GLOBAL SYMPOSIUM ON ICT IN EDUCATION 2012: Quality Content For Quality Education In the Digital Age
11 – 14 December, 2012, Seoul, Republic of Korea
Supporting Teacher Development Reform through UNESCO ICT Competency Framework
for Teachers
Jonghwi Park Programme Specialist
ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Click to edit Master title style Shifting focus
• “Technology can be a powerful education multiplier, but we must know how to use it. It is not enough to install technology into classrooms – it must be integrated into learning. Nothing can substitute for a good teacher”
UNESCO Director-General Mrs Irina Bokova, in her opening remark at Asia Pacific Ministerial Forum on ICT in Education, Bangkok, Thailand, 9-11 September 2012
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11
4
8
7
5
0
2
4
6
8
10
12
Human Resourcesand Teacher
Training
PPP andInfrastructure
Financial Support Research andTechnicalAssistance
Collaboration andInformation
Sharing
Support required to resolve pressing issues (n=16)
• 20 countries in A-P regions (11 countries at the ministerial level)
Click to edit Master title style Is this story familiar to you?
Click to edit Master title style Is this story familiar to you?
• One time course
• The same group of teachers taking similar courses repeatedly
• Only the number of hours matters.
• No monitoring and evaluation
Click to edit Master title style Is this story familiar to you?
Basic Education
Knowledge acquisition
Knowledge deepening
Knowledge creation
Visions in Education Your policy vision is here
Your Teacher Development Curriculum in Reality
- The history of computers - How to connect hardware - How to use productivity tools
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• To serve as a component of an overall ICT in Ed Master Plan
• One of the policy implementation strategies
Objectives of ICT CST
Competency standards
Qualification/ Certification
Training/ curriculum
ICT vision and policy
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For what?
• Governments guide in shaping education policies and translating into practices
• Teacher educators
develop full curricula for courses on ICT competencies.
• Learning providers
reference source
• Teachers make the best use of the ICT available in their schools to improve students’ learning
Who would benefit from ICT CST?
UNESCO ICT Competency Framework for Teachers (ICT-CFT)
Click to edit Master title style UNESCO ICT CFT
• Launched in 2011
• Six areas of teacher ICT competencies
• Example syllabi for two modules
http://unesdoc.unesco.org/images/0021/002134/213475E.pdf
Click to edit Master title style Framework at a Glance
Click to edit Master title style Six Aspects of Teachers’ Work
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• ICT literacy • Traditional
pedagogy with appropriate/ relevant ICT
• Blended learning • Digital content
• ICT embedded in the curriculum •Project-based
learning •Real world
problem solving • School autonomy
and accountability
•Knowledge-building pedagogy •Communities of
practice •Continuous
innovation
Adopted from Kozma, R. (2012). Transforming Education Workshop on Policy Development, Bangkok, Thailand
Three Approaches / Stages based on Human Capacity Development
Click to edit Master title style UNESCO ICT CFT
Total of 18 modules
Click to edit Master title style UNESCO ICT CFT
• Increasing enrolments and improving basic literacy skills through technology
• Development of ICT skills through relevant curriculum contexts
• Appropriate incorporation of of productivity tools and technology resources/ digital content as part of class activities
• Use ICT to manage classroom data and support own professional learning
Click to edit Master title style UNESCO ICT CFT
• Emphasis on depth of understanding over coverage of content
• Application of understanding to real-world problems
• Collaborative PBL; student-centred; teachers: guide and support; more dynamic class structure
• Appropriate use of open-ended ICT tools encouraged
• Teachers communicate and collaborate to support own professional learning
Click to edit Master title style UNESCO ICT CFT • Innovation and lifelong learning • Anytime, anywhere collaborative
learning and knowledge production
• Inquiry-and-research-based learning; problem-solving, communication, collaboration, experimentation, critical thinking, creative expression
• Students create own learning goals and plans; reflective learning; Teachers: assist and facilitate; model lifelong learning
• Appropriate use of open-ended ICT tools encouraged
• Community of learning and practice; shares new knowledge
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• Why would your country need its own ICT CST? What would be the major benefits from the national one?
• Is there any ready-made ICT CST to adapt with minimal localization?
Important questions before start
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• Countries that developed their own ICT CST: China, Korea, the Philippines, Australia, New Zealand
• Ready-made ICT CST: – National Educational Technology Standards (ISTE:
Information Society of Technology in Education)
– Technology Standards for School Administrators (TSSA)
– International Computer Driving License
National vs. Ready-made ICT CST
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• 4 domains, 15 standards
Example 1: ISST of Korea
Domain Standards
Information
gathering
Identify location, access, and read information,
Gather and evaluate information,
Store and Manage information
Information analysis
and processing
Produce, edit, and word-process materials,
Process and analyze spreadsheet materials,
Produce and edit multimedia materials,
Produce and edit presentation materials,
Use and manage the NEIS system
Information transfer
and exchange
Present and transfer information,
Communication and exchange
Information ethics
and security
Understanding the information society,
Prevent distribution of harmful materials,
Protect intellectual property,
Manage personal information,
Keep netiquette
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Domain 1. ICT
Literacy
2. Knowledge
Deepening
3. Knowledge
Creation
4. Knowledge
Sharing
A. Policy
B. Curriculum and
Assessment/Eva-
luation
C. Pedagogy
D. ICT
E. Organization and
Administration
F. Professional
Development
Example 2: Indonesia
What UNESCO Can Offer
Click to edit Master title style National Capacity Building Workshops
1. Baseline research - To align with policy visions
- To identify the current ICT competency levels of teachers
2. Competency profiling
3. Developing evaluation tools and qualification system
4. Validation and finalization
5. Follow-up: curriculum development
Click to edit Master title style Tailor-fitting to country’s needs
Click to edit Master title style Teacher Training Package
Competency Profile
(Performance Indicators)
Evaluation/
Qualification
Training/ Curriculum
Click to edit Master title style Future Plans
• Guidebook/toolkit to be developed and published
• Pilot project with 2-3 countries in the A-P region to develop the full package of teacher training reform on ICT
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THANK YOU.
Jonghwi Park ([email protected])
ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)
