ICT in schools in Turkey

41060 POLICY NOTE ICT and Education ICT IN SCHOOLS IN TURKEY May 2005  ICT in Schools in Turkey Background The source for this policy note " ICT in Schools in Turkey" is a rapidly growing body of innovative strategies and approaches being used worldwide. There is an array of experiences; good practices and lessons have been generated for the benefit of countries where ICT use in education has just begun. It becomes all the more important to study lessons learned when you consider the investment in setting up ICT infrastructure and if we are to avoid re-making mistakes and losing good opportunities. This note draws from the experience of fifteen countries in North America, Europe, Asia and Latin America. They are United States, Canada, Australia, Italy, Hong Kong, Singapore, Philippines, Malaysia, South Korea, Thailand, Indonesia, Argentina, Chile, Venezuela and South Africa. The focus is on the concerns cited in the ICR1 and Impact Research Report, June 20042 on Turkey Basic Education project. The first Section (I) covers the issues related to overall policy environment. (i)Education Environment, and (ii) Policy and Regulatory Environment The second Section (II) deals with policy at the school management level. (iii)Policy and Strategy to help Schools integrate ICT (iv) Organization and Resource Management in Schools (v) Professional Development, and (vi) Curriculum and Content Development. 1Implementation Completion Report (SCL-43550) for the first phase of the Basic Education Project in the Republic of Turkey. 2Information Technology Classes in Basic Education Program - Impact Research (Final Report April-June 2004). 2  Section I: ICT POLICY IN EDUCATION Executive Summary The emphasis placed on developing ICT policy in (ii) To optimize the value of new technologies in education varies from country to country. Some schools, it is important to give opportunity and resources countries piloted ICT use in schools and trained teachers directly to teachers and students to find new ways to use without an ICT in Education Policy. Other countries the technology. have found it important to have a policy to serve as a framework and guide. As technology advances, unless it brings with it an However, the enabling environment and restrictive attitude shift towards learning, computers can not be regulations (e.g. censorship laws, legal and regulatory properly used to enhance education quality. The old framework for internet) dealing with ICT use in models of traditional rote method of learning do not education need to be examined in detail. optimize the integration of ICT in education. A diverse range of policies and strategies has been To get maximum value from new technologies, there has developed in several countries to integrate ICTs into to be a shift in the attitudes governing education. schools. Educators and teachers have to figure out new ways to take advantage of the fast evolving technology. It is (i) The key critical factor in successful integration of imperative that we give space and resources directly to ICTs in schools across countries in Europe, North teachers and students to find innovative ways to use the America and Asia is the creation of a responsive technology. A good model of this is the Network of education system. A receptive education structure that is Innovative schools in Canada. 4 open to the evolving technological changes. (iii) A holistic approach to ICT in education policy that To make the education environment more responsive to goes beyond a technological dimension. the needs of the knowledge based society, some changes are suggested to the education system. The development of new multimedia technologies and the growth of internet in recent years has given students The first is a change of direction based on creating new access to a vast range of information and resources. knowledge and information rather than on rote learning. Successfully exploiting the potential of these new Up to now, the main function of school education has technologies depends far more on pedagogical and been to deliver knowledge accumulated throughout organizational issues than on the technologies human history. But in a knowledge-based society, themselves. information is delivered and developed by the people. For as long as schools maintain the rote learning system The introduction of ICTs has to be accompanied by far of education, it will be difficult to develop new reaching reorganization of the learning structures. In intelligence essential for a successful knowledge based addition, it is important that technological innovation is society. developed to serve education in diverse learning context, while respecting linguistic, cultural and social The second change is to have the education system focus differences. on individual students. Currently, standardized textbooks and identical teaching methods are used in educating Although ICT infrastructure may be a necessary students who have different aptitudes and learning condition for successful ICT integration in education, it habits. In a knowledge-based society, the main focus of is not an end in itself. The ICT in education policy education is the individual student. should consider other aspects, such as the curriculum assessment, professional development of teachers, The third change is the introduction of a creative and self research and development, ICT resources and fund directed education methods. The new learning for the generation. knowledge-based society is the living knowledge that takes in to account real life situations and problems.3 (iv) In the face of intense competition, countries can no longer rely on the accumulation of capital and labor to sustain economic growth. The capacity of the workforce 3Some of the schemes used worldwide are Project work (Singapore), Learning Paradigm Shift (South Korea), 4Network of Innovative schools (NIS)- Initiative of eLearning Commission (European Union). Canadian Federal Government. Details in section 3. 3  to generate new knowledge has to be continuously encouraged. The ICT in Education Policy should be planned to complement other development strategies. ICT education policy should not be formulated in isolation. It should be considered and implemented to complement and support other development strategies. 4  I. EDUCATION ENVIRONMENT Overview A diverse range of policies and strategies has been takes in to account many factors, such as real life developed in several countries to integrate ICTs into situations and problems.5 schools. The policy for integrating ICTs has to take into consideration: (i) the role of ICT in National Education The Project work - Singapore6 Policy, (ii) the existing education system and ICT 1. Teaching and assessment methods are reviewed and infrastructure, and, (iii) the economic and social/cultural modified continuously to nurture thinking skills, context. The national ICT infrastructure support creativity and to encourage knowledge generation and (connectivity and accessibility) also has a critical effect application on the long-term implementation and sustainability of ICTs in schools. The Project Work, implemented in schools since 2000, provides students with an integrated experience to Components of Education environment to help explore inter-relationships and inter-connectedness integrating ICT into education include the following: among different disciplines. It encourages the application of creative and critical thinking skills, and 1. Create an Open and Responsive Education System provides opportunities to develop communication, collaborative and lifelong learning skills. A receptive education system helps in the successful implementation of ICTs in the schools. The education Learning Paradigm shift - South Korea7 structure must be open to the evolving technological 2. In knowledge-based society, work and education are changes. integrated. Thus, knowledge is produced not by a small elite class but by a mass of active workers in the To make the education environment more responsive to workplace. the needs of the knowledge based society, some changes Recognizing the social paradigm shift, top-level decision are suggested to the education system. makers have supported the long-term plan for ICT in education. This led to the country's ICT in education The first is a change of direction based on creating new policies implemented in 1989 up to present knowledge and information rather than on rote learning. Up to now, the main function of school education has eLearning Commission - EU been to deliver knowledge accumulated throughout 3. The eLearning initiative of the European commission human history. But in a knowledge-based society, seeks to mobiles the educational communities in order to information is delivered and developed by the people. speed up the changes in the education and training For as long as schools maintain the rote learning system system for Europe's move to a knowledge based of education, it will be difficult to develop new economy. intelligence essential for a successful knowledge based society. As Viviane Reding, Commissioner for education and Culture, remarked "The member states of European The second change is to have the education system focus Union have decided to work together to harmonize their on individual students. Currently, standardized textbooks policies in the field of education technology and share and identical teaching methods are used in educating students who have different aptitudes and learning 5 habits. In a knowledge-based society, the main focus of Korean Education and Research Information Service education is the individual student. (KERIS 2002 pp. 4-5) is a government - subsidized institution, focusing on the use of ICT in education, The third change is the introduction of creative and self developing curriculum content and teacher training. directed education methods. The new learning for the KERIS recommended a number of changes to the knowledge-based society is the living knowledge that education system in South Korea. 6The Pivotal Role of teacher in ICT learning environment. Lim Cher Ping, Assistant Professor, National Institute of Education, Singapore 7Okhwa Lee, Chungbuk National University, Seoul, South Korea 5  their experience. eLearning aims to support and coordinate their efforts and to accelerate the adaptation ICT Integration plan - Singapore of education and training systems in Europe." 2.In Singapore the MP1 (ICT integration Plan) was implemented in 1997, the same year as the launching of Effective Organization in schools - Malaysia8 the vision, "Thinking Schools, Learning Nation". Under 4. The Ministry of Education (MOE) considers ICT as a this vision, the MOE has shifted from efficiency to means, not an end in itself. It assists more effective ability driven education aimed at developing and organizational structures in the schools (more autonomy harnessing the abilities and potential of every child. This to the heads of departments and teachers, more sharing vision is consistent with the objectives of MP1 to create among teachers, and less bureaucracy in the a student centered learning environment, inculcate good organization). It established stronger links between values, and nurture thinking skills and creativity through schools and society (open communication between formal and informal curricula. schools and parents, and collaboration with industries and institutes of higher learning.) Learning Paradigm changes in education system -- South Korea11 3. The Objectives of the ICT in education policies are 2. The ICT in Education Policy should have the same consistent with the changes to the education system vision as other Educational Policies and Initiatives proposed by KERIS in 2002, covering (i) a change in direction based on learning that is geared towards To make ICT an integral part of the education system construction and generation of knowledge; (ii) a focus on and to ensure support for ICT programs, ICT in students; and (iii) a creative and self directed education education policy should share the same vision as other approach where education stakeholders are given more educational policies and initiatives. autonomy. With a clear goal, ICT becomes part and parcel of education plans, ensuring its implementation. It also enables education stakeholders to examine opportunities for ICT in education. 3. ICT in Education Policy should be driven by a vision that targets a change in the learning paradigm In parallel, research should be done on the value that information technologies and new media add to the An ICT in Education Policy should be driven by a vision learning process. The objective is to increase the that can be translated into action. It should target at efficiency of learning for individuals and groups. The realistic and manageable goals that lead to successful research work should integrate technological, cognitive, programme implementation. pedagogical and organizational aspects.9 Realistic goals are observable and measurable. During It should be priority to take advantage of ICT to speed the different phases of ICT integration, these goals can up necessary changes in education and training systems be assessed to identify gaps and adopt strategies to and that e-learning - learning enhanced by the use of address them. Internet and new multimedia technologies - be available to all. As technology advances, unless it brings with it an attitude shift towards learning, ICTs can not be properly used to enhance education quality. The old models of eEurope 2005 Policy traditional rote method of learning do not optimize the 1. Successful integration of ICT into education and integration of ICT in education. training systems is a main concern of EU leaders and an eEurope 2005 policy priority. Two key themes form the To get maximum value from new technologies, there has basis for EU's strategy in this field: Enhancing to be a shift in the attitudes governing education. Education and Training.10 Educators and teachers have to figure out new ways to take advantage of the fast evolving technology. It is imperative that we give space and resources directly to 8ICT in Malaysian Schools: Policies and Strategies. teachers and students to find innovative ways to use the Chan Foong Mae, Principal Assistant Director, technology. Communication and Training Sector, Educational Technology Division, Ministry of Education, Kuala Lumpur, Malaysia 9Technology Enhanced Learning is a strategic objective a central role in building networks that share such of the Information Society Technologies and a research experiences across Europe. priority. Europa.eu.int 10 The European Commission Initiatives such as the 11KERIS has proposed a number of changes for eLearning Initiative and the eLearning Programme play effective ICT integration in schools in South Korea. 6  Network of Innovative schools(NIS) - Canada school administration and effective decision In acknowledging that innovation is the key, the making at all levels.13 Network of Innovative schools (NIS)12 - an initiative of the Canadian Federal government, recognizes and The European Commission also has been very active in supports schools which have successfully integrated ICT supporting and complementing the efforts of EU into classroom in innovative ways. The federal member states in this field. It has gained considerable government contributes up to $ 10K per year to schools experience in encouraging co-operation and exchange of in the network to continue their innovative approaches good practice at a European level. and recognizes the capacity of these schools to act as models for increasing the application of ICT and internet in the classrooms. European Commission Initiative Since its adoption by the European Commission in 2001, Education Policy Vision broadens the learning paradigm the Communication entitled , "Making a European Area It consists of four main goals: of Lifelong learning a Reality" has been a guiding 1. Enhance learning between school and the world principle for the development of education and training around it, so as to expand and enrich the measures across Europe. This document stress the need learning environment: Teachers and students for EU member states to adapt their formal education can access a wealth of educational resources and training systems to the demands of the modern outside the school and collaborate with other environment, to break down barriers between different educational institutions