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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	practices	that	work
• Proposing	the	solutions	that	meet	the	future	challenges	for	education
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
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!
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.
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	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
International perspectives: ICT in education
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
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
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	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.
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.
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),
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)	
• 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
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?
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
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	school.
Draw	a	mind	map	for	
co-existing	ICT	
infrastructure,	learning	
activities	and	ICT	
management	
approaches	in	a	time	
period
Big	picture	views	to	ICT	in	Education:	relations
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
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!
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,	
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.
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.
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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