MoHEST-MoYAS-GeSCI WORKSHOP Defining ICT Competencies for TIVET Lecturers, Instructors in Kenya Kenya Institute of Education, June 2 nd – 4 th 2010 Mary Hooker, GeSCI [email protected]
Feb 24, 2016
MoHEST-MoYAS-GeSCI WORKSHOPDefining ICT Competencies for TIVET Lecturers, Instructors in Kenya
Kenya Institute of Education, June 2nd – 4th 2010
Mary Hooker, [email protected]
Stages in drafting a Competency Framework
Stage 1: Document Review
Stage 2: Field Research
Stage 3: TIVET Workshop
Stage 5: Contextualization and validation
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Stage 6: Finalization of Competency Framework
• A focus on the global challenges facing education systems:– Global Agenda of Education for All– Knowledge Economy or Information Society Agenda
• Global challenges identified:– Information is in abundant supply– Technology is changing rapidly– Learners need to keep up with ICT
and continually develop new skill sets– Jobs appear and disappear very quickly
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Stage 1: Document Review
Challenges
• Vision 2030• Kenya National ICT Policy• Sector Policy on ICT in Education• Kenya Situational Analysis• ICT-TIVET Landscape• Kenya Institute of Education Curriculum
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Stage 1: Document Review
Kenya Context
• ISTE NETS for Teachers Achievement Rubric
• UNESCO ICT Competency Framework• Australia Competencies• Ireland e-Learning Roadmap• EU Competency and Qualifications
Framework
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Stage 1: Document Review
Framework Examples
Is ICT integration the solution?
ICT is often seen as being a ‘solution’ Delivering relevant quality instructional material Supporting student self directed learning
- anywhere and anytime Enhancing teachers’ /trainers’ skills and knowledge Promoting international collaboration and
networking
But ICT is also part of the fundamental shift in teaching
and learning styles- from didactic to constructivist
They are not the ‘cheap’ solution that many people have argued
(Unwin 2004)
Stage 1: Document Review
The UNESCO “Information and Communication Technologies in Teacher Education: Planning Guide” (2002) recommends:
“A shift from teacher-centred instruction to learner-centred instruction is needed to enable students to acquire the new 21st century knowledge and skills.”
Stage 1: Document Review
Paradigm shift: Challenging our assumptions about models for training
Transmission One time initial or specialized training ‘Deficit approach’ focusing on content knowledge ‘Technical approach’ focused on work-based practice
Transition ‘Empowerment approach’ focusing on training
professionalism; collaborative practice
Transformation Lifelong learning approach for professional
preparedness, development and research initial preparation structured opportunities for retraining, upgrading and
acquisition of new knowledge and skills continuous support
Increasing capacity for professional autonomyKennedy 2005
Existing Frameworks for ICT use in Training: SITE• SITE (Society for IT and Teacher Education)• http://www.aace.org/siteThree key principles:
Technology should be infused into the entire training programme
Technology should be introduced in contextStudents should experience innovative technology-
supported learning environments • Why are these so often ignored? (Unwin 2004)
UNESCO Conceptual Framework – ICT use in Learning Adoption of ICT in Learning
• Instructional Approach to Learning What instructional approaches work most effectively with various ICT applications?
• Authenticity of Learning
Which ICT applications can be a springboard for student learning in a real-world context?
• Complexity of Learning What
types of ICT uses support thinking and learning?
All approaches to learning will require different types of Training
Temechgn 2009
• Identification of key stakeholders
• Institutional visits• National, regional &
international case studies
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Stage 2: Field Research
Contributions from key stakeholders• MoHEST• MoYAS• GeSCI• KIE• TTIs/YPs• Public/Private• Universities/Colleges • DPs
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Stage 3: TIVET Workshop
Aspects to be Considered
What
are
the…
Theme(s)
Trends / Issues
Models / Approaches
Tools
Community / Networks
Stage 2: Field Research
UNESCO ICT Competency Standards
• Designed by UNESCO • To help educational policy-makers and curriculum
developers identify the skills teachers/ trainers need to harness technology in the service of education/ training provision
• Developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE)
Stage 4: Development of draft ICT-TIVET framework
UNESCO ICT Competency Standards for Teachers• Policy Framework• Implementation Guidelines• Competency Standards Modules
• http://portal.unesco.org
Stage 4: Development of draft ICT-TIVET framework
Objectives• A basic set of qualifications that allows teachers/
trainers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties
• A set of guidelines for training providers to identify, develop or evaluate learning materials or training programs in the use of ICT in teaching and learning
• Extending teachers’/ trainers’ professionalism so as to advance their skills in pedagogy, collaboration, leadership and innovative institutional development using ICT
• Harmonizing different views and vocabulary regarding the uses of ICT in training
Stage 4: Development of draft ICT-TIVET framework
ApproachesConnecting national/ institutional policy with economic development:• Increase the technological uptake of students, citizens,
and the workforce by incorporating technology skills in the curriculum - or the technology literacy approach
• Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, real-world problems - or the knowledge deepening approach
• Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge - or the knowledge creation approach
Stage 4: Development of draft ICT-TIVET framework
Stage 4: Development of draft ICT-TIVET framework
ApproachesComponents
• The 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
Stage 4: Development of draft ICT-TIVET framework
Integration in stages
Taking it one step further• Identify the progression across each of the components• Identify the categories within each component• Create a “Emergent” level• Create new statements where gaps are identified• Simplify the terminology to make it more accessible and
universal
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Stage 4: Development of draft ICT-TIVET framework
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GeSCI ICT Development Path Matrix
ICT Development Path Matrix
http://www.gesci.org/teacher-education-and-icts.html
ICT Development Path Matrix• The matrix can be used to localize or tailor a development
path for ICT use in training 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
ICT IntegrationCore technology
ICT use in the classroom as content focus of training
ICT use as core technology for training participation
Learning HOW
Learning VIA
to use ICT ICT
ICT use in the classroom as parts of method, curriculum
and lesson planning
ICT used to facilitate some (non-essential) aspect of
participation
Complementary technologyFigure 1. Two dimensions of ICT integration in Training Programmes Source: Collis and Moonen 2001, cited in Kirschner and Davis, 2003
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Emerging Stage • Institutions 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 trainers use ICT for tasks
already carried out in institutional management and in the curriculum.
• Trainers 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 • 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 trainers use ICT to manage not only the learning of their students but also their own learning
Transforming Stage • 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 training outreach have become centers of learning and excellence responsive to the needs and requirements of the market place and their communities
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
Consolidating the ApproachesICT a core technology
Learning how to
‘Transition’‘Infusing’‘Knowledge deepening’ Training focus on the use of ICT to guide students through complex problems and manage dynamic learning environment
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‘Transformation’‘Transforming’‘Knowledge creation’Trainers are themselves master learners and knowledge producers who are constantly engaged in experimentation and innovation to produce new knowledge about learning and market practices4 Learning
via useICT
1‘Traditional’‘Emerging’‘Technology add-on’Training focus the use of ICT as an add-on to the traditional curricula and standardized test systems
2‘Transmission’‘Applying’‘Technology literacy’Training focus on the development of digital literacy and the use of ICT for professional improvement
ICT
ICT as complementary technology
Sources: Kennedy, 2005; Olakulehin, 2008; UNESCO, 2008
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GeSCI ICT Development Path
Matrix Exercise
ICT Development Path Matrix Exercise• Review the descriptors for each development
area• Mark an “X” on each continuum indicating level
of progress (Left side – “Emerging” Right side – “Transforming.”)
• Circle top three priorities you want to focus on for raising ICT Competency Standards in Kenya for the next 3 years
Exercise Continued Post the RED dot indicating what you consider to
be your first priority on the wall charts at the corresponding location on the continuum.
Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding location on the continuum.
Post the BLUE dot indicating what you consider to be your third priority on the wall charts at the corresponding location on the continuum.
Exercise Review1. What patterns do you see and what does this
tell you?2. What seem to be highest ICT development path
priority areas for the total group and what might be the causes?
3. What ICT development path areas seem to be lower priorities and what might this indicate?
What patterns do you see and what does this tell you?
What seem to be highest ICT development path priority areas for the total group?
What might be the causes?
What ICT development path areas seem to be lower priorities?
What might this indicate?
ASANTETHANK YOU