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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

Click to edit Master title style

11

4

8

7

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6

8

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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?


• One time course

• The same group of teachers taking similar courses repeatedly

• Only the number of hours matters.

• No monitoring and evaluation


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


• 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


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


• 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


Total of 18 modules


• 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


• 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


• 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


• 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


• 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


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


THANK YOU.

Jonghwi Park ([email protected])

ICT in Education, UNESCO BANGKOK

(www.unescobkk.org/ict)

Supporting Teacher Development Reform through UNESCO ICT ...siteresources.worldbank.org/...UNESCOICTCompetencyFrameworkfo… · through UNESCO ICT Competency Framework for Teachers

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