Effective Use of Digital Content for Secondary Education

Effective Use of Digital Content in Secondary Education

RMSARajeev KatyalDirector - Education1Effective Use of Digital Content for Secondary Education

Secondary Education in IndiaSecondary Education -jumping board for a career and for higher education5.8 million do not continue to class 11 and 2.5 million do not continue to higher educationGER 52.26 % at secondary and 28.54 % at higher secondary levelDrop out rates reach 61.59 % by class 10, pass percentage 68% at class 10 and 71% at class 12 levelAccess and Quality the two objectivesSecondary schools within 5 km radius and higher secondary schools within 7-10 km radiusSolving Access & Enrolment a Primary Concern Universal enrolment by 2017Quality General Education and Vocational Education two areas of educational attention

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Problem Growing every year

Primary/JuniorMiddle/SeniorHigher SecondaryHigher Education130 MM51MM36 MM12 M College GraduatesSource: MHRD Sources: MHRD; National Sample Survey Report No. 439 & 505:12 MM 8.3 Mm Vanishing from formal education and scouting for a job

Class 10 has 12.2 million students 3 Years of Higher EducationClass 12 will have approx. 6.4 M 3.9 M Graduate every year3.9 M college students looking for JobsOnly 3.9 M go for Higher EducationHigh drop out rates increase need for vocational training for EmployabilityApprox. 12 M getting added per year without Vocational Skills and looking for jobEmployability problem can be handled either DURING schools and colleges OR can be handled AFTER college education3

This chart shows the educational funnel for India, clearly showing that just one in ten students from grade 1 make it to graduating from college. Best indications are that merely 25% of them are ready to enter the workforce. Through the years, dropouts continue with nearly 79M dropping off at the elemnetary level, 15M in the middle school and 5M in high school. The lack of vocational and life skills learning ensures that very few of these are ready to productively join the workforce.3Objectives of Digitization in EducationPromote the usage of ICT especially in Higher Secondary and Secondary Government Schools including widespread availability of access devices, connectivity to the InternetEnrichment of existing curriculum and pedagogy by employing ICT tools for teaching and learning.To ensure the availability of quality content on-line and through access devices both in the private sector and by SIETs.To enable students to acquire skills needed for the Digital world for higher studies and gainful employment.Promote critical thinking and analytical skills by developing self-learning. This shall transform the classroom environment from teacher-centric to student-centric learning.

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Where is India right now?A Reality Check on Gearing up for the 21st Century5

Super-Connectors

(BDD GenWorld 2006)6

6They are also super connectors, using technology to create communicate, collaborate and find information. This BDD Genworld study of 2006 shows the percentage of 13-18 years olds who do 2 or more of the following every day. Talk on cell phone, text message, go online, email, IM, use search engine.You might call this a connectedness index for global teens.

Educational Technology Use in the Strongest Economies

Technology Counts 2004, 9 7

Stages for ICT in Education A FrameworkStagesUnderdevelopedDevelopedFunctioningStrategicEmbeddedVisionNo expressed vision to use ICTMore stress on acquisition of ICTNo stress on use of ICT in learningRecognize use of ICT in learningCareful budgeting for ICTClear recognition of potential of ICT in learningAnticipates future developments inn ICT for teaching and learningTeaching & LearningNo curriculum integration of ICTTeachers use ICT minimallyFew children have ICT skills

Support for integration of ICT in learningICT replaces traditional methods superficiallySome children have ICT skillsICT led teaching in most curriculum areasMany teachers use ICT in teachingMany children have ICT skillsICT integrated into all areas of teaching and learningMost teachers have ICT skillsMost children have ICT skillsRegular debates on more effective use of ICTall staff use ICT as regular instructional methodologyall children have high level of ICT skills

Administrationno administrative systems use ICTNo use of ICT in children assessmentAdministrative systems exist in ICT but unrelatedSome staff use for recording assessmentIntegrated ICT based administrative systemsMany staff use ICT for recording assessmentICT in administration integrated to visionMost staff use technology for assessmentHigh order of integration in ICT based integrationAll staff and students integrated in ICT based assessmentResourcesTeaching learning spaces not designed to use ICTimpulsive procurementzero access to networksno technical supportlimited use of environment for ICTlimited planning for procurement of ICTsome access to networksInadequate tech support

Some teaching areas created for use of ICTdiscrete use of virtual environmentreliable access to networksadequate technical supportMost spaces support use of ICT in teachingProcurement follows best practicesEfficient access to networksEffective technical supportInnovative designs for use of ICTall contribute to virtual learninginnovative practicesspecialist staff for support8

Where does India stand?StageUnderdevelopedDevelopedFunctionalStrategicEmbeddedVisionTeaching &Learning

AdministrationResources21st Century9

Where do we start?First challenge is Access > expanding current secondary schools, upgrading upper primary schools, building new schoolsProviding infrastructure within schoolsChallenge of providing teachers> providing curriculum knowledge> improving teaching skills> providing ICT skills> providing skills of ICT based teaching< 1/3 rd schools out of total have IT labsProposition is to have 10 PC IT labs with internet connectivity in schoolsEmphasis on Digital Literacy and IT skillsNeed more evidence of putting ICT in class rooms for curriculumMany versions/ vendors available for providing ICT based curriculumCIET/ SIETs gearing upMake vocational training both a means of enhancing enrolment and quality of education10

What should Education Planners in India do?Reality check of where we are and how do we proceed from stage to stageCategorize schools/ states into stages and exercise the following choices;Bring all secondary and higher secondary schools to one stage and proceed there onCategorize schools into stages and make each school move up stage by stageOption A - Get a single IT lab in all schools for classes 9 to 12, where possible broadband, do only IT literacy and IT subjects for all childrenOption B Bring in vocational skills > life skills, communication skills > soft skills alongside IT skillsOption C make a determined effort to get ICT into curriculum, smart class rooms at each class level in all schools, all teachers trained on ICT, ICT based pedagogyOption A > Option B > Option C

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Stages wise development of Digitization in Indian EducationStagesDevelopedFunctional StrategicEmbeddedVisionStress on acquisition of ICT skills by students in learningIntroduce use of ICT in curriculumWidespread usage of ICT in curriculum Anticipate and imbibe future developments in ICT for teaching and learningTeaching and Learning

Teachers acquire ICT skillsChildren follow an ICT curriculum for Digital Literacy and Advanced IT skillsSimple vocational skills taught using ICTICT led teaching in most curriculum areasMany teachers use ICT in teachingMany children have ICT skillsVocational skills in many areas taught using ICTICT integrated into all areas of teaching and learningMost teachers have ICT skillsAll children have ICT skillsRegular debates on more effective use of ICTall staff use ICT as regular instructional methodologyall children have high level of ICT skillsResourcesICT labs and connectivity in all schoolsOne smart class room for each class levelsEach class a smart class roomInnovative designs for use of ICTall contribute to virtual learning

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The Global Agenda for Children: Learning for the 21st CenturyIn order for the world to survive and prosper in the new century, people will need to learn more and learn differently. A child entering the new century will likely face more risks and uncertainties and will need to gain more knowledge and master more skills than any generation before. Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 200013

13I think we are all aware that things are changing at a rapid pace in the 21st Century. Just 7 years ago we celebrated the new century, and since some of the most profound changes in society, the world of business and government are impacting schools. This quote from UNICEF in 2000 laid the picture of what was to come in regards to learning and the future. In the 21st Century, in order for the world to survive and prosper in the new century, people will need to learn more and learn differently. A child entering the new century will likely face more risks and uncertainties and will need to gain more knowledge and master more skills than any generation before

Today I want to use this as a context. We know that for students to be successful and meet the challenges that the world is throwing at them, they will need to learn more and learn differently. So I want to tease out these two points, and some thinking around what is impacting on learning more and learning differently, and highlight some projects were people are working at helping schools prepare students for their future.

21st Century Skills

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What is an Appropriate Solution?High quality, core-curriculum products correlated to the CBSE syllabus in Maths, English, and scienceVarious methods of classroom delivery: interactive white boards, projector, computer lab, LCD TVBlended teaching approach: software designed to be used in conjunction with teachers textbooks or directly with the syllabiA management system for teachers and school administration (optional)Interactive whiteboard tools and activities that supplement and extend classroom learning and which are designed also as standalone activities (classroom/maths lab/science lab)Teacher training for ICT-led curriculum education

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Components for 21st Century Skills for Knowledge Economy: Core Subjects Learning and Thinking Skills ICT Literacy Life Skills 21st Century Content21st Century Skills Framework16

16Four pillars of Digital ContentThe CoreThinking and Learning SkillsLife Skills

21st Century Content

Literacy:Language skillsReading and writingForeign languages

Critical Thinking & Problem Solving SkillsLeadership Ethics

Global Awareness

Mathematics:NumericAnalyticsApplicationCreativity & Innovation SkillsAccountability Adaptability

Financial, Economic, Business and Entrepreneurship Literacy

Sciences:Applied / LifeApplicationInnovation

Communication & Information SkillsPersonal Productivity Personal ResponsibilityCivic Literacy

Social and Societal: History/Geography/ EnvironmentalCivicsCommunity Living

Collaboration SkillsPeople SkillsHealth & Wellness Awareness

Economics:Family/Community/Regional/National/Global

Self Direction Social Responsibility

Arts:Music/Drama/ Fine Arts

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Learning Gateway

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