ICT in Education/Teacher Training/Higher Education
Teacher Training in Higher Education
Afghanistan[edit | edit source]
Bangladesh[edit | edit source]
Bolivia[edit | edit source]
Cambodia[edit | edit source]
>> Tak KEAN
=>Change Project: "Changing Teachers & Students perspectives on integrating ICT into Teaching and Learning"
Human resource development is the main aim of all over the world. Teaching and learning as well as transferring knowledge methodology are even more important. There are 29 departments, 9 centers and over 500 teachers in Royal University of Phnom Penh(RUPP). There are about 90% of them are still using their traditional teaching. That’s why this change project needs to be done.
This project will show how the University teachers from the Departments of English, Mathematics, Khmer Literature and Community Development will change their perspectives to begin the integrating ICT into teaching and learning implementation. It will draw on this change project of 4 focus departments training with core subject in each department. The analysis will be made to see how the integrated use of ICT can support subject teaching and learning. Evident commitment to incorporating ICT will be tempered by a cautious, critical approach and the influence of external constraints operating. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity, which complemented or modified practice. A gradual process of pedagogical evolution will be apparent; teachers will be developing and trialing new strategies specifically for mediating ICT-supported learning.
To train and motivate the teachers and students from the four departments of RUPP to gradually change their mindset on integrating ICT into their teaching and learning efficiently like the developed Countries have been implementing such as the case of Sweden.
This project will focus on four groups selected from the four departments(English, Khmer, Maths, and Community Development Departments). There will be three teachers selected from each department and one class of students selected by each teacher.
• Teachers will be able to build their own modal using ICT (e.g.: to make their own video training, online quiz, online poll, educational games, etc.)
• Teachers and students will be able to use ICT in their teaching and learning (Documents, e.g.: Ms Word, Excel, Powerpoint, etc; Useful websites, e.g.: mooc.org, edx.org, khanacademy.org, networkict4edu.org, nobelprize.org/educational, socrative.com, getkahoot.com, mentimeter.com, prezi.com, moodle.org, google search, etc.; other tools for education, e.g.: Skype, Facebook, Twitter, Linkedin, Evernote, Youtube, Google, blogspot, wordpress, etc.; Cloud Storages, e.g.: google drive/doc, dropbox, etc.)
===>Change Project : Integration of ICT in Teaching and Learning in Higher Education: Case Study on Royal University of Phnom Penh
Development of technology and globalization has made some developed and developing countries considering additional strategic plans and policies for their transition and contributing of poverty reduction. Making strategic plans and policies on educational system is one of crucial factors that are taking into account among leaders and policy makers. Royal University of Phnom Penh, the oldest and largest public universities and a member of ASEAN University Network (AUN) within 12,000 scholarship and full-fee paying students as well as 450 full-time of faculty members qualified 15 PhDs and 280 Master degrees, has decided to make transition by integrating ICT and developing pedagogy into their educational system especially focusing on teaching and learning management service and disseminating course materials.
===>Problem Statements and Project challenges
There are some difficulties and challenges facing in our existing system and transiting teaching and learning service in information edge.
1. Effectiveness of Knowledge transfer is still limited,
2. Communication of Teaching and Learning is still poor between lecturers or instructors and students,
3. Difficulties in timely and accurately disseminate course materials to student,
4. Falling level of real resources per student, teaching quality and development in technologies for communicating and disseminating information.
With transition of ICT into teaching and learning service we also face with: - Challenge and Constraints relating to adapting educational methodologies into transition - Technology challenge among faculty members and students
1. Local development of pedagogy in making transition to using ICT for teaching and learning to faculty members and students in the department
2. Selecting the best and suitable learning management system.
3. System design, customize or implement as well as maintenance will be conducted based on development methodologies of ICT and roles
4. Lesson learn from the project will be the knowledge and best practice to share from local to national educational system
===>Project target groups
Objective of the project aims to apply to faculty members, lecturers and students in the university primarily; the intention of targeting this group is to make the best sample for the best practice. Faculty members and lecturers in the university will firstly be involved in working with applying methodologies and using ICT for their teaching and learning. The assessment will be conducted to the first group in finding effectiveness of methodologies. After that, students in the university will be either assessed.
With the last assessment, we tends to find out how methodologies and pedagogy will be amended for them to make learning more inspiring, enjoyable and efficient by enabling them to get best possible results. Moreover to make effective methodologies, there is also the participation from management level: leader, developers … etc in the mean of supporting and encouraging the target group.
1. The improvements of pedagogy will be introduced and be the lesson learn and best practice for other communities
2. Enable all faculty members, lecturers, or instructors and students will be oriented and used for making their teaching and learning more inspiring, enjoyable and efficient in order to achieve the best possible result in their work.
3. Promote and consolidate the role of teacher and the quality of teaching in using ICT.
Ethiopia[edit | edit source]
India[edit | edit source]
Kosovo[edit | edit source]
Liberia[edit | edit source]
Rwanda[edit | edit source]
Change Project: Enhance ICT Integration in teaching / learning at IPRC Kigali[edit | edit source]
ICT is the only one key tool in transforming the Rwandan’s human capacity building as well as prosperous knowledge-based economy. ICTs are mentioned as crucial components of the development of the education system in Rwanda. ICTs integration in teaching/learning implementation is mostly limited to administrative matters; schools have yet to take full advantages of the huge opportunities ICT offers in their ordinary teaching. A slight barriers to integrate ICT as major tool of teaching/learning is up to day noted since we experience unsatisfactory equipment, limited networking infrastructure and poor bandwidth coverage to support ICT tools in teaching. Staff training and development as well as time factor toward our vision of ICT based knowledge could also affect various relevant supports.
>>>Objective This change project is objected to contribute in positive educational changes by enhancing the engagement to integrate available ICT tools in daily teaching/learning regardless of their limitations.
>>>Target Group This project is planned to be executed in ICT department as pilot to all departments within Integrated Polytechnic Regional Centre (IPRC) Kigali.
>>>Methodology The simple methodology to reach the target is to sensitize our academic and crosscutting staff on the value of ICT usage as teaching/learning tool through in house trainings, workshops and discussions and thereafter to come up with putting into practice.
>>>Results ICT usage in teaching / learning is expected to:
1. Give every one in the our educational system access to and knowledge regarding ICT,
2. To make learning more inspiring, enjoyable, and efficient and afford the real world needs,
3. Learner centered approach could also be praised and practicable
South Africa[edit | edit source]
Tanzania[edit | edit source]
It takes 3 years to get a degree in teahing at University. The graduands are employed to teach either O-Level or Advaced level secondary educations. O level education is four year (F1- F4) while A level is senior secondary of two years (F5-F6). After completion of A level, qualified candidates can join any University while those failed to get direct entry qualifications can opt to do pre University courses or Diploma courses.
Uganda[edit | edit source]
Zimbabwe[edit | edit source]