundation for the Portuguese government's Technological Plan to bring high-speed fibre broadband access to every school and put fixed and wireless networks in the classrooms to connect all students and staff. The Technological Plan for Education will also see a number of secondary schools establish Cisco Networking Academy® programs to teach key ICT skills to a diverse student population. Five academies are being set up with further plans to increase the number to 200.
With Technological plan for Education, Portugal is on its way to completely digitize the education system with several ICT- related activities. Provision of ICT skills to teachers, computers for schools and laptops for students are among key initiatives of this project.
Source: Cisco press release, Ministry of Education Portugal resources
Sunday, February 07, 2010
Australia's primary school students are now being equipped with the skills needed for the digital age. School students are now being switched on to some of the most up-to-date technology available, from laptop computers for students in years 9-12 to interactive whiteboards, video-conferencing equipment and even virtual classrooms.
The West Australian Education Department recently trialled a program that allowed students and teachers to download free information and resources through iTunes U - an area of the iTunes store offering free education content from top institutions around the world.
Schools throughout Australia will be using the technology of interactive whiteboards, which have the capabilities of connecting immediately to the internet so students and teachers can access information immediately. By connecting the whiteboards to a laptop computer and projector, teachers can also convert freehand writing on the whiteboard into text, and then print it for students.
The Victorian education department is now trialing virtual classrooms - a computer accessible, online learning environment intended to fulfill many of the learning facilitation roles of a physical classroom. The Queensland Education Department has a similar concept in the Learning Place - a comprehensive online eLearning environment available to all staff and students with anywhere, anytime access through a dedicated portal.
Source: Sydney morning herald
The aim of the Digital Education Revolution (DER) is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. Through the DER, the Government is providing $2.2 billion over six years to completely revolutionalise the education system. $100 million is exclusively available for the further development of affordable, fast broadband for schools. Also the funds of up to $11.25 million of the total ($22.5 million) provided under the state and territory element of the Australian Government Quality Teacher Program (AGQTP) in 2009 were planned be directed to ICT-related school-based professional development for teachers.
Under DER in NSW, the New South Wales province in Australia is on a quest to outfit every Year 9 to 12 students with a customized Lenovo net book by 2012. It is expected that over 200,000 computers will be distributed to students and teachers. NSW Minister for Education and Training, Verity Firth says:“In a world first, Microsoft’s Windows 7 has been installed on every laptop which is also equipped with $5,500 of the latest Microsoft and Adobe software and is wirelessly enabled to allow students to access the internet from anywhere within the school. NSW will also employ an additional 400 IT support officers to provide on-site assistance to students and teachers, providing more jobs in the current tough economic climate. The NSW Government has also invested $16 million over four years to provide secondary high school teachers with the same laptops, with another $10 million allocated for professional learning.”
Sources: Information extracted from Australian DEEWR, DER
Saturday, February 06, 2010
Microsoft Oman, in partnership with the Ministry of Education (MoE)
, concluded a 'Training of Trainers' program recently, designed to aid teachers and ministry staff gain proficiency in a wide variety of Information and Communications Technology (ICT) skills. About 25 teachers from different schools and 25 MoE personnel attended an in-depth technical training program and workshop and gained proficiency in a wide variety of ICT skills from email and calendar support to group projects and communication tools.
The training comes under the Memorandum of Understanding (MoU)
signed between MoE and Microsoft Oman to implement the globally successful Partners in Learning Program in Oman. The objective of the program, which covered different topics including Innovative Teaching Using Technology, Integrating ICT in Education, The Learning Process, Review of Software Tools for Innovative Teaching in the Classroom and Digital Lifestyle, provided the participants with the necessary skills and tools to manage, deploy and support Microsoft solutions in education. The program is aimed at providing teachers and MoE staff to integrate ICT into teaching and learning in a meaningful way and also empowering students to use ICT in their school work and learning.
Microsoft has been working with the Sultanate's Ministry of Education on a regular basis to improve access to and use of ICT in primary and secondary education and also to jointly improve both access to, and the use of, ICT for the support of teaching and learning.
The Permanent Secretary Ministry of Education, Science and Technology Prof. Cryspus Kiamba, will officially open Teacher Education Program Conference organized by the African Virtual University (AVU), on Tuesday 2nd April 2010, 2:00pm at Ole-Sereni Hotel (Mombasa Road).
The AVU is facilitating a virtual training program for teachers in 10 African Countries. The program is already on progress in the Universit Cheikh Anta Diop in Senegal and Kyambogo University in Uganda. Other beneficiary countries are Kenya, Ethiopia, Madagascar, Mozambique, Somalia, Tanzania, Zambia and Zimbabwe. The program is funded by the African Development Bank (AfDB
) and partly by the UNDP
The conference will gather ministries of education, universities, teacher unions and strategic partners and will address the best implementation strategies in each country, the extension of the program to more universities and countries and the long term sustainability of this initiative. Teaching materials have been developed in collaboration with the 10 countries and a pilot phase conducted in Kenya, Senegal and Somalia.
As part of its strategic responses to the continental challenges facing the teaching profession and to contribute to the Millennium Development Goals (MDGs
), the AVU initiated in 2005 a continent-wide teacher education and training program which focuses on increasing the quantity and quality of Mathematics, Science and ICT teachers through the use of Information and Communication Technologies (ICTs). The goal of the program is to enhance the capacity of teachers in the use of ICTs as a tool for teaching and learning.
Friday, February 05, 2010
IT IS-LTAR e-Collaborative Learning Management System
This is an innovative e-collaborative project between professors in ITIS, an Italian technical school, and Lycée Technique Alessandro Rossi (LTAR), a technical school in Burundi, to utilise broadband Internet to experiment with new ways of distance teaching and learning through screen sharing, video-conferencing and voice over IP. The project has also set up a learning management system using Moodle
where teachers from the Italian school can collaborate with their Burundian colleagues to exchange experience and design learning.
LTAR School Connectivity Project
The World Istituto Tecnico Alessandro Rossi, a small Italian NGO, has raised and invested almost €500,000 for the support of a twin technical high school – the Lycée Technique Alessandro Rossi – in Ngozi, Burundi. The school has now been equipped for students studying electronics, computer maintenance, and electromechanics. The school received a donation of a VSAT system for broadband Internet connectivity from Eutelsat, one of the largest VSAT service providers in the world. The school has a network of 25 PCs, laptops, and a Wi-Fi antenna covering the entire school area.
For more information: The Burundi Project: Mending the Digital Divide by Empowering Teachers
Computer Trailer: Burundi Youth Training Centre
In 2006 volunteers from the Burundi Youth Training Centre (BYTC) began a campaign to introduce ICTs in secondary schools by creating awareness among the school teachers, administrators, and pupils. The centre believes that ICT can play an important role in improving the quality of education in countries in development. The Computer Trailer project pilot phase equipped two secondary schools with 20 computers and a laser printer each. The second phase of the projects was to initiate computer clubs in these schools where volunteers will train the pupils in the schools. Those who receive training are then used to train others in order to spread the skills and awareness on ICT. This project is supported by African Computing and Webvolcans, both French NGOs.
For more information: bytc
Source: infodev , bytc
The NEPAD (New Partnership for Africa’s Development) e-Schools Initiative was publicly launched in Durban at the Africa Summit of the World Economic Forum on June 12, 2003.
The NEPAD e-Schools Initiative has been adopted as a priority continental undertaking aimed at ensuring that African youth graduate from African schools with the skills that will enable them to participate effectively in the global information society.
The aim of the initiative is to impart ICT skills to young Africans in primary and secondary schools as well as harness ICT technology to improve, enrich and expand education in African countries.
From the outset, it was envisaged that project execution would be holistic, including at least the following components: infrastructure (including computers, communications, networking, power, etc.); ICT training for teachers; content and curriculum development; efforts towards community buy-in, involvement and ownership of the process; “health point” definition issues; organization and management of the project; partnership issues; financial and sustainability issues.
Aims and Objectives
The Initiative aims to impart ICT skills to young Africans in primary and secondary schools as well as harness ICT technology to improve, enrich and expand education in African countries. The aim is to equip all African primary and secondary schools with ICT apparatus such as computers, radios and television sets, phones and fax machines, communication equipment, scanners, digital cameras, copiers, etc, and to connect them to the internet. Each school is equipped with a ‘health point’.
Specific Objectives of the NEPAD e-Schools Initiative
To provide ICT skills and knowledge to primary and secondary school students that will enable them to function in the emerging Information Society and Knowledge Economy;
To provide teachers with ICT skills to enable them to use ICT as tools to enhance teaching and learning;
To provide school managers with ICT skills so as to facilitate the efficient management and administration in the schools; and
- To make every learner health literate.
For Namibia the goal of ICT in education and teacher professional development is nothing short of transformative— vaulting this desert nation into a desert tiger by helping teachers and students attain the “21st century skills” of creativity and problem solving (Namibia Vision 2030
Community Education Computer Society of Namibia (CECS) Namibia is not-for-profit training organisation that provides training and support for teachers and communities in ICT literacy. CECS currently focuses on basic computer literacy, and as communities and teachers become literate in the basic skills, advanced literacy and pedagogy courses are available.
Mission: To equip individuals and communities with computer skills, creating awareness of the political, social and economic implications of information and communications technology in its application for poverty alleviation and development among Namibians by giving them an opportunity to become computer literate.
Vision: Training Namibians at all Levels, through using ICT`s, to make informed decisions and improve the condition of their lives.
, Vision 2030
Thursday, February 04, 2010
A project aimed at supporting the introduction and effective use of Information & Communications Technology (ICT) in schools, has been launched in the UAE.
The UAE Ministry of Education, Abu Dhabi Education Council, Dubai Education Council and the British Council are collaborating on the project, which started with a three-day ICT training workshop for teachers from across the country, held at Abu Dhabi Education Council's Emirates National Centre for Educational Development. The project is part of the British Council's broader education program in the Middle East, where it is working in collaboration with Ministries of Education.
The 15 teachers (male and female) attending the UAE workshop were nominated by the Ministry of Education and the Education Councils and will share their experience with colleagues in their respective education zones, cascading their knowledge through ongoing training programs. The focus of the program is students aged 11-15 years.
The British Council workshop was organized in conjunction with UK education consultants and the group trained on ICT tools for education, including eLanguages and Global Gateway. At the end of the workshop, the teacher group was joined by seven policy makers from the UAE Ministry of Education and the Education Councils, to discuss the development of the UAE's working relationship with Global Gateway, a website managed by the British Council which is designed to help create educational partnerships between schools and colleges across the world.
The ICT training workshop aimed to increase the skills of teachers in the use of ICT in the classroom and to help develop the level of confidence in the use of online tools for international collaboration in education. The Global Gateway element was intended to help promote the UAE as an international partner for educational activities and school linking. The response to the workshop was excellent and through Global Gateway, the UAE will attract a lot of interest from schools around the world, which will help to share experience and knowledge even further.
Source: AMEinfo Website
Against the backdrop of a rising e-waste problem in developing countries, a sustainable and practical approach to refurbishing computers for donation purposes is absolutely indispensable. This is what Digital Links
, a social enterprise founded in 2002, is aiming for.
The most recent project is the deployment of a scheme allowing teachers in Zambia, the host country of eLearning Africa 2010
, to purchase computers. The idea is to equip teachers with around 30,000 notebooks, taking varying income levels into account. This will be done in partnership with the 50x15 Foundation
, South Africa. The laptops are specifically aimed at the teacher/education market and have exceptionally low power consumption. Ten thousand public servants and teachers have already signed up for the first year of this program.
Once this program is running, Digital Links will begin the planning of digital labs across the country. Out of an expected eligible number of 80,000 teachers countrywide, Digital Links expects to service around 60,000 teachers over the course of three years. However, this scheme has the potential (and the agreement of the government in principle) to involve more than 150,000 public servants. There has also been considerable interest in the digital lab model in Zambia. Digital Links partner Mecer is one of the three major corporate ICT distributors in Zambia. MDZ has entered into an arrangement with the Zambian government to distribute all its products to civil servants and has approached Digital Links to help deploy their large-scale computerization program.
• International Telecommunication Union (ITU) Telecenters
This is an ITU project that has seen the establishment of 11 fesootai centers in 2006 intended to serve as access points to voice communication and ICT services for communities, businesses, and schools. The aim of this project is to provide local access to basic ICT facilities such as telephony, computers, Internet, and faxes. These centers are all managed by women’s committees in the villages, except for one in Savaii managed by a youth group. Another center is planned to be launched on one of the smaller inhabited islands (Manono Island) off the main island of Upolu, using wireless. One of these centers is piloting a solar-powered setup.
• Government Wide-Area Network (GWAN)
With its hub within the Ministry of Finance, the GWAN provides connectivity across government ministries allowing electronic transmission and sharing of data.
• National University of Samoa (NUS) Videoconferencing
Through a satellite link (PEACESAT
), NUS has been able to receive distance learning courses for its science faculty. The Asia Pacific Initiative is a series of courses offered collaboratively by seven universities in the Asia-Pacific region (of which NUS is part) through videoconferencing and virtual classrooms. NUS has also provided courses on teaching mathematics to students in American Samoa. NUS, in collaboration with the Commonwealth of Learning and its associated Virtual University of the Small States of the Commonwealth, is developing online learning through its virtual classrooms and its online course development. The NUS communications link has recently been upgraded through the installation of a 1 megabyte satellite link through New Caledonia.
• Teachers’ Resource Center
In September 2003, a teachers’ resource center opened in Savaii. The center is the initiative of MESC with funding from New Zealand’s International Aid and Development Agency (NZAID
) and supports teachers in their teaching preparations. Although the intention was to provide increased opportunities for teachers to use computers and Internet access, issues with hardware replacement have made it difficult for the center to be fully functional.
A similar resource center was set up for teachers in Upolu and was the venue for the CMAD training workshops conducted as part of this study.
Its current capacity has made it possible for USP regional students, including those from Samoa, to study at a distance. Learning is mostly through print materials but the university law program is almost wholly online. Video and audio conferencing supplement the learning materials as well as an open source Learning Management Information System, based on Moodle
. The Samoa Savaii Center now has Internet connection for its Savaii students to access courses and to enhance access to their tutors at the Fiji, Vanuatu, and Alafua (Samoa) campuses by e-mail. The Savaii Center Internet access is also used occasionally by high school students who visit the public library for research.
More innovative Information and Communication Technology in Education in Samoa is available here
Source:Technology in Educaion in Samoa
What is USPNet?
USPNet is a USP (the university of the south pacific) owned Wide Area Network (WAN
) incorporating a 5MHz IP Satellite based technology to deliver and integrate distance learning, educational and administrative services throughout its 12 member countries.
The University owns and operates this private network, purely for USP use. For USP's distant students and staff, USPNet provides for the opportunity to participate in interactive audio tutorials, (conducted from any campus), communicate by e-mail with a lecturer/tutor or another student, access the World Wide Web, access online MIS and banner applications, watch a live Video multicast, access multimedia material via Server downloads and live video conferences (and tutoring) with the Laucala Campus in Suva. Also full two way telephony will be implemented in the near future.
The USPNet satellite earth stations are designed with different capabilities to meet the requirements of the University in an efficient way. The "Hub" is at the Laucala Campus in Suva with a 7.6m antenna, with maximum transmit power of 100 watts and is the master station. The Hub Station is responsible for synchronizing, controlling and allocation of all (Outbound) services above towards all the remote “Vsats” within the whole of USPNet. This is via a 1.9Mb/s bandwidth pipe allocation from Laucala Campus.
The Vsats (Very small Aperture terminals) “remotes” have reduced (Inbound) transmission capacity thus reduced throughput at any given time. The Remotes at the University Campuses, with 4.5m antennas have transmit throughput to the Hub via a 1.49Mb/s bandwidth pipe allocation. Since USPNet is contention based architecture, using various Access Schemes, it is a fully dynamic IP based system.
USPNet can assist in scheduling video conference sessions, coordinating these with regional counterparts, designing and installing video-conference equipment, and digitizing video-based educational materials for the delivery via streaming or download options.
All video conference sessions within USP region are free to USP students, staff, management and affiliated researchers.
In addition to serving the University’s member countries via satellite, USPNet, also offers video-conferencing to non-USP countries via AARNet
(Australian Academic Research Network), a fibre optic cable network.
List of the member countries
Fiji, Kiribati, Marshall Islands, Nauru, Tuvalu, Vanuatu, Solomon Islands, Tonga, Niue, Samoa, Tokelau, Cook Islands
Wednesday, February 03, 2010
The e-learning initiative by Ministry of Education and Training (MOET
) aims to modernize Vietnam's education system by 2011 and to provide opportunities for the country's teachers and students – especially those in remote and rural areas.The Ministry of Education and Training, Vietnam and Viettel are collaborating on a project
’, which will allow 39,000 kindergartens, secondary and high schools to have free access to the Internet. These schools will also be exempted from installation fees. Notably, they will enjoy this free service forever. For provincial and municipal Departments of Education and Training, universities, colleges and vocational training schools (around 600 units), Viettel will collect a portion of monthly Internet charges.
The MOET is also in partnership with Intel Semiconductor Ltd. Vietnam to accelerate the MOET's e-learning initiative. Under “Computer for Schools
” project, Intel and local technology companies will make available 1 million affordable PCs during the next 2 years. The program's objective is to provide all Vietnamese teachers with a PC with educational software and broadband Internet connectivity. The MOET and Intel also announced a contest to encourage 1 million teachers nationwide to create e-learning content. In Vietnam, Intel has cooperated with the MOET in the past too, to increase Internet-connected PCs and development of rich, localized content and software applications among local schools, teachers and students. These efforts include the donation of more than 1,900 PCs; training 43,000 teachers to date under the Intel® Teach program; and an intention to train an additional 15,000 teachers in the year 2009-2010.
Elead, ViOlympic and Bkis would bring the ‘Computer-for-schools’ program another breakthrough product ViOlympic
. ViOlympic is the especially significant computer, meaningful for those who wish to compete in the ViOlympic contest by the Ministry of Education and Training. This is the unique series to have onboard ViOlympic software for practice mathematical problem solving. The computer is also installed Myeqtext- mathematics software to meet the requirements of pupils in general and ViOlympic contest in particular. ViOlympic computer ensures the safety and protection for pupils from negative impacts when accessing the Internet as it is pre-installed with copyright BkavPro 2009 Internet Security antivirus software, which is able to control and prevent access to websites of bad contents.
Sources: VUFO- NGO Resource Centre Vietnam
, Intel News Release
, FPT Newsroom
September 2009 - The Education Department, Government of Punjab, signed a Memorandum of Understanding (MoU) with Microsoft Pakistan under the “Partners in Learning” global program. Both parties will work cooperatively to participate in a four-year program from 2009 till 2013.
It was decided under the MoU that Microsoft’s and the Education Department’s associates will provide a joint report to Government of Punjab and Microsoft every 90 days. The report will provide an assessment of the purpose, progress and impact of ‘Partners in Learning Program’ in Punjab, Pakistan.
Michael Robinson, GM Public Sector, Microsoft MEA, flew down to Pakistan to personally thank the Chief Minster and Government of Punjab to select Microsoft as their partner in this massive reform program. Michael articulated that, “Microsoft has always believed that investing in education is the best way to help young people achieve their potential. We are hand in hand in this program with the Education Department, Government of Punjab to ensure that students receive practical education of information technology that can help them get jobs in the market.”
According to the MoU, Microsoft will provide four weeks of internship to 4 students suggested by the Government of Punjab every year through Microsoft’s certified partners in Pakistan. The chief minister said under the agreement, the Punjab government would invest Rs3 billion in three years and Microsoft Rs1.5 billion, and resultantly the government would earn a profit of Rs500 million.
Sayed Hashish, Director Public Sector, Microsoft North Africa, East Med and Pakistan, stated that, “Over the past few years, technology has become a need in every field. Microsoft, realizing the challenges that institutions in Pakistan face to implement a quality technology program, came up with a very unique plan. We believe that importance of computer literacy cannot be overstated as technology continues to accelerate globally. Hence, this partnership between Government of Punjab and Microsoft is a worthwhile approach and will help the education system here in the long run.”
Kamal Ahmed (Country General Manager) “Microsoft aspires to introduce education related solutions which will enable the community of students and educators to realize their potential through the power of technology and to remove the barriers in the effective use of technology”.
Tuesday, February 02, 2010
Singapore is taking massive steps to integrate ICTs into education in a variety of ways. The FutureSchools@Singapore program seeks to develop up to 15 schools with up-to-date teaching and learning methodology through utilization of ICTS in education system. It is a joint project of Infocomm Development Authority of Singapore (IDA) and the Ministry of Education (MOE) and vendors like Hewlett-Packard (HP), Singapore Technologies Electronics (ST Electronics), Microsoft, Singapore Telecoms (SingTel) are also involved actively in this project.
The Ministry of Education has also established its first interactive web-based Education and Career Guidance (ECG) portal for students. ecareers.sg is a project, jointly developed by the Ministry of Education and the Center on Education and Work, University of Wisconsin-Madison. Pilot-tested in 2009 in 18 secondary schools, 4 junior colleges and Millennia Institute, the portal received positive feedback on its overall user friendliness and up-to-date and comprehensive features. ecareers.sg was expected to be available to secondary and post-secondary schools by August 2009 and to primary schools by early 2010.
Ministry of Education (MOE), the Infocomm Development Authority of Singapore (IDA) and Microsoft Singapore, are also collaborating on BackPackLive! initiative. This initiative is an expansion of the previous five year IDA-Microsoft BackPack.NET initiative launched in 2003. BackPack.NET was the first education initiative where Microsoft, IDA and MOE collaborated to create a fundamental shift in the way a student experiences learning through the use of innovative Tablet PC (TPC)-based learning applications. The new collaboration will focus on inspiring, exploring and scaling innovative ICT practices among teachers. The Cyber Wellness Student Ambassador Programme, to promote safe and responsible use of Information-Communication Technologies (ICT) among students through peer education, is also a part of the BackPack LIVE! Education initiative. It plans to target students at Primary 4 and Secondary 2 levels, and was planned to kick off with 47 primary and 44 secondary schools in November 2009.
The Ministry of Education (MOE) is also working together with NCS Pte Ltd and Google to make available the Google Apps (Education version) suite of online communications and collaboration tools to more than 30,000 teachers and staff in over 350 schools in Singapore by end 2009. The successful implementation of this project would make MOE the first Ministry in Singapore to adopt an open standard cloud computing platform and the first in Asia to provide Web 2.0 communication and collaboration tools to all teachers in the public school system.
From as early as 2010, the Next-Generation National Broadband Network (Next Gen NBN) would also support education initiatives in Singapore such as Future Schools through high speed connectivity 1Gbps and beyond which would pave way for enhanced web-based interactive features in teaching and learning.
Source:Ministry of Education Singapore Press Releases
Sunday, January 31, 2010
SchoolNet is an initiative that promotes the effective use of information and communication technologies (ICT) in learning through supporting the connection of schools to the Internet and by creating a network of schools. The UNESCO SchoolNet project, “Strengthening ICT in Schools and SchoolNet Project in ASEAN Setting”, was initiated in recognition of the need to assist teachers in integrating ICT into teaching and to facilitate participation of teachers and students in the Asia-Pacific region in SchoolNet telecollaboration activities.
The project was launched in July 2003 and focuses on three subject areas, languages, mathematics and science. SchoolNet activities have been piloted in 24 schools in8 participating countries of the ASEAN (Association of South East Asian Nations) region: Indonesia, Malaysia, Philippines, Thailand, Cambodia, Lao PDR, Myanmar and Viet Nam.
The UNESCO SchoolNet project aims to encourage use of ICT in teaching-learning, improve connectivity, expand access to the wealth of educational resources available via the Internet and establish and promote SchoolNet in the Asia-Pacific region. National coordinators facilitate project implementation in each participating ASEAN-region country. Project partners include Japanese Funds-in-Trust and ASEAN Foundation.
Source:UNESCO SchoolNet Project resource
The IT for Rural Schools
Program was started in 1995, with the objective of minimizing educational inequality by providing rural school teachers, students, and children with disabilities with access to computer technology. The project covers some 72 rural schools across Thailand.
Launched in 1998, the Learn and Have Fun with CAI for Primary School Students
Project has the main function of identifying quality CAI software from abroad for use in Thai primary schools, and integrating this software initially into three subject areas: math, science, and English. The project also includes staff development to train teachers in the full and effective use of the CAI software in their classes.
RH Princess Maha Chakri Sirindhorn believes that if prison inmates are trained in skills that are of a practical use and in high demand, such as computer skills, they will have a better chance of finding a good job after their sentences are finished and of becoming good citizens of benefit to society. Acting on this belief, Her Royal Highness launched the IT for Inmates Program
under the Princess’s IT Project. The Program began at Bang hen Central Women’s Prison at Khlong Prem in 1997. In 1992, the Technical Information Access Center under the National Science and Technology Development Agency hired the prison inmates to type Thai and English journal indexes. At present, numerous organizations offer the inmates typing jobs. Between 1992 and 2003, the inmates earned a combined total of approximately 160,000 baht in this way. Later, the prisoners also learnt computer graphics. At present, the average accumulated income generated as a result of this Program is about 50,000 baht per month.
In 2003, HRH Princess Maha Chakri Sirindhorn provided an opportunity for the inmates to contribute to society by taking part in the production of audio books for the blind. This project came about through collaboration among three bodies: the Princess’ IT Project, the Thai Blind Association and Bangkhen Women’s Prison. Initially, some 47 inmates participated in the project, 35 of whom read, while the other 12 carried out audio editing using the computers. By the end of 2003, this group of inmates was expected to have produced a total of 1,000 hours of audio books.
Further details can be seen in this report
Source: UNESCO Bangkok online resources
“Partners in Learning”
is a global initiative designed to actively increase access to technology and improve its use in learning. Since its launch in 2003, Partners in Learning has touched the lives of more than 135 million students, teachers, and education policymakers in 101 countries.
Its program “Innovative Schools”
helps schools around the world to move beyond the limits of the classroom and traditional learning models. For instance, In Singapore, the Infocomm Development Authority of Singapore and Microsoft have initiated BackPack.NET, an ambitious five year program which encourages inquiry, creativity, and student-centered learning through advanced applications of technology in the classroom. It includes a pilot project that puts Tablet PCs into the hands of every student at a number of “pioneer schools.”
connects and empowers educators worldwide. For example, in India, Microsoft is working with education departments, colleges, and universities to incorporate pre-service information and communications technology (ICT) curriculum in a sustainable and scalable model. Already, 160,000 teachers and hundreds of teacher educators have been trained in ICT skills. The Innovative Teachers Network
enables teachers to learn from one another and work collaboratively on new approaches to learning through national or region-wide portals. Today, on a daily basis, more than 400,000 teachers on 52 local networks connect and share ideas, practices, and professional development resources.
“Innovative Students” aims to provide students with access to programs and curriculum that help fully integrate technology into the learning process, both in school and at home. It also enables qualified governments to provide used computers and affordable software to underserved primary and secondary student households that aspire to own a PC. Microsoft is also supporting the Innovative Teaching and Learning
(ITL) research project to contribute information and policy insights on effective education transformation.
Detailed information about Microsoft Partners in learning initiatives in five Association of South East Asian Nations (ASEAN) countries: Indonesia, Malaysia, the Philippines, Thailand and Viet Nam can be found in this case study
Source: Adapted from Microsoft Partners in Learning webpage and brochure
Saturday, January 30, 2010
Innovative use of ICTs in education
ICTs are bringing revolutions in every aspect of our lives making us use technology more and more to get the best out of it. Use of ICTs in education is also creating a paradigm shift in our pedagogical methods by incorporating technology: exploiting its immense potential to invigorate the cognitive process of students; capitalizing on its ability to bridge distances and divides of time and resources, by providing equal opportunity for access; relying on its inherent capability for quick replication, in other regions – predicting that the future of education is highly coupled to technology incorporation.
Hundreds of projects are being carried out in the asia pacific region for innovative us of ICTs in education, only a few selected ones from south asia are being covered here.
Dharkan 107.8 is an example of the use of radio for imparting education, general awareness and supporting health education in rural areas of Madhya Pardesh (India). Nokia’s LifeTools is an example of the ‘mobile application’ providing rural areas with services related to agriculture, education and entertainment. Digital StudyHall is a initiative combining traditional pedagogical methods with the digital recorded lectures disseminated through DVDs and small TV sets in rural areas (battery powered). UNESCO Jakarta’s (Indonesia) project to use open source software converting text to voice for visually impaired individuals is another outstanding example of how ICTs are facilitating special education. A similar project is being implemented in Pakistan for assisting the deaf through ICTs.
Google’s internet bus project is educating people about benefits of internet (education in particular) through a customized ‘internet enabled bus’ travelling from city to city. Egyankosh – a national repository, is preserving and sharing digital learning resources developed by institutions all over India and also collaborating with Pakistan, Bangladesh, Malaysia, Sri Lanka and several other countries. “E-learning for Kids is a global, non-profit foundation dedicated to fun and free learning on the Internet for children ages five-to-12” providing short courses (in 5 different languages) on basic subjects e.g.Science, Mathematics, Language arts, etc and has outreached over million children in 80 countries. Solar powered ePods is an example of incorporating energy efficient solutions in education.
Wednesday, January 27, 2010
The IBM KidSmart Early Learning Program
integrates new interactive teaching and learning activities using the latest technology into the pre-kindergarten curricula. The program is now being implemented in 60 countries internationally, serving more than 2 million children from remote geographic areas to underprivileged areas of town and cities.
IBM's KidSmart program includes the Young Explorer™, a computer housed in brightly colored, kid-friendly Little Tikes™ furniture and equipped with award-winning educational software to help children learn and explore concepts in math, science and language. Through KidSmart, IBM donates one Young Explorer unit to select schools and also installs educational software for free on a school's existing computers. The program includes follow-up services: If the schools experience software-related problems, IBM will fix the problems and reinstall the programs if necessary.
The program's main target is children who do not have access to computers. IBM thus coordinates with the National Education Ministry to select schools to be included in KidSmart. IBM also runs teacher training workshops as part of KidSmart to introduce teachers to the technology, and also to teach them how to integrate KidSmart as a classroom activity.
Since its launch in 1998, IBM has invested more than $106 million in the KidSmart Early Learning Program, including the donation of more than 45,000 KidSmart Early Learning Centers. The program is now in 60 countries, and has trained more than 100,000 teachers and served more than 10 million students.
There's also a web site available to support teachers and parents. The KidSmart Early Learning website
was created in collaboration with the Center for Children and Technology, Bank Street College of Education and United Way. Available in 9 languages, the website includes a guide for parents to encourage early learning at home and a section for preschool teachers that details how they can best use technology to support learning in their classrooms.
Source: IBM website
Tuesday, January 26, 2010
The Intel® Teach Program launched in Pakistan in March 2002, which focuses on giving ‘extensive training and resources’ to promote ‘effective technology use in the classroom’. The program offers several courses to train the teachers, though all focus on incorporating technology into teaching, yet the course titled “skills for success course” is particularly designed for the ICT teachers. According to Intel’s official stats they have successfully trained more than 220,000 teachers reaching out to over 70 districts and cities so far … targeting remote schools like ‘Dewan Farooq Memorial School’ (Badin, Sindh) as well as developed school systems like PAF or Fazaia School System (having 25 schools nationwide). Recently Intel, Pre-STEP & USAID have made an agreement for strengthening teacher training institutes.
The ICT integration into the curricula has not only paid off in terms of improving the education standards but also has led to several community based initiatives, cleanliness drives and awareness campaigns!
The National Science Olympiad affiliated with Intel® is held in collaboration with ministry of education as well as science and technology, for students from grade 9 – 12 aimed at promoting research based learning among students, particularly in Science and Mathematics. The winners of the Olympiad are then selected for the Intel International Science and Engineering Fair which “is the world's largest pre-college science fair competition, where students have a chance to explore, discover, and innovate.” Intel also gives away awards to the teachers and institutes promoting ICTs in their institutes linked with the program.
Monday, January 25, 2010
The Azerbaijani Education Ministry
aims to connect 7,000 educational institutions
to high-speed Internet as part of the "state program on informatization of education in 2008-2012", as declared by Education Minister Misir Mardanov on June 12, 2009.
The action plan of the state program includes improving material and technical base of educational institutions, equipping them with computer equipment, developing networks and intranet access to the Internet, creating electronic research tools in all disciplines, resource base of e-education (e-learning), Information and Resource Center in the application of ICT in education, a single educational portal, measures to promote distance education in the country, educational informatization management system, strengthening of human capacity and improving the regulatory framework.
Under this program, AZEDUNET
is collaborating with Azerbaijan Ministry of Education and Ministry of Communications and IT, to connect all the educational institutions of the country to the unique high-speed internet network.
Through the state program, 500 schools in Baku and Sumgait were expected to be connected
to Azerbaijan data and resource center till the end of 2009. By December 2009, 350 schools of the capital Baku and Sumgait were already connected to the center.
For the protection of moral and psychological state of schoolchildren, AZEDUNET Azerbaijan education network is also operating the web-content filtering system built on Web sense solutions. It filters websites included to limited category, and limits access to video audio files, harmful information searching in different languages over 60 categories in the search system. It gives the opportunity of providing maximum online protection to children
from harmful content.
The Azerbaijan Education Ministry also plans to increase teachers' skills
and computer literacy in the year 2010. “A mechanism has been created to improve teachers' skills”, Education Minister Misir Mardanov said at a press conference. According to the official, training sessions for primary school teachers in computer science and English would begin in 2010.
Source: Adapted from Trend News Agency (Azerbaijan)
Tuesday, January 19, 2010
UNESCO Bangkok and Intel have signed a Memorandum of Understanding (MoU) to impart technologically up-to-date teaching skills to pre-service teachers in 9 countries in the Asia Pacific region. These countries are: Bangladesh, Cambodia, Indonesia, Mongolia, Nepal, Pakistan, Philippines, Thailand and Vietnam.
UNESCO and Intel would together deliver the ‘Next Generation of Teachers’ Project with the objective to enable teachers to integrate Information and Communication Technologies (ICTs) efficiently in their teaching methodology. The program would deploy resources from Intel Teach Program in Teacher Education Institutions (TEIs) across the region. Under this collaboration, workshops already have been conducted in Bangladesh, Mongolia and Philippines in over 23 teacher education institutions.
The Intel Teach Program enables teachers to be more effective educators by training them on incorporation of technology in education as well as on promotion of analytical thinking, problem solving and cooperation skills in their students. To date, the program has trained more than 6 million teachers in over 50 countries, including 15 countries in Asia Pacific.
Intel Teach is running a huge project in Indonesia, in collaboration with USAID; the program enables master teachers to integrate ICTs in their daily lessons, who further train their fellow teachers on Intel teach program. The project aims to train at least 15,000 Indonesian teachers by 2010. Under a similar project, Intel trained around 80,000 teachers in Philippines and also donated some Intel-based personal computers.
Intel’s another initiative, Intel World Ahead program is designed to provide affordable computers, Internet access and localized digital content; hence helps connecting people to technology.