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International	perspectives	to	
ICT	in	Education
Session	1
Kai	Pata
Goals	of	the	course
• Critically	analyzing	the	trends	of	using	ICT	in	education	in	different	
countries
• Discovering	good...
Three	functions	of	ICT	in	education	- I
• ICT	as	a	medium	for	teaching	and	
learning.	This	refers	to	ICT	as	a	
“tool”	for	...
How	ICT	tools	transform	knowledge?
• Bring	one	example	of	how	specific	
ICT	tool	functionalities	allow	using	it	
for	trans...
What	describes	ICT	as	a	medium	for	learning?
• Look	at	the	next	two	slides	the	
example	technologies	used	at	
schools	for	...
https://edtechmagazine.com/higher/sites/default/files/uploads/envisioning-the-future-of-education.png
https://edtechmagazine.com/higher/sites/default/files/uploads/envisioning-the-future-of-education.png
Three	functions	of	ICT	in	education	- II
• ICT	as	the	object	of	learning.	
Goal:	Education	prepares	
students	for	the	use	...
Three	functions	of	ICT	in	education	- II
• Do	the	teaching	approaches	for	
digital	competences	we	use	now	
in	education	fi...
Three	functions	of	ICT	in	education	III
• ICT	as	socio-technically	created	
medium	of	services such	as	
networks	of	expert...
Smart	school:	operating	as	a	dynamic	system	with	feedback
Oracle	for	ICT	2040
• ICT	changes	the	division	of	tasks	among	workers	through	two	main	channels:	
communication	and	inform...
Goals	of	ICT	in	Education:	preparing	towards	
what	society?
• Information	society	- a society where	the	creation,	distribu...
Goals	of	ICT	in	Education:	preparing	what	
society?
• Learning	Society	- is	a	society	in	which	the	plurality	of	actors	con...
Fuchs,C.	Sustainability	and	the	Information	Society
Fuchs,C.	Sustainability	and	the	Information	Society
Inclusive	Knowledge	Societies
Context:	crisis,	changes,	challenges
• Mainstreaming	Open	Educational	Resources	(OER)	
• Tea...
Goals	of	ICT	in	Education:	preparing	towards	
what	society?
Personal	development	
goals	versus
societal	and	industrial	
go...
What	can	different	views	to	ICT	in	education	
reveal	about	trends	if	we	compare	countries?
• Timeline	view	of	plotting	inf...
Big	picture	views	to	ICT	in	Education:	timeline
Teaching	approaches	with	different	ICT	tools
Big	picture	views	to	ICT	in	Education:	timeline
• Timeline	of	ICT	in	education	changes	in	countries
Big	picture	views	to	ICT	in	Education:	relations
Relational	view	
exposes	co-existing	
components	in	certain	
area	or	scho...
Big	picture	views	to	ICT	in	Education:	relations
Relational	view	drawn	
using	concept-mapping	
technique	enables	to	
specify	the	types	of	
relations	between	
components.
D...
Big	picture	views	to	ICT	in	Education:	
consequences
• Consequence	views	to	
ICT	in	education.
• Map	the	consequences	
of	...
Big	picture	
views	to	ICT	in	
Education:	
systems
Big	picture	views	to	ICT	in	Education:	systems
• Systemic	views	to	ICT	in	Education	reveal	socio-technical	regimes,	
emerg...
Big	picture	views	to	ICT	in	Education:	services	
in	systems
• Services	view	
integrates	different	
system	components.
• Se...
Conclusion
• In	the	next	work	task	for	groups	you	will	have	to	analyze	different	
country	reports	of	ICT	in	Education.
• I...
International perspectives: ICT in education
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International perspectives: ICT in education

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International perspectives: ICT in education

  1. 1. International perspectives to ICT in Education Session 1 Kai Pata
  2. 2. Goals of the course • Critically analyzing the trends of using ICT in education in different countries • Discovering good practices that work • Proposing the solutions that meet the future challenges for education
  3. 3. Three functions of ICT in education - I • ICT as a medium for teaching and learning. This refers to ICT as a “tool” for teaching and learning itself, the medium through which teachers can teach and learners can learn qualitatively differently using new functionalities of the learning space. • ICT as a tool that has properties to transform knowledge
  4. 4. How ICT tools transform knowledge? • Bring one example of how specific ICT tool functionalities allow using it for transforming the state of knowledge? • Bring an example of a sequence of tools one could use specifically to mature knowledge during the learning process!
  5. 5. What describes ICT as a medium for learning? • Look at the next two slides the example technologies used at schools for teaching now and in near future. • Your task is to systematize these tools at the plot with two axes and give names to the axes what describe their most important properties for learning.
  6. 6. https://edtechmagazine.com/higher/sites/default/files/uploads/envisioning-the-future-of-education.png
  7. 7. https://edtechmagazine.com/higher/sites/default/files/uploads/envisioning-the-future-of-education.png
  8. 8. Three functions of ICT in education - II • ICT as the object of learning. Goal: Education prepares students for the use of ICT in education, future occupation and social life. • Digital competences as a tool that transforms and innovates society Goals of ICT in Indian Education
  9. 9. Three functions of ICT in education - II • Do the teaching approaches for digital competences we use now in education fit with future work skills needs? • What competences are not yet taught? Digicomp.2.0 competences for Europe
  10. 10. Three functions of ICT in education III • ICT as socio-technically created medium of services such as networks of expertise, resource- clouds, collective intelligence in learning etc). • Leads to the new a form of intertwined systems Smart city sectors
  11. 11. Smart school: operating as a dynamic system with feedback
  12. 12. Oracle for ICT 2040 • ICT changes the division of tasks among workers through two main channels: communication and information. • The communication technology (CT) part of ICT facilitates transmission of ideas and information and enables people to quickly check and confirm their validity. • Tasks that used to be highly integrated can now be disconnected and executed by different persons in different places. Workers specialise. ICT will lead to scattering of economic activity across space • The information technology (IT) part of ICT improves the way workers process information. Many routine tasks have been taken over by computers and expert systems. Systems that link up with each other process larger and more complex types of information. This broadens the scope of work processes. Workers generalise and become a jack-of-all-trades. New jobs in service-provision and entertainment area.
  13. 13. Goals of ICT in Education: preparing towards what society? • Information society - a society where the creation, distribution, use, integration and manipulation of information is a significant economic, political, and cultural activity. • ICT in Education to create the Information Society - in which knowledge and expertise form part of the culture and also the key factor in production (Finland 2000) • Europe Digital Agenda 2020: The digital agenda for Europe will help Europe’s citizens and businesses to get the most out of digital technologies • Knowledge Society - Knowledge is a commodity to be traded for economic prosperity. • Knowledge-based societies societies are well educated, and therefore rely on the knowledge of their citizens to drive the innovation, entrepreneurship and dynamism of that society's economy.
  14. 14. Goals of ICT in Education: preparing what society? • Learning Society - is a society in which the plurality of actors contribute to the construction of shared knowledge in a continuous and procedural perspective, whether individual or collective, and in all areas of society. Learning society positions education as the key to a nation's economic development, and holds that education should extend beyond formal learning to informal. • Sustainable Society - is one that can continue indefinitely. Its level of consumption should reflect environmental and resource balance. It should assure its citizens equality, freedom and a healthy standard of living. UNESCO: • Seize digital opportunities, lead education transformation (QuingDao declaration 2015) • Towards inclusive, and equitable quality education and lifelong learning for all (Incheon Declaration 2030),
  15. 15. Fuchs,C. Sustainability and the Information Society
  16. 16. Fuchs,C. Sustainability and the Information Society
  17. 17. Inclusive Knowledge Societies Context: crisis, changes, challenges • Mainstreaming Open Educational Resources (OER) • Teacher Training for integration of ICT in the classroom • Inclusive growth: inclusive digital services; digital literacy and skills • Co-creation and involvement • ICT enabled benefits for the society
  18. 18. Goals of ICT in Education: preparing towards what society? Personal development goals versus societal and industrial goals (to be prepared for jobs in future society)? Economically prosperous or sustainable society?
  19. 19. What can different views to ICT in education reveal about trends if we compare countries? • Timeline view of plotting infrastructure, learning and ICT-management • Create an ICT-in schools timeline for your countries schools! • Game students can make the timeline for game approaches ICT infrastructure Teaching and learning ICT management
  20. 20. Big picture views to ICT in Education: timeline Teaching approaches with different ICT tools
  21. 21. Big picture views to ICT in Education: timeline • Timeline of ICT in education changes in countries
  22. 22. Big picture views to ICT in Education: relations Relational view exposes co-existing components in certain area or school. Draw a mind map for co-existing ICT infrastructure, learning activities and ICT management approaches in a time period
  23. 23. Big picture views to ICT in Education: relations
  24. 24. Relational view drawn using concept-mapping technique enables to specify the types of relations between components. Draw a concept map associating infrastructure components with learning types in a school or country. Big picture views to ICT in Education: relations
  25. 25. Big picture views to ICT in Education: consequences • Consequence views to ICT in education. • Map the consequences of starting to use digital games in education!
  26. 26. Big picture views to ICT in Education: systems
  27. 27. Big picture views to ICT in Education: systems • Systemic views to ICT in Education reveal socio-technical regimes, emerging teaching and learning niches. • The systems view enables discovering the role of external and internal components. • The systems view is good for revealing the gaps. • Systems can be plotted at timeline to see changes. • The problem with systems view is that there are too many components in systems to be mapped adequately.
  28. 28. Big picture views to ICT in Education: services in systems • Services view integrates different system components. • Services create different data-, information, knowledge- or activity flows in system that provide value for the system. • Services view depicts sustainability of the system functioning.
  29. 29. Conclusion • In the next work task for groups you will have to analyze different country reports of ICT in Education. • In the first analysis you will focus only on a certain aspect of ICT across countries to see the approaches and trends. • In the second analysis you will need to use the big picture approaches described in the lecture to take an insight into the problems of a specified country – Estonia, South Korea, Ghana and Georgia. Then your task will be suggesting an improvement for the country and justifying it with the goals of digital education in the society.

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