SEAMEO-Australia Project on Pre-Service Teacher Training and
Teacher Professional Development in the Use of ICT in the
Teaching of Mathematics and Science
 
Executive Summary
Use of ICT in Math
and Science
I. Background
II. Progress of the Project
III.

Draft Project Report

Appendix I:
Institutions Visited & Focus of Discussions
Appendix II:
List of Participants
Appendix III:
Workshop Programme		  
Appendix IV:
Workshop Activities
Appendix V:
Draft Report by SEAMEO-Australia Research Team
   
 
Executive Summary
I.
Background

SEAMEO and the Australian Government developed a proposal on pre-service teacher training and teacher professional development in the use of ICT in the teaching of mathematics and science. The proposal was approved by the 37th SEAMEO Council Conference in March 2002 in Chiang Mai, Thailand. The project focuses on improving pre-service and in-service teacher education for the long term goal of improved student learning in the fields of mathematics and science using Information and Technology (ICT).

The project which was completed in October 2002 aimed to:
  a)
prepare a paper reviewing the existing situations of pre-service teacher training and professional development in the use of ICT in the teaching of mathematics and science in the four participating countries: Indonesia, Malaysia, Thailand and Vietnam; and
  b)
develop two models for pre-service teacher training and professional development in the use of ICT in the teaching of mathematics and science.
II.

Progress of the Project

The following activities were conducted to achieve the project objectives:

  A) First Project Task Force Meetings conducted in Thailand;
  B) Scoping Visits in Indonesia, Malaysia, Thailand and Vietnam;
  C)
Second and Third Task Force Meetings conducted in Malaysia and Indonesia, respectively;
  D) Study Visit and workshop in Australia;
  E) Development of Pre-service Model for Teacher development; and
  F) Development of In-service Model for Teacher Development
III.

Recommendations

The Task Force recommended the following:
  A) SEAMEO
    1.
That SEAMEO seek the necessary support and funds to continue regional cooperation around the development of effective methods of teacher development in the area of ICT use in mathematics and science education;
    2.
That SEAMEO work with the Australian Government to identify a possible role for it in on-going work with SEAMEO in the area of ICT use in mathematics and science education. In particular, SEAMEO should work with the Australian Government to ascertain the feasibility of Australia participating in or contributing to a collaborative regional pilot project.
    That SEAMEO seek the support and funds to undertake a collaborative regional pilot project in school-based professional learning;
  B) Educational Policy-makers in Participating Countries: Indonesia, Malaysia, Thailand and Vietnam
    1.
That Ministries of Education and educational institutions in participating countries review the models for applicability to their local circumstances and as a process of review of current programmes and approaches in relation to ICT use in mathematics and science teaching and learning in schools;
    2.
That the appropriate organizations/institutions within the Ministries that are responsible for curriculum development and teacher development collaborate on the alignment of teacher development programmes and curriculum materials that address the integration of ICT use in mathematics and science education; and
    3.

That Ministries of Education in collaboration with regional partners, establish a pilot project that focuses on purposeful school-based professional learning around the use of hand held ICTs in secondary mathematics and science education.
  C)

Leaders in Teacher Education Institutions
    1.
That leaders in teacher education institutions develop institutional plans across the areas of Infrastructure, Governance, Applications and People to facilitate the integration of ICT use in the pre-service mathematics and science teacher education programmes; and
    2.
That teacher educators work collaboratively to create programme-wide plans to develop the expected capabilities of graduates with respect to ICT use in mathematics and science education. This would include the identification of strands or subjects having main responsibility fro developing those capabilities.
  D)
School Leaders

That school leaders work with other members of their staff to develop an understanding of the concept of purposeful school-based professional learning, in its many forms, and (where appropriate) develop and incorporate elements into a school’s overall plan for the professional development of its teachers, with particular attention to using ICTs in mathematics and science education.
  E)

Educational Researchers

That educational researchers work collaboratively with the Ministries of Education and other relevant parties to develop research agenda around the design, implementation and evaluation of:
 
•
approaches to purposeful school-based professional learning in the area of the integration of ICT into mathematics and science education in schools; and
 
•
teaching and learning experiences in mathematics and science education that integrate the use of ICT for the improvement of student learning outcomes.
IV.

25th SEAMEO High Officials Meeting

The 25th High Officials Meeting took note of the Progress Report on the SEAMEO-Australia Project on Pre-Service Teacher Training and Teacher Professional Development in the Use of ICT in the Teaching of Mathematics and Science with the following recommendations:
  1.
Tie up the project with the QEE Project Regional Coalition of Schools to determine the impact of the flexible models for pre-service training and professional development in the use of ICT in the teaching of mathematics and science; and
  2.
Solicit feedback on the Draft Project Report before presenting it at the 38th SEAMEO Council Conference; and
  3. Identify linkages and synergies.
 
Last Update: 4 April, 2003

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