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Being a Teacher

in the Knowledge Society


Prof. Bernard CORNU
(INRP, CNED-EIFAD, France)

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Information: Facts, comments, opinions,


expressed through words, images, sounds...
It can be stored, circulated...

Knowledge: The output of the reconstruction


of information by a person, according to
his/her history and context.
It depends on the person.

Information can be transmitted,


Knowledge must be acquired, constructed.

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Information society: A society in which


information is a good that one can exchange,
buy, sell, store, transport, process. The society
of the digital divide.

Knowledge society: A human society, in which


knowledge should bring justice, solidarity,
democracy, peace... A society in which
knowledge could be a force for changing society.
A society which should provide universal and
equitable access to information (UNESCO).

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Integrating ICT in order to build the Knowledge


Society:
Learning to know
ICT and Knowledge, accessing Knowledge
Learning to do
New capacities, do through ICT
Learning to live together
New communication, the « e-citizen »
Learning to be
… in the knowledge society; personal development

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

• ICT change knowledge itself:


Each discipline, its concepts, processes,
methods, resources available…

• The Knowledge Society needs new kinds


of Knowledge, that cannot reduce to
traditional disciplines

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

• disciplines
• transverse knowledge
• complex knowledge

An example: Edgar Morin


(Seven complex lessons in education for the future)

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

1.
1. Detecting
Detecting error
error andand illusion:
illusion: Teach
Teach the
the weaknesses
weaknesses of of knowledge:
knowledge:
what
what is
is human
human knowledge?
knowledge?
2.
2. Principles
Principles of
of pertinent
pertinent knowledge:
knowledge: Consider
Consider the
the objects
objects ofof
knowledge
knowledge in in their
their context,
context, inin their
their complexity,
complexity, in
in their
their whole.
whole.
3.
3. Teaching
Teaching the
the human
human condition:
condition: the
the unity
unity and
and the
the complexity
complexity ofof
human
human nature.
nature.
4.
4. Earth
Earth identity:
identity: Teach
Teach thethe history
history ofof the
the planetary
planetary era,
era, teach
teach the
the
solidarity
solidarity between
between all all the
the parts
parts of
of the
the world.
world.
5.
5. Confronting
Confronting uncertainties:
uncertainties: TeachTeach the
the uncertainties
uncertainties in
in physics,
physics, in
in
biology,
biology, in
in history…
history…
6.
6. Understanding
Understanding each each other:
other: Teach
Teach mutual
mutual understanding
understanding between
between
human
human beings.
beings. AndAnd teach
teach what
what misunderstanding
misunderstanding is.is.
7.
7. Ethics
Ethics for
for the
the human
human genre:
genre: Teach
Teach the
the ethics
ethics of
of humanity
humanity
preparing
preparing citizens
citizens ofof the
the world.
world.

(Edgar Morin)

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

From chain to pyramid and to


network..

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Network:
- Nodes (information, people, knowledge, …)
and edges (links…)
- Complexity
- The « world wide web »
- Several paths from one node
to another
- Interactive, evolutive
- Sub-networks,
network of networks...
- Circulate in a network
- Changes in hierarchies

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Communication:
one to one
one to all (media)
all to all

From hierarchical
communication to
networked communication

New kinds of hierarchies…

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Education in a networked
society

• Education needs networks


of knowledge
• The links (the edges):
contribute to the elaboration
and acquisition of Knowledge

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Education in a networked society

Take into account:


• new knowledge
• access to knowledge
• communication in a network
• new teaching, new learning
• new tools, new resources, new pedagogies
• new space and time
• new teaching profession

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Individual / collective intelligence and capacities


…the networked society needs and reinforces a
collective intelligence.

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Internet
Internet is is mainly
mainly aa tool,
tool, the
the more
more recent
recent wewe found
found
for
for perfecting
perfecting our our intelligence
intelligence through
through cooperation
cooperation
and
and exchange…
exchange… The The true
true revolution
revolution of
of Internet
Internet isis not
not
at
at all
all aa revolution
revolution ofof machines,
machines, but
but ofof communication
communication
between
between human human beings…
beings… Internet
Internet enhances
enhances our our
capacity
capacity for for collective
collective learning
learning and
and intelligence…
intelligence…
Each
Each community
community realises
realises that
that itit isis one
one ofof the
the
dimensions
dimensions of of the
the production
production of of human
human sense…
sense…
Internet
Internet forces
forces usus to
to experiment
experiment newnew ways
ways of
of being
being
together…
together… The The ethics
ethics of of collective
collective intelligence,
intelligence,
consisting
consisting in in interlacing
interlacing different
different points
points ofof view…
view…
(Pierre
(Pierre LEVY,
LEVY, 2000)
2000)

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Collaborative work
Virtual communities
• communication
• collaboration
• collective learning
• collective competencies
• collective memory
• collective intelligence

… intelligent systems management

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

An aim for education: build a collective intelligence;


a role for Teachers.

• The (open) classroom is the first place where


collective intelligence can be built and used.
• Develop collective intelligence of pupils
• Develop the capacity for collaborative work
• Use collaborative work

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

e-Learning
from "CAL"
to distance-learning
then e-Learning
• not only technology, but a new conception of
teaching, training, learning
• Managing differently time and space
• Internet and virtuality
• individualisation and collaboration
• Interactivity: interactive content
interactive tutoring

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

The school of the future…


The OECD scenarios
“Schooling for tomorrow: what Schools for the future?”,
CERI, OECD, 2001

"status-quo" extrapolated
1. Robust bureaucratic school systems
2. Extending the market model

“re-schooling”
3. Schools as core social centres
4. Schools as focused learning organisations

“de-schooling”
5. Learner networks and the network society
6. Teacher exodus - the meltdown scenario
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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

OECD scenarios

Variables and commands:

• Attitude and expectation towards schools


• Mission and objectives of schools
• Organization and structures
• Geopolitical dimension
• Teachers

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

New competences for Teachers:


teaching in the knowledge society
teaching in the networked society
developing a collective intelligence
• Technology
• new pedagogical possibilities
• new management of time and space
• new knowledge
• new networked form of knowledge
• new expectations of Society

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Ethical competences

• ICT and "Education for all"


• Digital divide and divides in education
• globalization
• commercialisation of education
• property rights, cyber-crime, privacy...

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

ICT confirm the essential


and core role of the teacher:
be the MEDIATOR
between knowledge and the student

…the face-to-face relationship


between the teacher and the pupil
remains essential
The human dimension of teaching
supported and enhanced by technology

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

« Always more… » or core competences?

A collective Competence (a team profession;


ability for cooperative working, collective
intelligence)
An evolutive Competence (Lifelong Training;
Permanent competence to acquire new
competences).

Diversity of competences; ability for diversity.

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Common European Principles for


Teacher Competences and Qualifications
(2005)

Common Principles:

a well-qualified profession
a profession placed within the context of lifelong learning
a mobile profession
a profession based on partnerships

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Common European Principles for


Teacher Competences and Qualifications
(2005)

Making it work: the key competences:

Work with others

Work with knowledge, technology and information

Work with and in society

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1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

Common European Principles for


Teacher Competences and Qualifications
(2005)

Making it work: the key competences:

Work with others


… individually and collectively, building a « collective intelligence »
Work with knowledge, technology and information
… networked knowledge, complex knowledge, in the Knowledge Society
Work with and in society
… social, political, ethical responsibility

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

As educators, we want not only an Information Society,


but a Knowledge Society, enabling all children and all
people to access Knowledge and to benefit from being
educated. Education is a key issue in the Knowledge
Society, and Educators have a major mission.
Particularly, it is the responsibility of all educators and
decision-makers around the world to help developing
countries take part in the developments of ICT in
Education.
Six major areas will shape a beneficial use of ICT in
Education:

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

1. DIGITAL SOLIDARITY

In the field of Education, ICT should help develop “Digital


Solidarity”. This requires strong and joint actions of all
stakeholders to guarantee the right of participation in
the digital society for all students in the world. We
recommend a Digital Solidarity Action, that will define
as the most important aim for the next five years, that
every child in the world has access to a digital
information and communication infrastructure.

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

2. LEARNERS AND LIFELONG LEARNING

In the Knowledge Society, every learner is a lifelong


learner. The content and the methods of initial education
must take into account preparation for lifelong learning.
ICT is a key tool for developing lifelong learning. The
development of lifelong learning needs an integration of
education into the real world - ICT should be used for
this purpose. Lifelong learning must be encouraged in all
countries, as a tool for reducing the Digital Divide.

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

3. DECISION-MAKING STRATEGIES

In order to help decision-makers and to make decisions


meet the real needs, bridging research, practice,
experimentation, innovation with decision-making is
essential. Decision-makers should make better use of the
experience of Practitioners and the findings of
Researchers. In turn, Practitioners and Researchers
should make their findings and results more visible and
usable for the Decision-makers. Educators and
researchers should help in elaborating a vision and making
it explicit.

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

4. NETWORKING

The Knowledge Society is networked. Networks in


Education offer many ways to access knowledge, offer
many possibilities for networking people and developing
collaborative work and enhancing the “collective
intelligence”. There is a need to develop networks and to
involve all countries, particularly developing countries, in
the education networks. Help in making real this sentence
of an African child: “I am a child of Africa and a citizen of
the world”.

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

5. RESEARCH

The development of ICT-based education and training processes is a


growing reality. There is therefore a need to continue research work
on the development of these technologies and their applications. A
certain realignment of research priorities is necessary: Bridging the
gap between technology and pedagogy; development of solid
theoretical frameworks; development of an understanding of the use
and the effects of ICT in Education; finding an appropriate balance
between fundamental, applied, and development research as well as
between public research and research made by the private sector. The
output of research should be made widely available, as open source, for
improving practice, decision-making, and resources development.

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THE STELLENBOSCH DECLARATION
ICT IN EDUCATION: MAKE IT WORK
(IFIP, Stellenbosch, South Africa, July 2005)

6. TEACHERS

Being a teacher in the Knowledge Society requires new specific


competencies: a teacher has to deal with new knowledge, new ways for
accessing knowledge; with a networked world and with new types of co-
operation and collaboration; with a society in which knowledge plays a
crucial role; with lifelong learning. Teachers are the key agents in the
education system. It is our common responsibility to help all countries
to train and recruit teachers, and to involve all teachers in
international networks. ICT changes teaching and learning, but
technology is not the main issue. “Technology matters, but good
teachers and good teaching, matter more”.

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Thank you…

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