JP-IK Pedagogy (EN)

“As TIC têm impacte (...) quando as políticas e programas TIC integram uma estratégia

global de transformação educativa.”Unesco, 2011

“ICTs have an impact (...) when its politics and programs integrate a global strategy of

educational transformation.”Unesco, 2011

JP-ikPedagogy

What we want and

can achieveEducational Projects

of Technology

Integration

Social Impact – ICT access opportunities for students and their families

Technological skills

No other generative goals

Ludic aspect of the device

Teachers’ resistance

Parents’ mistrust

Students’ disinterest

Disinvestment on the project

Projects without Methodology

ik-Learning Pedagogy |

What is possible to achieve

Technological and generative skills

Other developing goals

Learning tool

Teachers’ investment

Parent’s engagement

Students’ best practice

Project’s continuity

Projects with Methodology

How to achieve

these results

JP-ik Proposal for

Technology Integration

Ik-Model for Meaningful Technological Integration in Education

An orientation towards Learning Ecosystems Development

Project design

Education agents

training

Monitoring and efficacy

evaluation

Framework developed

with different education

agents in national and

international technology

integration projects.


JP-ik’s Pedagogic Strategyfor Meaningful ICT Integration

Projects in Education

“There was a lot of interactivity

and practice. Designing

activities using students’

computers during training is an

advantage for the success of a

project towards ICT integration

in schools.”

Pedagogic Counselor,

Ivory Coast

“Integrating new technologies

in the classrooms, relating

them with the essential skills

for the 21st century.

Computers’ virtualities for the

pedagogic work were

presented.”

Ministry of Education, Peru

“Thank you for sharing

your knowledge and

experience with us. I

will certainly replicate

it with my colleagues.“

Master Trainer,

El Salvador

Transfer knowledge and expertise

Build opportunities for resources experimentation~

Build capacity for autonomous implementation and evaluation


ik-LearningBrand

Our proposal and

what differentiates it

ik-Learning Pedagogy Services

Ministries Master Trainers Teachers, Parents

and Students

Partners


Consultancy towards

project design and

implementation

Education Agents

Training

Project Monitoring and

Efficacy Evaluation

Before, during and after the project

Ik-Learning: Enhancing learning ecosystems

Ongoing and Tailor Made training

Focus on integration practices and project strategies

Focus on learning outcomes


ik-Learning ExperienceJP-ik Pedagogic Projects around the World

El Salvador

Peru

East

Timor

Bolivia

Portugal

Morocco

Ivory

Coast

Mexico

Sao Tome and

Principe

Liberia

Uganda

Zambia

Botswana

Congo

Equatorial

Guinea

Jordan

Implemented

Pedagogic

Training

Ongoing

Pedagogic

Projects

Venezuela

Colombia Gabon

Angola

Pilot

Projects

Puerto Rico

Panama

ik-Learning ExperienceMaster Trainers Meu Kamba - Angola


“This training allowed us to integrate

technology with other tools that we

already have in our classrooms.”

We’ve worked with two groups of Teachers and elements from the

Ministry who will be local Master Trainers in this ICT integration

project. They’ve thought about this project as an opportunity to

intentionally and systematically integrate some critical social

development goals in the “technology-supported” learning

activities they design. They were able to create a rich portfolio of

activities to share and support local teachers training.

“This training is essential to launch and

sustain the project, because there are

many tools I’ve never used before.”

“Learning is easy. There is a

strong connection between

technology and pedagogy.”

ik-Learning ExperienceMaster Trainers - Bolivia


We’ve worked with a large group of Teachers and elements from

the Ministry who will be local Master Trainers in their ICT

integration project aligned with their specific educative

framework. It was an important opportunity to think about this

alignment, to share perspectives about it and to explore how

our model may fit their local realities, designing and sharing

meaningful learning activities using 1:1 technological solutions.

“The positive points about this

training were the integration of

new educative approaches and

the methodology for ICT

integration in learning.”

ik-Learning ExperienceICT Managers and Master Trainers – El Salvador


We’ve worked with a group of local Masters Trainers, in a two-

day congress and workshop focused in our ICT meaningful

integration model. It was an important opportunity for them to

share perspectives about it and to explore how our model fits

their local realities, designing and sharing meaningful learning

activities using 1:1 technological solutions.

“Thank you for sharing your knowledge

with us. I’m sure I will spread it to other

colleagues.”

ik-Learning ExperienceICT Managers and Teachers – Gabon


Our challenge was to train teachers and ICT managers so they

were able to assure all the technical and pedagogical local

support to ICT integration projects in schools. It was a real

hands-on training, where the trainees had the opportunity to

discuss and practice the digital classroom setup and support, as

well as digital tools use.

“It was an excellent opportunity to practice

everything with a lot of support from our

trainers. I feel we are really well-prepared to

start the work now!”

ik-Learning ExperienceICT Managers and Master Trainers - Ivory Coast


“It was well-structured. Trainers were

highly competent. Training had a strong

practical dimension.”

We had the opportunity to work with a group of teachers, ICT

coordinators and pedagogical counselors, preparing them to use

the Digital Classroom locally available in one of our Pop Up Schools.

They are now important local stakeholders using the classroom and

the portfolio of activities they’ve created, as well as training and

empowering others to do the same.

“It was really interactive and the trainers

were always there for us. Work with the

students’ computers during training is

essential to the success of any ICT

integration project in schools.”

ik-Learning ExperienceMaster Trainers - Jordan


“It was a very interesting training, using

different ways to practice. It was a new

experience to me.”

We had the opportunity to work with a group of teachers from Princess Taghreed School

and elements from the Jordan Education Initiative, preparing them to use the Digital

Classroom locally available in one of our Pop Up Schools. They are now important local

stakeholders in the project, creating new learning activities, as well as training and

empowering other teachers to do the same. They are also focused on measuring and

assessing the impact of the project on students’ learning outcomes.

“We were exposed to new ideas and

facilities that help us to achieve the goals.”

ik-Learning ExperienceICT Managers and Teachers – Morocco


We’ve been training teachers and ICT managers in a special

project oriented to enhance learning opportunities for

hospitalized children at the Maison de l’Enfant. This training was

mainly focused on using technology to improve learning and

interaction opportunities for children who stay at the hospital

for long periods of time.

“We are now able to create empowering

opportunities for our children, even though

they stay here for many months.”

ik-Learning ExperienceElements from the Ministry and Master Trainers – Peru


We’ve worked with a group of Elements from the Ministries who are

currently responsible for the local ICT integration project in schools.

They’ve approached this training as an opportunity to design the

project and the strategies for its implementation, as well as to create

relevant activities and instruments to support it. By the end of the

training, they’ve created a rich portfolio with different learning

activities using each educative tool from the Classmates to achieve

different learning goals. They also started to design their teachers

training approach oriented to a successful project implementation,

setting their main goals for the project.

“This training focuses different domains – technological,

content, relational and learning processes. Classmate tools are

very interesting and suitable for Education. Learning strategies

(collaboration, exploration, inquiry) were very proper.”

ik-Learning ExperienceTeachers and Master Trainers – Portugal


We’ve worked with several groups of Teachers and Master Trainers.

With the teachers, the training has been mainly oriented to build

capacity to implement our ICT meaningful integration model in their

classes/schools, using Classmate’s digital tools and resources in

relevant ways to achieve different learning goals with their students.

With Master Trainers, many of them teachers, our training has been

oriented to capacitate them so they were able to train others in our

different national and international projects, with our support and

supervision. All of them stressed the importance of this kind of training

to leverage ICT integration projects and to enhance the results in

terms of learning outcomes and skills development that may be

achieved and enhanced with these projects.

“There is a focus on innovation and the integration

technology-pedagogy.”

ik-Learning ExperienceTeachers and Master Trainers – Puerto Rico


We’ve worked with a group of eleven teachers that are going to use the

donated Pop Up School and all the technological environment

provided. These teachers will not only be Master Trainers of other

ones, but also innovative teachers within this new learning scenario,

where teachers and students can have an opportunity to develop other

generative skills.

“Excellent level of communication.”

ik-Learning ExperienceICT Managers and Teachers – Timor


We’ve worked with the Canossian Nuns who have started assuring the

educative and pedagogic development and use of our Pop Up Schools

in the region, building empowerment opportunities for their students

and communities. They were trained to use the Digital Classrooms in

meaningful ways, considering relevant learning and developmental

outcomes. They were also responsible for managing and addressing

technical and pedagogic support to those that were about to use the

classrooms. By the end of the training they felt fully autonomous and

they presented themselves as the “Digital Religious”, based on their

ability to make an accurate and meaningful use of technologies and to

work with different sources of information.

“This training really empowered us to work with the

computers in these classrooms.”

JP-ikPedagogy

Successful learning ecosystems combine the best technological solutions with the

most meaningful and innovative pedagogical practices.

JP-IK Pedagogy (EN)

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