The ICT Competency Framework for Teachers - … · The ICT Competency Framework for Teachers ......
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The ICT Competency Framework for Teachers ICT CFT Zeynep Varoglu Communication and Information Sector (CI) UNESCO
Transcript of The ICT Competency Framework for Teachers - … · The ICT Competency Framework for Teachers ......
The ICT Competency
Framework for Teachers ICT CFT
Zeynep Varoglu
Communication and Information Sector (CI) UNESCO
The ICT in Education Ecosystem Hardware
[computers, tablets,
phones..]
Connectivity [Broadband, institutional
networking…]
Pedegogy [21st C Skills]
Teacher Training [ICT CFT…]
Content [OER, e-books..]
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Knowledge Societies – Knowledge Economies
Traditional Economies • Output increases with input • Companies purchase more
equipment and employ more workers resulting in capital accumulation
• Demand for manual skills and routine cognitive tasks
Knoweldge Economies • Growth generated through new knowledge,
innovation and the development of human capacity
• Less demand for manual skills and routine cognitive tasks
• More demand for problem solving, communciation skills and team skills
• ICT subsitutes for low- skilled worker and augments high – skilled workers
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Presentation Notes
3 factors that lead to growth based on human capacity Economists identify 3 factors that lead to growth which is based on increased human capacity: Capacity deepening – the ability fo the workforce to use equipment that is more productive than earlier versions Higher quality labour – a more knowledgeable workforce that is able to add value to economic output Technological innovation – the ability of the workforce to create, distribute, share and use new knowledge.
21st Century Skills
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source : http://en.wikipedia.org/wiki/File:P21_Skills.jpg; image by Charles Fadel
Teacher Training : ICT CFT
The ICT Competency Framework for Teachers • A set of competencies that teachers need to
integrate ICT into their practice and professional development to advance student learning.
The ICT CFT V.2 (2011 ) is an update of the ICT CFT V.1 (2008)
Result of partnership between UNESCO, CISCO, INTEL, ISTE and Microsoft
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What’s inside?
Overview of 3 Modules and underlying principles of the Framework
Appendix I. UNESCO ICT Teacher Competency Framework modules
Appendix 2. Example syllabi and exam specifications for each module
Glossary of key terminology for a common understanding
Open License allowing users to use, re-use and modify.
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ICT CFT Knowledge Ladder Framework
Technology Literacy • Enabling students
to use ICT to learn more effectively
Knowledge Deepening • enabling students
to acquire in depth knowledge of their school subjects and apply them to complex world problems
Knowledge Creation • enabling students,
citizens and the workforce they become to create the new knowledge required for more harmonious fulfilling and prosperous societies
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Conceptual Framework for Policy Planning
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Presentation Notes
Conceptual Framework for Policy Planning Transformation Addresses all components Policy alignment Complementary systemic changes Connected to economic and social development
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The ICT CFT Main Framework
Approach : COMPONENT:
Technology Literacy
Knowledge Deepening
Knowledge Creation
UNDERSTANDING ICT IN THE CLASSROOM
Policy awareness Policy awareness Policy innovation
CURRICULUM AND ASSESSMENT Basic knowledge Knowledge application Knowledge society skills
PEDAGOGY Integrate technology Complex problem solving
Self management
ICT Basic tools Complex tools Pervasive tools
ORGANISATION AND ADMINISTRATION
Standard classroom Collaborative groups Learning organizations
TEACHER PROFESSIONAL DEVELOPMENT Digital literacy Manage and guide Teacher as model learner
Presenter
Presentation Notes
Technology Literacy Requiring the most basic policy changes aim to encourage and facilitate student uptake of new technologies to support social and economic development. Professional development focuses on developing teachers’ technological literacy to integrate basic ICT tools into the curriculum. A focus on equitable distribution of technological resources to enable access by as wide a population as possible to lessen the digital divide. The outlay of technological tools at this stage is a precursor for possible success of all three approaches to educational development. Knowledge deepening requires students as citizens to apply school knowledge for complex problem solving in the workplace to add value to national development, (e.g. through innovation that provides solutions to national challenges. teacher professional development focus on providing teachers with the knowledge and skills to use more complex methodologies and technologies. Change in the curriculum should include establishing a complex relationship between school knowledge and real world problems and can involve collaboration between students at local and global levels with the teacher managing the learning environment (UNESCO, 2008a). The knowledge creation approach aims to create a citizenry that engages in and benefits from knowledge creation, innovation, and participation in lifelong learning. Curriculum changes to achieve the aims are inculcating skills in collaboration, communication, creative thinking and innovation and critical thinking. Teachers can model these skills to their students through their own professional development where they develop more sophisticated skills on using technology and collaborate with peers to design projects that challenge students to exercise the aforementioned skills (UNESCO, 2008a).
• The ICT CFT Toolkit
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The ICT CFT Toolkit http://ccti.colfinder.org/toolkit/ict-toolkit/index.html • A set of resources to contextualize the ICT CFT to meet national needs.
– resources for creating an ICT in Education strategy, collecting education data, considering approaches to advocacy, designing curriculum to materials development and provides a set of open materials that could be used for training new or in service teachers.
• The tools were developed through a partnership of UNESCO, the Commonwealth Secretariat, the Commonwealth of Learning (COL), Microsoft and the Ministries of Education in the Caribbean and Pacific.
• The approach suggested calls for an adoption, and where necessary the adaption, of Open Education Resources (OER) selected and aligned to the UNESCO ICT Competency Framework for Teachers ( ICT CFT). .
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OER is NOT the same as…..
Content: Open Educational Resources (OER)
Any educational resource/materials that may be freely accessed, reused, modified and shared
….openly available for use without paying royalties/licence fees
Image: http://foothillglobalaccess.pbworks.com/w/page/13095903/Open_Educational_Resources http://www.globalkap.com/Industries/Legal
What is an OER? • Curriculum frameworks and maps • Course materials • Documents • Books • Research articles • Multimedia applications • Podcasts • Videos • Software and programmes…….etc
UNESCO World OER Congress 2012
Participants: • Ministers /senior policy makers
expert practitioners/ researchers and relevant stakeholders
Aims • To showcase innovative and promising
practices in OER policies and initiatives • Debate and adopt the Paris OER
Declaration UNESCO Paris , 20- 22 June 2012
UNESCO HQs, Paris (20-22 June 2012)
Paris 0ER Declaration 2012 a) Facilitate awareness and use
of OER b) Facilitate enabling
environments for use of ICT. c) Reinforce the development of
strategies and policies on OER d) Promote the understanding
and use of open licensing frameworks
e) Support capacity building for the sustainable development of quality learning materials
f) Foster strategic alliances for OER
g) Encourage the development and adaptation of OER in a variety of languages and cultural contexts
h) Encourage research on OER i) Facilitate finding, retrieving
and sharing OER j) Encourage the open licensing
of educational materials produced with public funds
Mobile Technologies
How/What/When
1. Differences in use betweeen modules (teachers as user, innovator, creator..)
2. (Types) of apps that may apply to specific components
3. Specificities of mobile applications to teacher education
Examples
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