ICT in Education UNESCO Bangkok Introduction to Competency Standards for Teachers: Key Factors in Successful Integration of ICT in Education ICT in Education UNESCO Bangkok Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

Outlines Why national ICT competency standards for teachers? Key factors Suggested steps to develop national ICT competency standards for teachers

WHY ICT competency standards for teachers?

Is this story familiar to you? (1)

Teacher training providers According to a review of 16 Member States in SEA and EA countries in 2013: Pre-service Training Provider (N=16) In-service Training Provider (N=16) 10 ASEAN countries 6 East Asia and Pacific (Australia, China, Japan, Mongolia, New Zealand and Republic of Korea)

Is this story familiar to you? (1) One time course The same group of teachers taking similar courses repeatedly Only the number of hours matters. No monitoring and evaluation

Is this story familiar to you? (2) 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 ?

Why do most ICT policies go nowhere? Wish list without implementation strategies and resource plan The policy focuses only on ICT hardware. Teachers and other ground level implementers resist policy-based changes. The policy does not have explicit connections with instructional practices at schools. The policy is organizationally isolated. The policy does not specify measurable goals. Current policies are replaced by the new government. Kozma, R. (2011). Transforming Education: The Power of ICT Policies. UNESCO. http://www.unesco.org/new/en/education/resources/online-materials/single-view/news/transforming_education_the_power_of_ict_policies-1/

2009 2003 1997 Example 1: Singapore – Coherent Continuum Strengthening & Scaling Master Plan 3 Enriching and transforming the learning experiences through appropriate ICT integration Professional development of teachers Developing discerning and responsible ICT users 2003 Seeding Innovation Master Plan 2 Innovation push: FS & Lead ICT schools ICT Baseline tools School-based ICT Plan 1997 Building the Foundation T&L Resources ICT Skills for Teachers ICT Infrastructure Master Plan 1

Example 2: Korea

ICT in Education Master Plan of Nepal (2013-2017) Vision: to ensure quality education for all through the use of ICT in all aspects of education and create knowledge-base society through integrating Nepal into the global community ICT in Ed Master Plan Objective 1: Infrastructure Objective 2: HR &Teacher Development Objective 3: Digital Learning Materials Objective 4: Education System (data management) As Kozma addressed, a policy needs to be translated into implementation strategies and action plan, not just as a project.

Objectives of ICT NCST To serve as a component of an overall ICT in Ed Master Plan Needs to be aligned with other components of Master Plan ICT vision and policy ICT competency standards for teachers School infrastructure Digital learning materials Education System

Key factors in successful implementation of ICT NCST

Operationalization is more important Competency standards Qualification/ Certification Training/ curriculum

Key factors Identification and involvement of multi stakeholders along the process Interdepartmental coordination for in-service, pre-service training and other divisions for teacher performance and evaluation A strong system of teacher preparation and professional development, drawn upon the standards A performance evaluation system against the standards A clear recognition/qualification system that motivates teachers to constantly develop their competencies

Stakeholders involvement Countries Who were involved? How were they involved? Australia Teachers, representatives of teacher professional associations, unions, and teacher education academics. In consultation process of draft standards development. Thirty-nine stakeholder groups (among others included key education organisations, teacher professional associations, national bodies, policy makers, employers and school leaders). In the evaluation of the standards. A National Forum was held to explore perceptions of the success factors for standards implementation. Korea Educational experts, policy makers, and school teachers. In the Delphi rounds for standards development. Parents and community Identification of parent support and voluntary services for local communities. China Teaching staff, administration staff, and technical staff. In the investigation and consultations for standards development. Schools In the feedback process from implementation. Kenya and Tanzania Policy makers, TEIs and universities representatives, teachers, principals, national task force members, and partner experts. During all stages of activities, from situational and need assessment, contextualization, curriculum mapping, module development, and evaluation. Involvement of stakeholders is needed to gain buy-in from key stakeholders in both pre-service & in-service educational institutions.

Professional Development in Singapore Why the NIE/Singapore TE21 model is successful? Ministry (Policies) Desired Goals of Education Schools (Practices) Teacher Education Institutions (Preparation) Adapted from Goh, C.B. (2014). Teacher Education Model for the 21st Century (TE21), presented at the UNESCO Central Asia Symposium on ICT in Education 2014, available at http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/casie2014/ppt/TE21__Goh__SG_.pdf

Suggested steps

Six stages This workshop Workshop 2 Workshop 3

Suggested procedures Expert group consultation Initial set of PIs Expert group consultation Validated set of Pis (please refer to Sample A) Validation by teachers (Delphi) Final set of PIs Validation by experts

THANK YOU. Jonghwi Park (j.park@unesco.org) Mel Tan (mm.tan@unesco.org) ICT in Education, UNESCO BANGKOK (www.unescobkk.org/ict)