Teaching and Learning: Moving Target May 2011

1. Teaching and Learning: Moving TargetMay 2011

2. All of the information a person living in the 18th century acquired in their entire life is equivalent to what the New York Times publishes in one week.

3. All the information produced by humans in the past 5,000 years is equivalent to what will be produced in the next 12 months.

4. Total devices connected to the Internet Total devices connected to the Internet

5. Total devices connected to the Internet

6. Number of monthly searches in Google (billions)

7. 10 places in the world with the highest number of inhabitants (millions of people) • Twitter: 210 • Brazil: 186 • Pakistan: 162 • Bangladesh: 144 • Russia: 143 • China: 1,306 • India: 1,080 • Facebook: 580 • United States: 296 • Indonesia: 242 Total: 6,800

8. A student who is in school now will have changed jobs 10 to 14 times before turning 40. Demand for competencies (Levy & Mumane)

9. Do you still think that whether or not to incorporate Information and Communication Technologies in Education is an option?

10. We don’t believe in ICTs in Education We believe in Educational Programs that use technology as part of their systemic strategies centered on the quality of learning for each student

11. Children Schools Society The challenge of education New Learning The same process? New demands

12. Personalization 19th century education Minority Elite Homogeneous Personalized 21st century education Majority Democratic Heterogeneous Personalized 20th century education Majority Democratic Heterogeneous Industrial

13. What is the problem of learning? • There is no common framework to recognize and compare the impact of diverse types of intervention and help the implementation of cost-effective solutions. • There is a growing consensus that ICTs in education should help improve student learning, but there are few measurement instruments and serious and comprehensive evaluations. • As a consequence, decision count on scare information and elements to aid their actions. • Poorly designed and implemented projects, centered on improving access and uses of ICTs are creating new knowledge gaps and for teachers and students.

14. Evaluations • Perceived performance(E-learning Nordic (2006) - SITES (2006) - Plan Ceibal Uruguay (2010)) • ICTs have a positive and moderate impact on student achievement • ICTs have an important impact on differentiation, inclusion, student motivation, school-to-home communications, and ICT use of teachers • ICTs improve student ability for autonomy, collaboration with peers and experts, and communication • The greatest gains are perceived when students have the guidance and feedback of teachers

15. Evaluations • Actual performance on standardized tests(ImpaCT2 (2002) – OECD PISA (2003-2006) - World Bank - Colombia (2009) - IDB Peru (2011)) • Positive relationship between the use of ICTs and educational attainment • However, it does not show significant differences in all subjects • Students with less confidence in their ICT skills have poorer results • Widely implemented national programs do not have an effect on students academic performance • The program simply assumes that once equipped and trained, teachers will voluntarily incorporate the technology provided in their classes. This is not enough.

16. Why is this an important challenge? • Countries are investing in ICT in education projects anyway: they demand technical assistance to develop programs that have impact on student learning. • The IDB is developing experiences, knowledge, and tools to provide better support to countries and ensure that the investments are consistent with the objective of quality.

17. Areas of Work

18. Marco de Política COMPONENTES Infraestructura Física, equipos, conectividad, soporte Contenidos Currículo,recursos educativos digitales, plataformas y servicios. Personas Formación docentes, competencias TICs, apoyo técnico. Procesos Planificación, presupuesto, comunicaciones, RESULTADOS Prácticas Educativas Pedagogía, cultura escolar, personalización Involucramiento Actitudes, expectativas, participación, matrícula, asistencia IMPACTO Aprendizajes cognitivos Resultados en test sobre contenidos curriculares Habilidades y competencias Pensamiento crítico, colaboración, comunicación, creatividad, innovación, Metacognición Conceptual Framework Evaluación Linea de Base Monitoreo Impacto

19. One-to-One

20. One-to-One http://www.iniciativaeducacion.net/

21. 21st Century Skills ATC21S

22. The use of technologies in education offers opportunities to: • Improve learning management • Strengthen new educational practices • Help the development of student-centered learning methodologies • Allow learning outside of the school and school schedule • This poses challenges for Teacher Training for the development of New Pedagogical Practices. Teachers of the 21st Century 2011 Identify experiences 2011 - 2012 Develop pilots 2012 - 2013 Scale

23. The current development of technologies permit a new generation of eLearning, based on the creation of Personalized Learning Environments (PLE), enabling Latin America to expand and improve their educational offerings for: • Students in remote areas where there are no schools or teachers • Students who have dropped out of school and require flexible arrangements • Subjects for which there is a shortage of quality offerings (English, Science, Mathematics) Virtual Education 2011 Identify experiences 2011 - 2012 Develop pilots 2012 - 2013 Scale

24. “If a teacher can be replaced by a computer, that teacher should be replaced by a computer" Sugata Mitra

25. Technologies for Learning Eugenio Severin Inter-American Development Bank Web: www.iadb.org/edu Blog: www.iniciativaeducacion.net Twitter: @ini_Edu