Existing Frameworks: UNESCO
Integration in stagesThe introduction and use of
ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps, namely: Emerging, Applying, Infusing, Transforming
Each of the successive stages in the continuum gets richer in both technology and pedagogy in terms of quality and complexity
Temechgn 2009
Emerging Stage
Educational establishments just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum
Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice.
Applying Stage
Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum
Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development
Infusing Stage Educational institutions involved in integrating
or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.
The curriculum also begins to merge subject areas to reflect real-world applications.
The teachers use ICT to manage not only the learning of their students but also their own learning
Transforming Stage Educational institutions involved in integrating or
embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.
The emphasis changes from teacher-centered to learner-centered.
Institutions at this stage of ICT4TED development have become centers of learning for their communities.
Existing Frameworks: UNESCOICT Teacher Competency Framework
Three approaches for ICT Integration that connect education policy with economic development
Policy & Vision Technology literacy
Knowledge Deepening
Knowledge Creation
Curriculum & Assessment
Basic Knowledge Knowledge Application
21st Century Skills
Pedagogy Integrate Technology
Complex Problem Solving
Self Management
ICT Basic Tools Complex Tools Pervasive Technology
Organization & Administration
Standard Classroom
Collaborative Groups
Learning Organizations
Teacher Professional Development
Digital Literacy Manage & Guide Teacher as Model Learner
Source: UNESCO 2008
Technology Literacy
Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum
Knowledge Deepening
Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the country and the economy by applying it to solve complex, real-world problems
Knowledge Creation
Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge
Existing Frameworks: GeSCITowards Transformational Professional Learning
Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced expansive professional learning
Institutions and schools in collaboration with the community (local, national, regional)
ICT a core technology
Given
‘Transition’‘Infusing’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment
3
‘Transformation’‘Transforming’‘Knowledge creation’Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice4
Experimentation in context
Programmes 1‘Traditional’‘Emerging’‘Technology add-on’Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems
2‘Transmission’‘Applying’‘Technology literacy’Teacher training focus on the development of digital literacy and the use of ICT for professional improvement
with varying solutions
ICT a complementary technologyInstitutions and schools
as relatively isolated from the community
A consolidated continuum of approaches for ICT Integration in Teacher Professional DevelopmentSources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008
Existing Frameworks: GeSCITowards Transformational Professional Learning
Continuum of approaches represents a conceptual framework
Practitioners and institutions move from isolated, passive consumers and implementers
of externally defined education programmes for ICT knowledge and skills
to more open communities of active learners and learning organizations that generate new knowledge on the use of ICT to enhance educational practice
The GeSCI ICT –TPD Matrix
GeSCI has taken the ICT Competency Standards statements and restructured them to create an ICT Teacher Professional Development Matrix to enable teacher education providers to
assess the current status of ICT integration identify priorities and challenges for progressionpropose ways and means for further
development of ICT in professional learning programmes.
The GeSCI ICT –TPD Development Matrix
The ICT-TPD Development Matrix builds on the “ICT Competency Standards for Teachers” and presents clear progression paths under the following key areas:
PolicyPolicy AwarenessClassroom Practice
Curriculum and AssessmentCurriculum PlanningLearning EnvironmentAssessmentCommunications and CollaborationSpecial Education Needs
The GeSCI ICT –TPD Development MatrixPedagogy
PlanningProblem Based earningStudent ExperienceProject Based learningCommunications and collaboration
ICTProductivity toolsAuthoring tools InternetCommunication and CollaborationAdministrationStudent Learning
The GeSCI ICT –TPD Development MatrixOrganization and Administration
Teacher UnderstandingICT IntegrationClassroom ManagementAcceptable and Appropriate Use
Professional DevelopmentPlanningTeacher Awareness and ParticipationInformal Learning
The GeSCI ICT –TPD Development Matrix
The matrix can be used to localize or tailor a development path for ICT use in professional development to a particular country, its policies and its current educational conditions.
The key to moving towards knowledge creation is to leverage current strengths to advance other components in the system.