WSIS + 10Session 16

Zeynep Varoglu HametCommunication and Information Sector (CI)

UNESCO

The ICT in Education Ecosystem

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Teacher Training : ICT CFTThe ICT Competency Framework for Teachers•A Framework for training teachers to effectively integrate ICT in their practice.

•Essentially set of competencies that teachers need to integrate ICT into their practice and professional development to advance student learning.

•Available on an Open License which allows for users to modify, repurpose and re-use as necessary (including translation)

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What’s inside?

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Background: ICT CFT Version 2.0 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

Enriched with inputs from subject matter experts and users worldwide

Enhanced with the inclusion of exam syllabi and exam specifications

Openly licensed so users are allowed to repurpose and re-use as necessary (including translation) for non-commercial purposes (It’s an OER!)

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ICT CFT Knowledge Ladder Framework

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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

OER is NOT the same as…..Online

Learning

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_Resourceshttp://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

DeclarationUNESCO Paris , 20- 22 June 2012

UNESCO HQs, Paris (20-22 June 2012)

Paris 0ER Declaration 2012a) Facilitate awareness and use

of OERb) 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 OERi) Facilitate finding, retrieving

and sharing OERj) Encourage the open licensing

of educational materials produced with public funds

Paris OER Declaration: 4 Main Types of Action;

1. Facilitate understanding and use

2. Support capacity building

3. Reinforce strategic alliances

4. Encourage forward looking actions

Hewlett Project ‘Implementing the Paris OER Declaration’

The Hewlett Project has 2 components:

–OER Advocacy and Policy Development

–Teacher Development using the ICT CFT

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Hewlett Project ‘Implementing the Paris OER Declaration’

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Development of National Project Implementation Strategy

•Analysis of existing ICT in Education teacher policies, practices and recommendations on national implementation strategies

– Analysis of an E-readiness survey, – Review of national ICT and Education Priorities – Recommendations on links between the ICT CFT and national ICT and

Education Priorities– Propositions for the national Steering Committee– Propositions for the advocacy strategy for project– Draft schedule for the development and implementation of training

activities – Consensus building at the National Workshops

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Development of OER Teacher Training Tools: Development of training materials, establishment and training of the course team

– Revision and review of the institution’s Teacher Training (pre and initial) curriculum to integrate ICT operations effectively based on the ICT CFT.

– Identification and adaptation of OER to develop new teaching and learning materials to support the new curriculum cost effectively, and to ensure their adaptation to contextualize for local use.

– Establishment of a team to develop courses17

• Partnerships – Civil Society– Private Sector– Institutional – UNESCO Field Units, Category 2

Institutes

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Guyana ICT Course and Module Overview

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1 Internet Navigation

Pre service teachers should be able to describe the Internet and the World Wide Web, elaborate on their uses, describe how a browserworks and use a URL to access a website. (TL.4.e)

Basic Internet navigation using URL

Students practice opening the browser software, ensuring they are connected and then typing in various URLs. They also learn to analyse a URL for domain information.

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2National ICT policy and its impact on education

Pre service teachers should be able to identify key characteristics of classroom practices and specify how these characteristics serve to implement policies. (TL.1.a)

Policy familiarisation

Students navigate to http://www.ict4d.gov.gy/ and download a copy of the ICT4D Guyana National Strategy document. Review independently and then in tutorial groups brainstorm classroom practices that would support the documents directives.

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3 Report on Policy Impact

Pre-service teachers are able describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing (TL.4.b)

Basic use of a Word processor: Opening program, orientation and basic formatting.

Students need to write a short report on practical strategies that could fulfil some of the policy directives

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1 Curriculum Standards

Pre service teachers should be able to match specific curriculum standards to particular software packages and computer applications and describe how these standards are supported by these applications. (TL.2.a)

Curriculum standards. Role of technology in achieving these standards

Computer practical using online Educator Learning Journy online tutorials. Tutor session to look at creating lesson plans based on curriculum guides

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2 Internet Search EnginesPre-service teachers should be able to use a search engine (TL.4.f)

Search Engine Strategies: Google, Yahoo, Ask etc.

Computer practical focuses on advanced search strategies with an assignment for self study

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3 Assessment ToolsPre-service teachers evaluate and select ICT assessment resources (2.2)

Students review online assessment tools.

Computer practical and self study focuses on online tools to help assessment: Survey Monkey, Quiz Star, Quandary etc. Followed by self study tutorials at ELJ

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4 Student RecordsPre-service teachers can set up a record keeping system using a school wide system (2.3)

School management/administration systems

Computer practical focuses on online tools to help track student and school records. Students go therough the steps to develop a collaboratively generated class report

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5 Classroom Records

Pre-service teachers should be able to use networked record keeping software to take attendance, submit grades, and maintain student records. (TL.4.j)

Simple teacher's Mark Book using spreadsheet. Learners learn to lay out worksheet and calculate totals and averages

Computer tutorial designed to help learners construct a class mark book using spreadsheet program. Excel skills covered include basic formatting, SUM, AVERAGE and creating formulas to determine term marks.

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1Strategies for Intergrating ICT into Teaching

Pre-service teachers should be able to describe how didactic teaching and ICT can be used to support students’ acquisition of school subject matter knowledge. (TL.3.a)

Brief introduction to didactic methodology and then some consideration on how ICT can support this methodology. Examples of ICT Use to suit various objectives.

Lecture on different learning theories and the role of didacticism. Tutorial on multiple intelligence theory and how IT can support different leaarning preferences. Computer practical and self study focuses on online ELJ tutorials on didactic methodology and IT support.

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TECHNOLOGY LITERACY

Teaching and Learning Strategies - With Proposed activities

Proposed ContentModule & Unit Title Objectives

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Understanding ICT in Education (Link ICT with National Policy)

Curriculum & Assessment (Meaningful integration of ICT into the subject)

Pedagogy (ICT should support good teaching & Learning practice)

• ICT Teacher Survey

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Question Options Teacher 1

Teacher 2

Teacher 3

Teacher 4

Teacher 5

Subtotal for this sheet

1. How often do you use computers at school? (indicate one option with an X)

1. on most days 2. at least once a week 3. at least once a month 4. Never

2. Do you have access to a computer at home? 1. Yes 2. No

3. Do you have an email address? 1. Yes 2. No

4. How often do you use email? (indicate one option with an X)

1. on most days 2. at least once a week 3. at least once every two weeks 4. at least once a month 5. Never

5. For which of the following purposes do you use ICT (information communication technologies) – either at school or using your personal computer at home?

(select all that apply with an X )

1. personal, non-professional use 2. school administration 3. recording marks using a spreadsheet 4. typing exam papers 5. finding information and resources on the Internet 6. accessing resources using online databases 7. developing teaching resources 8. developing digital content for learner use 9. none of the above

6. In which of the following ways do you use ICTs with learners whilst completing curriculum activities?

(select all that apply with an X )

1. using the word processor 2. using the spreadsheet 3. using presentation software 4. using subject specific software 5. teaching IT Subjects 6. using the internet 7. using other applications not listed above 8. I do not use ICT with my learners

7. In which of the following ways do your learners use ICT in your lessons?

(select all that apply with an X )

1. using subject specific software 2. studying towards IT examinations 3. using the Internet to research information 4. collaborating between classrooms 5. working on projects 6. solving problems, making decisions or forming

opinions

7. my learners do not use ICTs in class 8. Do you feel confident to use a computer… 1. if someone is there to support you

2. on your own 3. to teach students 4. to help colleagues

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Thank You