International Networks for ICT in Education Podcast: Nafissatou Mbodj, Executive Director, Schoolnet Africa Ms Nafissatou Mbodj is the Executive Director of Schoolnet Africa, President of "Association Culturelle Sénégal USA" (ACSU) and National Coordinator of World links Sénégal since 2000. In this podcast about International cooperation for education networks, she gives an overview of the situation in Africa and about the 1m computers initiative Schoolnet Africa is currently leading.

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International Networks for ICT in Education Podcast: Dr. Miao Feng-Chun, ICT and Education Programme Specialist, UNESCO Bangkok Fengchun MIAO is the UNESCO Bangkok’s ICT and Education Programme Specialist, serving as the Chief of ICT in Education Unit of UNESCO Asia-Pacific Regional Bureau for Education. He explains in this podcast, aimed at international networks in education, the main priorities in Asian countries for ICT in education in a continent which has great variation in development, access and infrastructures.

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International Networks for ICT in Education Podcast: Reem Bsaiso, CEO, World Links Arab Region Reem Bsaiso, CEO, World Links Arab Region talks in this first podcast about International Networks about the work of World Links Arab Region. Based in Jordan, WLAR develops projects and teacher training to bring education in the Middle East up to speed with 21st century challenges.

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Liz Hitchcock, from British Council, running the Global Gateway - an online platform for international school cooperation, was launched by the British Council, that develop English Language Learning and teacher training programs - asserted that the two sides of the web 2.0 - online discussions, live conferencing, information exchanges, podcasting, messaging, blogging for students vs. access to educational software, training, free resources and professional networks for teachers – had to be reconciled to met expectations. She also said that teachers needed support from their school and ministries, that the schools needed accreditation for international work and the awards needed to be recognised by the curriculum authorities.

Reem Bsaiso from World Links Arab Region indicated that students are much more skilled than teachers in ICT, and that collaboration between teachers and students should be encouraged in that field.

Metni Eliane, from iEARN mentioned that in Yemen, where people have no computer but cell phones, ICT projects are made on mobile phones. Therefore, mobile phones offer a great potential for school collaboration - students have them in a great deal of countries, even before PC access in many cases. Much online content can be downloaded on mobile phones, and some collaborative platforms (e.g. webex) facilitate upload/download of content via their phones.

Reem underlined that there were a huge diversity of online collaboration projects, with a variety of models. This is a benefit for education as provide different methods which can be customised and integrated according to students' needs.

Lynne Gill from Oracle Foundation indicated that these kinds of projects were extremely important for social cohesion and international understanding: they are fundamental to helping children have a global outlook.

She said that we have to find a mean to integrate ICT tools and skills in the way of thinking, and underlined the fact that there is a huge gap between the universities and the schools and we should tackle it.

Nafitassou Mbodj from Africa Schoolnet and Liz Hitchcock agreed to say that we should facilitate global cooperation between schools - perhaps by networking better the existing networks - particularly as this can bring up more deep educational / global issues than cooperating with neighbouring countries. Schools in peripheral areas really need to be involved better in these kinds of projects.
For instance, ANSAS in Italy launched a pilot project, Med-twinning, for online collaboration between North African and Mediterranean countries.

Alexa Joyce from EUN presented the eTwinning project, which is a European Schoolnet project funded by the EC that started in 2005. It currently gathers 60 000 schools across the 31 members states, that developed 12 000 projects so far. It reached its critical masse and new Twinspace collaborative tools will be launched in next September to reflect the web 2.0 approach.

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Chair: Jim Ayre, European Schoolnet
Session B: Priority strategies for the future: transforming the curriculum
• Skoool in Turkey Mehmet Muharremoğlu & Turan Şişman, Ministry of Education, Turkey
• Digital Textbook Project and its impact on students’ learning Jeonghee Seo, KERIS
• One Million Computers for African Schools Nafissatou Mbodj, Executive Director, Schoolnet Africa

Skoool in Turkey
Turan Sisman, Ministry of Education, Turkey

Turan explains the recent ICT Policy in education which are implemented by MONE (Ministry of Education)
- The ICT Policy report (digital content, electronic tablets) Turkey is a big countries and numbers are impressive: 14m pupils, 40,000 schools and over 600,000 teachers, the challenge is to maintain internet infrastructure and access in Turkey.

Priorities for infrastructure:
1) ICT classes in all schools having more than eight classes
2) Providing ICT equipment to small schools
3) Completing the ICT equipments at the end of 2009

Turan demonstrates http://skoool.meb.gov.tr and www.egitim.gov.tr, a website for secondary schools which contains science material an other learning resources. At the end of 2009, there will be 2m learning resources available (user generated content). To achieve this figure, MoNE intends to ask teachers to create and send their own generated learning resources.

3) Access to internet: 94 % primary schools and 100 % of secondary schools can access the internet. The service also include free area for schools where to publish web pages. In Turkey, MONE is also developing teachers training programmes, making them able to also create their own content. Additionally a professional service call centre exist.

Digital Textbook Project and its impact on students’ learning
Jeonghee Seo, KERIS

Keris is responsible for ICT in education in Korea.
At the moment the project is in development stage and the management of pilot schools.
Digital Text books initially start from traditional textbooks but also much more by adapting the content to the new media. Keris analysed the effects of Digital Text Books and their effectiveness and research shows an increase in effectiveness. Effectiveness seem on par however in urban areas between digital and paper text books.

Issues and challenges:
- Tablet PC cost, more research should be undertaken to study further the effectiveness of Digital Text Books
- The teacher as well is crucial in this initiative and teachers have to embrace the project.

LMS are in Europe out of favour - but it seems for teachers in Korea, the use of KERIS LMS is no problem.

One Million Computers for African Schools

Nafissatou Mbodj, Executive Director, Schoolnet Africa
Pan African non profit NGO working with the following vision: empower African pupils to be global players as regards ICT access and use. The 1m PC campaign started with the aim to provide 1m PC to African pupils, for this a fund raising campaign started, KPN in the Netherlands provided some 20,000 computers. The strengths of schoolnet Africa is to be a pan African network and its priorities is to find technological and financial support for providing access. Some projects are interesting for instance eTwinning and other educational projects.

One of the key challenge is that Schoolnet Africa is doing all by themselves, so more support is needed from colleagues in other networks, this is why this symposium is important.

Recommendations:
-The network should have resources as one focus. Aim to aggregate small repositories and make it discoverable.
-We should use web 2.0 or build a social network, maybe through linked in.

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Chair: Alexa Joyce, European Schoolnet
• Asia Pacific networking between teacher education institutions Dr. Miao Feng-Chun, UNESCO Asia Pacific Bureau for Education, Thailand
• Interactive technologies to teachers’ needs, Laurent Odic, eInstruction
• Evolving a Statewide Knowledge Network for the Development of Teachers, Professor Guilherme Ary Plonski, Director of the Technology Management Applied to Education Area, Carlos Alberto Vanzolini Foundation

Dr Feng Chung Miao sais that ICT was over used by the students outside schools but under used in the class room : Teachers have grown in a non ICT society and students are ICT natives.

As a teacher entering information society, ICT is a two-edge sword bring in both opportunities and risks :
- Grown from non-information-society, they are challenged by ICT Natives in classroom
- They have been prepared to teacher-centered approach and are asked to teach with student-centered pedagogy
- They have a limited schedule and unlimited learning content
Dr Miao said that, to develop students as critical thinkers, these educational issues should be tackled first.

In this context, UNESCO propose to use a Pedagogy before Technology approach. It will allow teachers to innovate pedagogy by using ICT (enrich content, facilitate communication with students, organize collaboration in learning community).

If teachers integrate the use of ICTs (e-mails, online forum, ...), they will be able to understand better student's needs, facilitate information sharing, and use ICT to organize students’ learning activities. Teachers could also, by developing further their e-skills, facilitate students’ project based on collaboration with peers, teachers or even experts.
Several UNESCO surveys focused on the use of ICT by teachers had showed that, even if they agree with student-centered approaches, 90% of them use more ICT for teaching rather than facilitating students’ use of ICT.

UNESCO is a standard setter, a capacity builder and a catalyst of international cooperation. Surrounding these mandates, UNESCO Bangkok has planned its ICT in education programme and delivered wide range of ICT in education projects. The overall Goal of ICT in Education Programme UNESCO Bangkok is to assist its member states in harnessing the potential of ICT towards achieving quality education for all goal in the Asia-Pacific region. UNESCO has 6 traditional focus areas for ICT in education programme: policy, teacher training, teaching and learning, non-formal education, monitoring & measuring, research & knowledge sharing.

The flagship ICT teacher training project is the Microsoft-UNESCO Next Generation of Teachers Project. The cooperation between Microsoft and UNESCO for this Innovative Teachers Conference is also under the umbrella of this project. The overall goal of this project is to build institutional capacity of teacher education institutions in designing and providing training program on ICT-pedagogy integration for pre-service teachers.
UNESCO Bangkok, together with Microsoft, has been using the three-pronged modality to help member states to build capacity of their TEIs.

Laurent ODIC presented e Instruction, The company develops interactive whiteboards and student response system and other solutions made for schools to help educators and achieve progress.
Laurent, who used to be a teacher, teacher trainer and civil servant of the French Ministry of Education, said that education could be more efficient if students were active participants in classroom and if collaboration was encouraged.
To achieve this goal, its eInstruction develops software such as response student solution, tools to help building content, software to create pedagogical lessons, collaborative systems for students.

He said that we were still teaching with classroom organisation inherited from the 19th century, teachers from the 20th century but with students of the 21st century. Classrooms are still existing physically but they are virtually disappearing.

He pointed out that a change of paradigm was emerging in education : The teacher is at the same time an expert, a mediator between knowledge and student, a coach, an animator and a creator of situations and activities. His role is to facilitate learning. Teachers have different roles : contents author, lessons designer, tutor in charge of interactions with learners.

In the meantime, the learner should participate in the construction of his own knowledge, by being an active collaborator and the actor of his own training.
He said that the knowledge was a dynamic process and not a static truth, and also that the assessment could be part of the training and not only summative. He said that educaitonal content could be developed and shared by using networks.

Professor Guilherme Ary Plonski explained that the Vanzolini Foundation was under the umbrella of the São Paulo State Secretary of Education (SEE) and received the support of the Foundation for the Development of Education (FDE). The Foundation aims at contributing to the digital literacy of the professionals involved in public education, consolidating new ways of learning and teaching, stimulating the creation of learning communities and communities of practice.

He asserted that the technologies should be a support and not a purpose and that the media will not replace the content.

Changing strategies is needed to rationalize investment in education. Professor Plonski affirmed that new educational challenges required a long‐term vision. Technological infrastructure was a necessary but not sufficient condition to create an environment for fruitful interactions : Partnership and confidence of the educational authorities is also required to create a sustainable environment.

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Patricia Wastiau welcomed the participants to the second session about the future of learning environments.

Connected learning - interactive classrooms and beyond, Chiristian Lortz, Smart

Christian Lortz presented SMART as one of the IWB industry leaders.
His delivery was upon how technology in classroom has changed very rapidly, going through different stages, from traditional class to technology based classrooms with IWB, and a further step: connected learning classes, with a laptop for every student, internet access and other tools.

The vision from SMART for the next classroom stage is to combine the use of IWB, multitouch screens, and laptops.
It is a challenge to make this vision a reality in the sense that many schools do already have computers in class; digital content, and growing number of VLEs and LMSs, but there is a need to go beyond this type classroom, and to enable the efficient usage, different components are needed:
• IWB,
• Software content (connected to the board) Content is the greatest challenge for Smart, it needs to be developed for IWB and needs to travel well, so it can be used in different schools, regions, countries.

• Student devices (having one laptop per student is not always possible, sometimes funding is not enough to get these devices for each student; an alternative to this is mobile software and or VLE and LMS)

• Infrastructure like web based systems but that are connected to IWB. One of the biggest challenges for new learning environments is how to connect IWB and learning platforms, Smarts solution examples for this are to combine IWB and interactive environments or IWB and remote learning, allowing real time connection.
It is all a question of integrating the technology, and from SMART’s point of view the best way of achieving this integration is to make the IWB the centre of these ICT learning tools, IWB as the door to interactive learning.

Lortz mentioned eTwinning as an example of projects where SMART has worked on using the software called “Brigit “ for real online collaboration, he pointed out that this experience has been working very successfully.

The design of future learning environments - Empowerment, Enactment, and Engagement, Dr. Cher Ping Lim, Director Asia-Pacific Centre of Excellence for teacher education & innovation and professor at Edith Cowan University, Australia

The Asia Pacific Centre of Excellence for Teacher Education & Innovations works engaging different partners at regional level like UNESCO and Microsoft to create teacher ICT education networks and engaging programmes.

The presentation of Dr Cher Ping Lim focused on the design of future learning environments:
For this purpose he stated that it was necessary to look at different components and considerations in order to design future learning environments. There is certainly a need to engage students to the achieve success, and it is important to take into account that learning environments are not limited to schools. He suggests that we take a further look in the community also, or even in online communities.

Globalisation is a phenomenon that obliges future generations to be aware of incidents everywhere, and therefore Dr Cher Ping acknowledges the need to provide kids with opportunities to be critical while examining local and global issues.

Dr Ping Lim focused on three considerations that are important to empower and engage students.

Developing Dispositions of Teachers and School Leaders to Support Technical and Pedagogical Competencies

For policy makers it is important to take into account the activities carried out by teachers and then see what can be done to enhance their teaching. Policy makers tend to focus on technical methodogical side, but it could be that it is better to focus on the disposition side.
From his experience the best wayof reaching teachers is to see their actual work environment and get some inspiration, see where the gaps are or what the teachers actual need is and then, with this information help these teachers get engaged and inspire them to want to learn more.

Engaging global and local communities
Students from different communities or cultures, working together in an online environment is a good teaching methodology, from Dr Lim’s experience, and easily motivates pupils. Showing kids different learning environments can give them many ideas and inspiration. They can learn anywhere, and then share their experience with other students, said Dr Lim.

Transforming Mode and Process of High Stake Examinations
The challenge Dr Lim underlines here is to find the effective use of digitally based representations of student work output on authentic tasks specially for courses with a substantial practical component.
An example presented by Dr Lim was having peer and individual assesment preparing a presentation in school and comparing online over different communities.

Building a knowledge Society for all: extending access to knowledge beyond classroom walls, Mary Hoocker, Gesci

Mary started her presentation by introducing us to GESCI, GESCI was established by UN ICT taskforce in 2003 and has operations from 2005 throughout Africa, Asia and Latin America. The aim of GESCI’s work is to develop a knowledge society. And trying to face what she called the knowledge divide with developing countries.
She described the anxiety in the developing world facing the gap between the developing and the developed world. She pointed out that it is acknowledged that transitioning successfully to the knowledge society requires investment in education, innovation systems, ICT infrastructure and implementation of those policies that support such a transition and therefore needs coherence across policy (Education Ministries) and an empowerment of policy making and strategy capacity.

Mary affirmed that the challenge in developing countries is enormous in terms of access, quality, brain drain, management of systems and the increasing irrelevance of education systems. To start facing this challenge it is fundamental to have country and regional programmes, knowledge about products and research, and to promote partnerships.

She claimed there is an evidence of incapacity in the developing world of the institutional structures to deal with scaling Schools. Schools and teachers remain central to the concept of a quality education process.

Mary launched a question to the audience: What are we addressing? A technology problem? Or technology as a tool for education processes? If it is about processes, what are educators supposed to do?
She explained how schools are moving from given programmes to experimentation contexts and how this involves a deep and complex diagram of change and can also involve many different paths. There are many solutions, pilot schemes and experiments proposed. As an example she mentioned that in some regions of Africa up to 61 different initiatives can be taking place at the time. With this example she questions what sort of new practices can best support learning. Concluding that the reality is that we don’t quite know yet but telling us that the key is in the institutional and process level.
So what is needed acording to Mary Hoocker’s view is to bridge the gap between research, policy and practice, re-examination of assumptions, fundamental re-thinking of educational purpose and practice, creation of innovative approaches which are contextually relevant and sustainable capacities and capabilities in developing countries to develop own solutions.

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Chair: Jim Ayre, European Schoolnet

Session A: Online educational resources: a sustainable approach to enhancing access to knowledge

What is a learning environment?

Patricia Wastiau chair of the session defined this concept as something related to specific areas of education, also covering organizational and physical aspects, as well as the relation between teachers and pupils and pupils themselves. Virtual learning environments are parallel to this defined learning environment

Survey of administrators and web 2.0 Keith Krueger CoSN

Krueger remarked that innovation is happening individually, individual teachers are using innovative techniques, but we need to make this individual moves global. The national survey he presents (USA) was based in investigating the opinion of different level educational leaders.

Using the results of the national survey of administrators and web 2.0 CoSN looked at 3 different level educational leaders audiences. The results of the survey points out that all of the surveyed groups agreed that web 2.0 has a positive impact in students.

For educational leaders the main reason for using web 2.0 is to try to keep students engaged in school.
Surprisingly the last priority for educational leaders according to the survey was connecting students globally (which for ICT networks this is one of the highest interests).

School administrators in the US mainly think web 2.0 must be limited to educational sites. And for that reason the majority of schools ban social networking in the US, not realizing the positive aspect of it. Krueger thinks it is the policies that must be updated, as this is the key to reach schools and haven't been changed in a long time.

The survey shows that heads of curriculum have very low knowledge of use of Web 2.0, but great interest in learning. Nevertheless they agree that it is not yet integrated in the curriculum.
District leaderships don't find themselves responsible for the restructuring of school systems. Leaders accept responsibility for «micro» use but not for «macro» organisational implications of full 2.0 usage

Implications from a national survey of educator use of ICT, Greg Black, Education.au

Black presented a national survey on teachers use of technology, performed in Australia.
The Australian government has a digital education revolution policy among others, and seems very committed. From the survey we can know that 85 percent of teachers use ICT, basically for investigation and admin practices. But not so many use it for transforming practice.

The barriers teachers found in their use of ICT is mainly poor infrastructures and lack of time.
Teachers really claim that they have no time, and they have lack of confidence for using new tools.
Therefore the steps to follow should be more support; better infrastructure and investing on teaching development.

From this survey results the policy proposals that should be done.Following Blacks presentation this would be to enable web 2.0 and 21st learning spaces infrastructure, and also to look for a national software infrastructure. The presentation concluded by reminding the audience that the greatest impact will be made by targeting and reaching educational leaders.

Are we ready for the power of ICT in education? Kirsten Panton, Microsoft
The use of ICT in education is a tool in progress, said Panton during her presentation.
A recent OECDE Study shows that most countries have improved in the use of ICT but only outside school, hardly any change has been noticed in schools.

To reach some equality in this respect digital lifestyle and workstyle should be combined. Microsoft is in favour of a presonalised learning and the use ICT as the instrument for this learning.
For this purpose Microsoft invests in programmes ansd solutions. Diverse solutions for diverse needs: Live @edu: gives Microsoft services on personalised basis http://www.microsoft.com/liveatedu/free-hosted-student-email.aspx

Learning through ICT is the target, to make it possible ICT must be available always.

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• Greg Black, CEO, Education.au
• Keith Kruger, Director, CoSN, USA
• Gavin Dykes, Associate Director, Futurelab, UK

Greg Black reminded that getting cooperation was difficult and that networks should enhance their exchanges to achieve their goals. Common challenges should be defined in the field of education.

Gavin Dykes stated that there will be a time where people, including teachers, will be replaced by computers.
We should consider us as being in the learning age and sharing information and we should be more autonomous at learning. Also, access to internet and e-skills is needed for everybody as it is a great vector to reduce unemployment.

Networks are important in the sense we have to be positive about technology and communication skills. Skills that we don't need are programmable skills, in this sense teaching must be a supportive creative work.
By being a member of a network you learn about different methods of learning, changing cultures through the use of tech in new ways. Cultural differences is the difficult part for the use of technology and sharing information and how to use it. (filtering policies, are a good example of this cultural differences, eg USA - Europe).

Teresa Evaristo, from the Ministry of Education of Portugal, shared her experience of primary schools in Portugal. The system is being reformed and the use of new technologies, such as interactive whiteboards, is required to implement cultural changing.

Keith Kruger agreed and said that in the 21st century of learning, the biggest challenge we face was not technological but human. Networks need to focus on culture changing and impulse action in that direction.
In USA the biggest challenge is culture. Educators don't yet have the same vision as networks of ICT, so leadership and policy are the key main instruments that should be implemented from the networks side in that respect.

He said that there were 3 waves of technologies: Creating infrastructures / Enabling applications (by training teachers) / Transforming the way of learning.
We have already enough technologies and experience available and the system as a hole must be transformed on a school national/regional/local basis. For this purpose we must focus on educational problems. In the US the problem is that the system is very decentralized, there are many level of leaders and they have to be sensitized about our goals.
The educational leaders want to provide XXI century skills to kids, create compelling learning environments (to face school disengagement) and online teacher professional development to break their isolation.
He reaffirmed that there were no technological problem but educational problem, and that children will manage the technologies.

The speakers agreed that technology changed fast so we must have better thinking and innovation skills.

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The sessions starts by a video with Cory Docorow, Canadian journalist and science fiction author. In this video Cory shows how open content can help education models:

Mike Robinson from Promethean than demonstrate the work that the company is doing in the area of IWB and digital content for IWB. Mike's point is that IWB are fully integrated digital classrom system, which allow to organise content especially using the 'Activeclassrom' concept.

Promethean is providign a range of devices such as responsie systems. One of the main question is about assessment, Activclassroom allows to assess and use feedback to guide targeted instruction.

IWB is a catalyst for using digital content by teachers, more than if you give teachers a laptop. Mark shows Promethean planet is very succcessful with 30,000 lessons shared and downloaded. This is the largest community of teachers providing features such as teaching finding, videos available (also on iTunes), forums for localised discussions (French forum, Spanish forum etc...).

On the issue of teacher training, Promethean believes that what is crucial is a change of mentality rather than the simply putting IWB in the classroom and assume something will happen we have to guide teachers to use the new tools available to them. The area of right management is also an area where teachers need support.

The national grid for learning was also demonstrated by a representative of Cambridge Hitachi. The Global Grid for Learning provide learning content for teachers, some of the lessons learned include:

- Not all content travel well (need to take in account social, cultural, linguistic parameters)
- Partnership add value
- Adoption does not always mean usage

What we share are ideas, can ideas travel well? The sharing idea should be linked less to sharing of content rather than the sharing of ideas.

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Maria Stella Gelmini, Minister of Education of Italy opened the International Symposium by welcoming all the networks for ICT in education present at the symposium coming from 30 countries from the five continents. She also thanked European Schoolnet, ANSAS, CoSN and Education.au for organising this first event. It is a unique opportunity for all experts present in the room to discuss how new technologies are used in education, a crucial topic at the turn for 21st century learners.

Young generations communicate, play, learn about the world already using new technologies, learning no longer takes place only at schools in a globalised and interconnected society. "Schools needs to make the best of these new opportunities," she said.

The minister underlined the need to overcome the digital 'disconnect' in education between young people and schools for instance. There is a need to help schools meet current needs and future challenges. The Italian Ministry of Education has started several programmes to organise the transformation of lessons, we do not want to provide only technological training to teachers but help them discover new teaching models, we will introduce IWB with the hope to transform learning in the schools from the ground up.

Web 2.0 gives us new ideas and concepts of the web where citizens are active, judge, participate and choose, young people are already adapted to these changes as they are born in the digital era. The ministry adopted tools such as the ebook with the support of several industry partners who have accepted to participate in the project and provide educational content.

She asserted that we have to help also young people from the misuse of the internet and internet safety is a key issue to ensure that schools use the best of the internet.

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Sugata Mitra, Keynote speaker, University of Newcastle, UK
Sugata Mitra, Professor of Educational Technology of the University of Newcastle, ran through a presentation where he showed a series of experiments made in India to bring new technologies to young people in disadvantaged areas.

The first example, 'The Hole in the Wall' was a project by which a computer was set up through a wall in the street, to be provided to young people. This experiment revealed that children have the ability to learn how to use it by themselves and even in a language they do not understand (English).

Another experiment was conducted in Kalikuppam, a village which was severly hit by the Tsunami in 2004. A computer with literature on biotechnology in English was provided to children. The project aimed at assessing the limits of autonomous child learning. But kids were actually more interested than if this was explained by a teacher or a specialist. Two months later, the kids said they did not understand anything at all, “appart from the fact that DNA has a double helix structure”. The fact is that, by rivalry and competitiveness, kids managed to find a way to learn.

Sugata Mitra also indicated that the “Self Organized Learning Environment” needed to be done in a public space and not in scholar context. This makes the computer screen visible from everybody and prevents the misuse of the internet and computer by children and it encourage kids to work together.

One of the key messages from Sugata was that young people find ways to learn how to use anything including new technologies even without mentor support.

Therefore, we have to rethink the role of the teachers and mediator in learning. What kind of mediation do children need ? Another successful project from the Newcastle University selected teachers and volunteers from UK to assist by video, one hour a week, children from India to learn, in a non institutional or hierarchical relationship.

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Helping Educational Leaders Use New Tools (Evidence-based decision-making.)
Session A Online educational resources: a sustainable approach to enhancing access to knowledge

Session B Priority strategies for the future: transforming the curriculum

ICT applications, e-content pool and schools in Turkey

Jeonghee Seo KERIS

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One million computers for African schools, Nafissatou Mbodj, Executive director,
Schoolnet Africa.

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Session A: Online school collaboration across borders.

Access, inspiration, celebration: Supporting schools to work internationally Liz Hitchcock, British Council.
To download the presentation click here