Proyecto CAPTIC Peru 2004

e-collaboration for enhancing rural elementary education

e-inclusion of Peruvian teachers and students by using CLIC pedagogy and ICT

Alvaro H Galvis The Concord ConsortiumConcord, MA, USA

Presentation outline The problem and its context CLIC pedagogy Selected ICTs Selected pilot sites CAPTIC project

– Structure– Processes– Products– Findings

Lessons learned

The problem and its context Low quality of rural

education– High dropouts– Low performance– Low retention of

good teachers e-exclusion of

teacher colleges and rural elementary schools

Reformed rural education– Student centered– Multiple resources

for learning– Competence-based

Huascarán program– Computers labs– Internet connection

CLIC pedagogy

Student-centered learning environments in which there is a combination of

C – Creativity

L – Play

I – Interaction

C – Collaboration

Selected ICTs

Huascaran’s portal– Educational resources– CAPTIC web page

Teaching video cases– Digital video from

classroom episodes– Surrounding teaching

materials– Power point– Video paper builder

Front page: User-created Web pages– Institutional– Teachers’– Student groups’

Moodle: Asynchronous discussion forums– Between teachers– Between students

Synchronous communication– Chats, Telephone

Sele

cted

p

ilot site

s

CAPTIC: Structure

InternationalFacilitationCC - EDC

NationalCoordination

Peru

RegionalCoordinationOxapampa

RegionalCoordinationCerro Pasco

RegionalCoordination

Junin

RegionalCoordination

UcayaliTC

ESES

ESES

CAPTIC: ProcessesBuilding

onlinelearning

communities

Reflection on current

educationalpractices

Creation of institutional,

personal/group web pages

Participationin onsite andonline forums

Local anddistributed

collaborativeprojects

Genuine classroom

dialogs

CAPTIC: Products Educational needs

assessment– Local– Across sites

Teacher-created video cases– As individuals– As institutions

Student-created knowledge– Local collaborative

projects – Distributed

collaborative projects

Community awareness of ICT educational uses

CAPTIC: Findings Changes in attitudes towards ICTs

– Students, Teachers, Facilitators Quality of F2F and Web interaction

– Between students, Between teachers Changes in teaching practices and in

participating elementary schools Changes in facilitators´s and in their

Teacher Colleges

Lessons learned Readiness for ICTs > having ICTs Teachers change from within and as

members of reflective communities of practice

Students grow by using good project seeds and appropriate onsite and online learning environments

Diffusion of innovations matters

URLs and Contacts http://www.captic.huascaran.edu.pe http://vpb.concord.org http://concord.org

Daniel Light - dlight@edc.org Alvaro Galvis - alvaro@concord.org Rocío Flores - roveflog@yahoo.es