1. ICT in Education UNESCO Bangkok
Mapping NCBTS against UNESCO ICT CFT
ICT in Education UNESCO Bangkok
Jonghwi Park
Programme Specialist
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education

2. Objectives By the end of this module, TFT will be able to
Map the current NCBTs against UNESCO ICT CFT
Identify gaps for the current NCBTs to guide undergraduate TEI curriculum for ICT-pedagogy integration

3. Mapping NCBTS against UNESCO ICT CFT: Group Work (Worksheet B)
Step 1: The first column on the next page shows the six domains of UNESCO ICT CFT and the three approaches for each of them. Select and circle an approach in each domain which you think should be covered by pre-service teacher education.
Step 2: Next, map the NCBTS ICT competencies into the the domains/approaches of UNESCO ICT CFT by drawing a line to connect each NCBTS ICT competency to the relevant and applicable ICT-CFT domain.
Step 3: Copy the needs identified in Worksheet A in the first column of the table below and, with the results of your mapping exercise as guide, place the ICT-CFT domains/approaches and NCBTS competencies alongside the gaps as relevant and applicable. Are all the needs covering the six domains well?
Step 4: If there are training gaps/needs left which haven't been covered by NCBTS and ICT-CFT, draft relevant and applicable domains and/or competencies for them.

4. Step 1: The first column on the next page shows the six domains of UNESCO ICT CFT and the three approaches for each of them. Select and circle an approach in each domain which you think should be covered by pre-service teacher education
Understanding ICT in Education
Policy awareness
Policy understanding
Policy innovation
know the nature and operations of ICT systems as they apply to teaching and learning
understand how ICT-based instructional materials/learning resources support teaching and learning
understand the process in planning and managing ICT-assisted instruction
design, develop new or modify existing digital/and or non-digital learning resources
use ICT resources for planning and designing teaching-learning activities
use ICT tools to process assessment and evaluation data and report results
demonstrate proficiency in the use of computers to support teaching and learning
use ICT tools and resources to improve efficiency and professional practice
value and practice social responsibility, ethical and legal use of ICT tools and resources
show positive attitude towards the use of ICT in keeping records of the learners
Curriculum & Assessment
Basic knowledge
Knowledge application
Knowledge society skills
Pedagogy
Integrate Technology
Complex Problem Solving
Self-management
ICT
Basic tools
Complex tools
Pervasive tools
Organization & Administration
Standard classroom
Collaborative groups
Learning organizations
Teacher Professional Learning
Digital literacy
Manage and guide
Teacher as model learner

5. Step 2: Map the NCBTS ICT competencies into the the domains/approaches of UNESCO ICT CFT by drawing a line to connect each NCBTS ICT competency to the relevant and applicable ICT-CFT domain.
Understanding ICT in Education
Policy awareness
Policy understanding
Policy innovation
know the nature and operations of ICT systems as they apply to teaching and learning
understand how ICT-based instructional materials/learning resources support teaching and learning
understand the process in planning and managing ICT-assisted instruction
design, develop new or modify existing digital/and or non-digital learning resources
use ICT resources for planning and designing teaching-learning activities
use ICT tools to process assessment and evaluation data and report results
demonstrate proficiency in the use of computers to support teaching and learning
use ICT tools and resources to improve efficiency and professional practice
value and practice social responsibility, ethical and legal use of ICT tools and resources
show positive attitude towards the use of ICT in keeping records of the learners
Curriculum & Assessment
Basic knowledge
Knowledge application
Knowledge society skills
Pedagogy
Integrate Technology
Complex Problem Solving
Self-management
ICT
Basic tools
Complex tools
Pervasive tools
Organization & Administration
Standard classroom
Collaborative groups
Learning organizations
Teacher Professional Learning
Digital literacy
Manage and guide
Teacher as model learner

6. Step 3: Copy the needs identified in Worksheet A in the first column of the table below and, with the results of your mapping exercise as guide, place the ICT-CFT domains/approaches and NCBTS competencies alongside the gaps as relevant and applicable. Are all the needs covering the six domains well?
Gaps in Pre-service Curriculum and Training
ICT-CFT
NCBTS

7. Additional domains: 1) 2) 3)
Step 4: If there are training gaps/needs left which haven't been covered by NCBTS and ICT-CFT, draft relevant and applicable domains and/or competencies for them.
Additional domains: 1) 2) 3)

8. Performance Indicators

9. Domain, Standards and Indicators
Key areas of competency.
Should address all aspects of teachers’ work .
Domain
CS-1
PI-1-1
PI-1-2
CS-2
PI-2-1
A unit of competency.
Basic outline of the knowledge and skills required in the given area.
Specific knowledge, skills and attitude that a teacher should be able to demonstrate.
Stated in observable terms.

10. What are Performance Indicators?
Break-downs of standards into measurable and demonstrable sizes of knowledge, skills and/or attitude
A standard may be measured by multiple PIs.
PIs will underpin the measurability of each standard and hence serve as a blueprint for operationalization.
PIs will also determine how to design assessment of each standard.

11. Evaluating Performance Indicators
Knowledge: traditional pencil and paper test
Skills: demonstration or class observation
Attitude: test + observation
Unfortunately, most competencies have a combination of knowledge, skills and attitude.
Portfolio – accumulating evidences: New and more accurate ways of evaluating Pis

12. Types of Assessment Country (N=8) Types AUS Demonstration of Evidence
Recommendation from school / workplace
Site visits, observations* (for Highly Accomplished Lead Teachers)
Professional discussion* CH
National Test (written)
IDN
Written, performance test, portfolio
JPN
Self-reporting
KOR
Certification upon course completion NZ
Evidence, recommendation from school
PHI
Oral and written SG
Self-reporting and portfolio

13. Types of Assessment Country Types Australia Demonstration of Evidence
Recommendation from school / workplace
Site visits, observations* (for Highly Accomplished Lead Teachers)
Professional discussion*
China
National Test (written)
Indonesia
Written, performance test, portfolio
Japan
Self-reporting
Korea
Certification upon course completion
New Zealand
Evidence, recommendation from school
Philippines
Oral and written
Singapore
Self-reporting and portfolio (Enhanced Performance Management System: EPMS)

14. Types of Formative Assessments
Techniques
Recommendations for Implementation
Instruments
Classroom observations
(Korea, Tanzania, Kenya)
To be conducted in-service programme through assigned learning project. Other options are to use this techniques for pre-service’s micro-teaching sessions.
To be carried out by supervisors, principals or senior teachers to assess standards implementation in the classroom as part of teachers performance evaluation.
Classroom observation instrument (e.g. TPACK observation tool); video observation instrument.
Learning project portfolios
Applicable in ICT in education training or courses to provide comprehensive feedback and assessment on lesson planning, reflection journal, or other learning outputs/artifacts.
Rubrics, check lists.
School Review Project
This tailor-made project was assigned to in-service teachers in Tanzania and Kenya, where they are tasked to assist whole school review and development of ICT policy, vision and planning.
School ICT Visioning, Review, SWOT Analysis and Priorities; and
Assessment Template - ICT Schools of Excellence)
Student and parent survey (Korea)
To assess in-service teachers’ practical skills and provide triangulated results as observed by ‘end users’ of education.
Student and parent questionnaire.
Self-diagnosis
To conduct self assessment about teacher’s own competencies .
Likert-scale questionnaire

15. THANK YOU. Jonghwi Park (j.park@unesco.org)
Mel Tan
ICT in Education, UNESCO BANGKOK (