Educating Educators in Macedonia: The Next Step

November 9, 2005 was an extremely joyful day for the people of Macedonia. The European Commission (EC), the executive body for the European Union (EU), recommended that Macedonia become a candidate country for EU membership. In a statement issued during the ceremonies, the Commission said, “Only a few years after a major security crisis, the Former Yugoslav Republic of Macedonia today is a stable democracy and a functioning multi-ethnic state” (BBC News, 2005). The Republic of Macedonia, as it is known constitutionally, is a landlocked country the size of Vermont with a population of about two million people and has been occupied and/or in conflict for much of its history. The current focus of the government is developing policy and instituting reforms to sustain stability and to meet the European requirements which will ultimately guarantee EU membership. The EC Opinion Report cited institutional weaknesses that are impeding a functioning market economy. As a result, the reforms in progress to strengthen the government in Macedonia are found on many levels.

As Zaharias and Poulymenakou (2003, p.50) state, “the development and deployment of innovative Information and Communication Technologies (ICT) applications and services is becoming the key factor for growth and employment in all parts of Europe.” Understanding that economic growth can be positively impacted by the development of ICT, the Macedonian government is initiating many ICT reforms both business and educational settings. Macedonia has received outside support from many countries and organizations, including the United States Agency for International Development (USAID). In particular, to support the USAID/Macedonia’s Strategic Objective of mitigating the adverse social impacts of the transition to the market-based democracy, programs have been developed to address ICT learning issues across educational settings. One program, Technology, Teachers and Young Learners, includes a four week workshop to address technology integration at the Pedagogical Institutes, Higher Education institutes which educate initial teachers. The goal of this program is to insure that future teachers as well as the Pedagogical Faculties learn how to use and integrate technology into their practice. With the first two weeks of the program completed, the next phase is in the planning stages. The question becomes, what types of workshop activities would best support the country objectives for ICT use in education? Before an answer to this question can be found, it is prudent to ask a few more questions and research the problem. What can be learned from the latest country reports and emerging policies and practices for ICT use? What does the current literature reveal about ICT use with teacher educators, initial teacher education programs, and learning from other models? Finally, what do the participants of the workshop believe they need to know?

The Voice of the Ministry of Education and Science: The Program for Developing ICT in Education- Macedonia

The initial workshop for the Technology, Teachers and Young Learners program was planned with insufficient knowledge about the Macedonian vision for ICT use. Little information or outdated reports from the Ministry of Education and Science was available. In just a relatively short time, new information has become available. In July of 2005, a committee of National experts and representatives of the Ministry of Education and Science proposed a draft program for developing ICT in education to be included in the new National Strategy for the Development of Education in the Republic of Macedonia, 2005-2015. The program is ambitious with a vision to have all teachers be digitally literate by 2015.

Unfortunately, the vision highlights the emphasis throughout the program on skill acquisition rather than the knowledge and practice of integrating technology into content areas. The notion of digital literacy is defined in the report as the possession of knowledge, abilities and skills for using ICT. While the program developers do acknowledge that it is equally important for teachers to “apply information technologies in carrying out the teaching an education process (NPED, p. 4), the program itself does not define what this means nor does it provide any guidelines for attaining technology integration into teaching practices.

. Recommendations include the need to develop at the Higher Education level more teachers who specialize in information science. This opens the door for unemployed teachers, a prevailing problem, but the purpose of these teachers is to develop ICT using skills in students. The recommendations extend to the development of ICT skills for teachers of non-information science subjects at both the professional and initial teacher training levels. A three-tiered classification of teachers is outlined based on the knowledge level. All teachers must reach the level of Basic Knowledge by the year 2015. Teachers with ICT in development achieve the level of Prominent teacher and those that have advanced ICT knowledge are considered Mentors. The program does not define the specifics of each of these levels, but demonstrates an important concept for the sustainability of ICT initiatives: the development of experts in the form of mentors and the establishment of a community of practice to share and build knowledge.

The program also defines general standards for teacher competencies for applying ICT but these competencies are vague. For example, working with a text processor, does not define for the teacher what it is that is supposed to be done with a text processor. By comparison, the National Education Technology Standards (NETS) for teachers and students, an initiative supported by the International Society for Technology in Education (ISTE) and used in the United States, add that the teacher and/or student should be able to use text processors to communicate effectively with a multitude of audiences. In addition, competencies and new curricula developed for information science subjects are made explicit for students beginning in grades four through nine. This is an improvement over what currently exists in Macedonia which is an emphasis on ICT skill development only in the secondary schools.

Another recommendation centers on the use of education software for non-information science subjects. Typically this software tends to be skills software, not software that develops critical thinking skills and authentic problem solving. It is important for teachers using education software to recognize the various categories that exist for education software and apply its use appropriately. A problem that Macedonians face in the use of education software is that there is a lack of products in the Macedonia and/or Albanian languages, the two dominant languages in the country.

It is interesting to compare the Macedonian’s national plan with that of the current technology plan for the United States (USDOE, 2004). Table 1 summarizes a comparison using the seven themes found in the United States report which include, leadership, financing technology plans, teacher training, distance learning, Internet access, digital content, data driven decision making. The technology plans do not differ significantly from each other on the level of themes. The differences can be seen in the references to experiences in the U.S. technology plan and in that the “technology that has so dramatically changed the world outside our schools is now changing the learning and teaching environment within them” (USDOE, p. 8). Attention to technology in the schools in the United States began before Macedonia had officially gained independence status in 1991. Furthermore, the technology plan in the United States is not being implemented under the same conditions that are present in Macedonia today. The business and government sectors in Macedonia are just beginning to implement systems that use technology. Macedonian students and teachers do not have a ‘real world’ view of how technology can be used as a tool to solve problems because the use of technology as a tool is limited in Macedonian culture.

Table 1

The Voice of Current Research
Research on the integration of technology from within Macedonia in translated form is rare. However, what is available provides evidence for the challenges that Macedonia faces as it aligns teaching practices with the new ICT Plan in Education. In their survey of forty teachers, Grceva and Zdravev (2004) found that teachers “don’t recognize the necessity of the new technologies in the teaching process or they don’t see the connection of computer skills to classroom learning” (p.1). In addition, researchers are recommending the use of WebQuests as a way for teachers to introduce inquiry-centered or problem centered learning into their curriculum (Grceva & Zdravev, 2004). In addition to solving authentic problems, WebQuests provide students the opportunity to use the Internet efficiently and to promote good information using skills. The challenge that Macedonian teachers face is the lack of Macedonia web resources to support the online tasks of a WebQuests. The research from Macedonia also shows a movement towards distance learning environments and the establishment of learning communities. Models for distance learning environments are in development by Zdravev and Grceva (2004) for Macedonia teachers at all levels.

Barriers to ICT ues can be classified as first order and second order barriers. First order barriers include inadequate resources while second order barriers consist of the underlying belief among teachers about ICT use in education (Ping & Swe, 2006). An underlying belief that impedes the use of technology in the classroom might be a teacher’s lack of belief that ICT can enhance the learning process (Ping & Swe, 2006). This notion corresponds with the findings of Grceva and Zdravev in their study of teacher attitudes in Macedonia. Macedonia is quickly addressing first order barriers by providing a structure for broadband Internet access as well as installing Chinese-donated computers into schools. The recommendations of Ping and Swe echo those of Grceva and Zdravev in terms of mitigating second order barriers by establishing communities of practice. The Macedonian researchers advise that the Higher Education institutes initiate this practice for in-service teachers and to provide a communication channel between the Pedagogical Faculties and professional teachers.

Research indicates that faculty who is responsible for educating pre-service teachers must be provided with opportunities to explore the uses of technology within their own classroom practice before they can be asked to model good technology integration practices (Pope, Hare, & Howard, 2002). The Technology, Teachers, and Young Learners program project activities in Workshop I allowed the faculty at the Pedagogical Faculties to participate in and design technology integrated lessons geared towards pre-service teachers specializing in K-4 environments. This type of workshop education can also build confidence and motivation in the participants (Tan, Hu, Wong, & Wettasinghe, 2003), providing a positive experience and an embracement of technology use in their own practice. As a result pre-service teachers have good models of technology use and are able to practice and apply their knowledge to the environments in which they will be teaching. Through the use of activities and ideas already successfully implemented in classrooms in the United States and throughout the world as reported by Tan, et al., the workshops proposed will provide robust opportunities for faculty to be good models of technology integration through curriculum design and to promote technology as a tool to enhance student learning.
Presently in Macedonia, technology is introduced at the secondary school level with an emphasis on skill development and is used in traditional teacher-centered activities. Teacher-centered instruction develops consumers of technology rather than contributors to the growing body of digital content, which is needed in countries striving for economic growth (Rodrigo, 2005). Countries need to consider how computers are used in education rather than simply providing the resources. In addition, technology skill development does not promote critical thinking skills. Technology can best support problem solving and critical thinking skills when students use it to access information, model problems and make decisions (Jonassen, Howland, Moore, & Marra, 2002). By designing learning opportunities that encompass these activities, educators can better prepare students for the digital world. However, the use of technology should be incorporated much earlier than secondary school to allow for a larger population of students to learn with technology. Creating a technology literate population at the early grade levels allows students more practice with technology skills throughout their school years (Grace & Kenny, 2003). By integrating technology into the primary school curriculum more students can have access to technology resources. For these reasons, the need to build technology integration knowledge among primary school educators is important to the country of Macedonia in achieving its goal of preparing both teachers for new classroom innovations and youth for future employment in this digital world.

Adopting methods used by exemplary programs provides strong frameworks for others who are planning to reform teacher education programs (Wetzel & Williams, 2004). The proposed project, Promoting Technology Integration in Macedonia, provided a model of technology integration in pre-service teaching curriculum, and an opportunity for Higher Education faculties in Macedonia to reform their present curriculum to include technology integration strategies and models for their future teachers. At the completion of the two workshops, the project can also inform the literature on these relationships in which faculties of diverse environments come together to share and create standards for the improvement of Higher Education.

The Voice of the Participants: Workshop I
At the conclusion of Workshop I of the Technology, Teachers, and Young Learners program, a survey was completed which included a section for participants to express their learning needs for the next workshop. The following comments addressed specific needs:

* I would like to see an example of software that connects kinder-gardens, schools, universities and institutes.
* How to create Web site, how can we search the Internet in a more efficient way, show us good sites about education, Language Arts, how can we get software for use in Language Arts, specially for creative writing or writing poetry, how they are made, maybe some different programs that I am not familiar with (except Word, Excel, Power Point, others)
* Everything I can learn in 12 days that can help me to improve the quality of my teaching and the use of IT.
* I would like to learn about experiences in other countries, making concepts for learning several subjects using technology, about distance learning as new way of learning, technology of making curriculum, etc.

From the survey, it is evident that the participants would like to know about educational software, website creations, and distance learning.

Technology, Teachers, and Young Learners: Workshop II
Workshop I of the Technology, Teachers, and Young Learners program focused on applying knowledge and critical thinking skills to solve authentic problems in technology integrated activities. The participants learned on three levels: as young learners (K-4), as curriculum designers (K-4 teachers), and as Pedagogical Faculty in their own teaching practice. On all three levels, the participants learned how to integrate technology as a tool and in the process learned about the technologies by using the technologies. At the conclusion, participants created two lesson plans to implement, one for a K-4 classroom (to use with pre-service teachers during student teaching) and one to integrate into their own practice. In addition, each participant developed a survey or other means to collect data to assess/ evaluate their plans and student learning.

After reviewing the Macedonia plans for ICT reforms in education, what the research says about technology, learning, and teachers, and what the participants expressed as their learning needs, it is apparent that there is a need for digital content in the Macedonian and Albanian languages and the knowledge to produce that content on the Internet, a need to learn about education software and how to apply it to classroom practice, and a need apply this knowledge in a way that helps facilitate the spread of technology integration ideas throughout the educational system.

The second workshop should build on skills and understandings gained in the first workshop as well as projects and experiences implemented during the intervening four months. In addition, this workshop should look at larger reforms, focusing on redesign of the required Informatics course for initial teacher education and on leadership strategies and workshop design extending beyond this project to larger impacts at participants’ own institutions and throughout Macedonia. Specifically, the second workshop should:

1. Build on the two action plans developed in the initial workshop. Participants should bring the results of their two action plans – one designed for young learners and one for teacher education classes. Action plans include an evaluation strategy so participants should have survey, test, and anecdotal evidence. These materials and participants’ impression should form the core of a robust discussion, creation of action plan poster boards, and presentation to USAID, university, and public school personnel.

2. Respond to participants’ request for more information about software applications appropriate to content learning for young learners. Since little to no software exists for young learners in the Macedonian or Albanian language, it will be difficult to meet this expressed interest. However, since participants are English speakers, they should have the opportunity during the second workshop to examine English examples to better understand the range, categories, and possibilities of software for teaching young learners.

3. Respond to participants’ request for more information about web-based learning, web publication skills, and potential activity structures to guide the use of the web. Given this expressed interest, the second workshop should provide access to multiple examples of how the web can be used to support initial teacher education. The workshop should then provide instruction on web publishing strategies and encourage participants to create and post web material relevant and applicable within the frame of their own pedagogical teaching responsibilities.

4. Assist participants to set their new knowledge (from both workshops) in the context of broader educational reform. As participants in this project, participants should have the opportunity and support to develop substantive and sustainable products and actions that promote the integration of technology with learning for young children and with the learning of perspective teachers. Although individual participants must choose a project related to their context and responsibilities, these projects might take the form of revised syllabi for the Informatics course, development of new courses, and/or creation of a collaborative or collaborative(s) for research and practice with Macedonia primary schools.

5. Provide participants with the skills, knowledge, and ability to promote reform beyond the structure of the project. Leadership is a complex process that should be framed by clear, insightful leadership plans. Participants should be supported to develop a leadership plan that articulates a course of action for moving their substantive and sustainable products and actions (#4 above) from conception to implementation. Focusing participants’ attention on the leadership process and the design of action within that process should enable participants to complete the second workshop with a clear vision and course for implementing the products and processes related to what they have learned.

These objectives are aligned with the Macedonian ICT plan for education as well as the interests of the workshop participants. Upon completion of this final workshop, interested participants will enroll in the George Mason University (GMU) Integration of Technology in Schools Online Certificate program (ITSOLC). Some participants are interested in the GMU Integration of Technology in Schools (ITS) Masters program and curriculum for the program will be adapted to do all of the instruction online. This Online program will re-enforce ideas from Workshops I and II as well as provide a deeper and more robust opportunity to explore technology integration in the classroom. The distance learning program is also in keeping with the Macedonian plan for promoting e-learning environments and not only develops a community of practice within the country but internationally. The ITSOLC program provides the country with a model that has been successfully used in the U.S. for several years. In addition, participants who complete this program will be eligible to mentor others in this process which promotes the Macedonian idea of creating mentors.

Conclusion
The outlined program for the Pedagogical Faculties is only a small piece of what can be done in Macedonia to facilitate the use of technology in the schools. Several technology projects addressing education continue in the country today. Some of these programs are developed by Macedonian educators and others are from the international community, in particular, the U.S. The use of experts in the field of technology integration, whether in-country or international, reveals the open-mindedness of the educational community. The availability of information and new reports coming out of Macedonia show the commitment that the country has made towards economy recovery and reform. In just a few months, several reports from the Ministry of Education and Science have been released and translated. More websites originating from Macedonia are available as Internet access is increased throughout the country. The speed at which these reforms have progressed demonstrates the power of market forces in driving a country’s reforms. There are limitations in these reports, however. The reports from Macedonia are translated into English and some of the context might be lost in the translation. Also, not all documents are available as English translations and there might be a substantial amount of information that is not accessible to speakers of languages other than Macedonian.

The Technology, Teachers, and Young Learners program is far more than just a workshop about technology. The philosophy of the workshop leaders is firmly based in the use of authentic situations which yield authentic problems and the use of technology as a tool to solve those problems. While every attempt is made to provide education in a context that reflects the Macedonian way of life, those who do not have deep and meaningful Macedonian cultural experiences will always face challenges in providing a context for real and authentic situations for the Macedonian people. Through dialogue and relationship building with program participants, these problems might be mitigated. Exploration of how the Technology, Teachers, and Young Learners program impacted the participants and the use of technology in pre-service teacher education should be done to inform the literature on the sharing of ideas across international borders. At the speed that information, reforms, and plans for development are being produced, Macedonia is an interesting country on which to keep a close watch. The techniques and processes the country uses to meet expectations of the EU and their own citizens can provide lessons learned to other countries.

References
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