Teacher Training : ICT CFT The ICT Competency Framework for Teachers A Framework for training teachers to effectively integrate ICT in their practice. A set of competencies that teachers need to integrate ICT into their practice and professional development to advance student learning. 5
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 (Its an OER!) 7
11 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).
12 Elements of the ICT CFT Toolkit Development of National Project Implementation Strategy Development of Training Materials using Open Educational Resources (OER)
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
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 Hqs Paris (20-22 June 2012)
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
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 a)Foster strategic alliances for OER b)Encourage the development and adaptation of OER in a variety of languages and cultural contexts c)Encourage research on OER d)Facilitate finding, retrieving and sharing OER e)Encourage the open licensing of educational materials produced with public funds
Hewlett Project Implementing the Paris OER Declaration 19
ICT in Education in 5 Arab States A comparative analysis of ICT integration and e- readiness in Schools in Egypt, Jordan, Oman, Palestine and Qatar Partnership between UIS and Tag.Org 20 http://www.uis.unesco.org/Communication/Documents/ICT-arab-states-en.pdf
4 Areas of Study: Use of ICT in policy and key curricular areas ICT infrastructure to support the integration of ICT in education (access to ICT and connectivity) Participation in programmes offering ICT Teachers use of and training on how to use and teach ICT in the classroom 21
Findings: ICT adoption and use in the wider socio- economic context of the countries has becomes more prevalent Highlights that all aspects of the ICT ecosystem need to be further examined in greater detail to have an understanding of the fuller picture of how ICT supports quality teaching and learning. 22
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