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Challenges, Current Initiatives and Strategy – Teacher Capacity and Professional Development

Services provided by TEIs must be closely coordinated with the ICT infrastructure roll-out to ensure that the training of head teachers, ICT teachers and other teachers from specific schools takes place as those schools are receiving ICT installations. Local Training at ICT Centers and Other Schools. At the 60 ICT Centers and at secondary schools with ICT labs, in-service secondary and primary teachers will have access to both formal and non-formal professional development supporting their use of ICT. Formal Professional Development at ICT Centers. Periodically, in sync with school holidays or at other appropriate times, ICT Centers will offer formal, certificate-based professional development for local teachers. These sessions will be led by ICT teachers with support as needed by consultants, local coordinators and other specialists. In these sessions, ICT Centers will be asked to provide: Basic ICT training to teachers from their schools and from other schools ICT Integration training to teachers from their schools and from other schools Non-formal Professional Development at ICT Centers and Schools. Throughout the academic year, ICT teachers at ICT Centers and at schools with ICT minilabs will offer non-formal training and support to local teachers. The objective of this component of the capacity-building strategy is to help build small teams of motivated teachers committed to building their skills, leveraging available learning resources and getting the most possible benefit out of the ICT installations in their schools. As part of their responsibilities, ICT teachers will be asked to: Support teachers in their schools in the development of basic technology skills Help those teachers access and use available learning resources and other programdeveloped supports for teaching and learning Collaborate with school heads and other motivated teachers to develop a team of teachers committed to mastering technology

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skills and using these to support teaching and learning in their schools Support local LPMPs, KKGs and MGMPs as they explore and experiment with ICT ICT Centers and secondary schools with minilabs will also be encouraged to support use of school computer facilities by primary-grade teachers as well. Local Training at DINAS District. It is critical that DINAS staff receive appropriate, effective professional development supporting their roles in the systemwide introduction of ICT to support education in Papua. To meet this need, more thorough understanding of staff capacities, responsibilities and constraints is required. In addition, program implementation should be further elaborated before capacity building at the DINAS level can be planned in detail. However, various DINAS staff should be enabled to support the ICT program components by using technology effectively in their jobs, and by providing technical support and logistical support to schools involved in ICT use and in local capacity building. Motivating Participation in Professional Development. To be successful, capacity-building activities must be designed to take advantage of motivated teachers and students, engaged school leadership, and active district-level staff. Additional investigation into existing teacherdevelopment programs is needed. At the primary level, for example, the Decentralized Basic Education 2 Program, uses a local, cluster-based model of professional development for teachers in five Indonesia provinces working with limited ICT resources. DBE 2 might valuably be adapted for use in remote SDs. Integration with the BERMUTU Project’s support for KKGs and MGMPs should also be explored. Other models not specifically related to computers and the Internet, such as strategies for teachers in multi-grade classrooms, should be assessed and, if appropriate, supported as a way of helping teachers meet challenges they face daily in schools.

ICT in Education Strategy and Implementation Plan for Education in Papua

ICT in Education Strategy and Implementation Plan for Education in Papua  

This information and communication technologies (ICT) in education strategy and implementation plan has four goals, to use information and c...

ICT in Education Strategy and Implementation Plan for Education in Papua  

This information and communication technologies (ICT) in education strategy and implementation plan has four goals, to use information and c...

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