2. Country examples of ICT-integrated Curriculum for Teacher Professional Development
National Workshop to Finalize Sample Syllabi for TTL1 & July 2016
Jonghwi Park and Mel Tan
ICT in Education, UNESCO Bangkok

3. AUSTRALIA

4. Australian Professional Standards for Teachers (APST)

5. Four career stages

6. Australian Proressional Standards for Teachers with explicit reference to ICT
APST
Std2: Know the Content and How to teach it
Std3: Plan for and implement effective teaching and learning
Std4: Create and maintain supportive & safe learning environments
ICT-related Focus Areas
Focus Area 2.6: Information and Communication Technology (ICT)
Focus Area 14: Select and use resources
Focus Area 4.5: Use ICT safely, responsibly and ethically
Graduate
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Demonstrate knowledge of a range of resources, including ICT1 that engage students in their learning.
Demonstrate an understanding of the relevant issues and th.e strategies available to support t11e safe, responsible and ethical use ofICT in learning and teaching.
Proficient
Use effective teaching strategies to integrate ICT into learning and teaching programs to make select1ed content relevant and meaningful.
Select and/or cr1eate and use a range of resources, including ICT1 to engage students in their learning.
Incorporate strategies to promote the safe, responsible and ,ethical use ofICT in learning and teaching.
Highly Accomplished
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve tlleir teaching practice and make content relevant and meaningful.
Assist c-0lleagues to create, select and use a wide range of resources, including ICT, to ,engage students in their learning.
Model, and support colleagues to develop strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Lead
Lead and support colleaglles within the school to se]ect and use ICT with 1effective teaching strategies to expand learning opportunities and content knowledge for all students.
Model exemplary skills and lead colleagues in selecting, creating and, evaluating resources, inc1uding ICT, for applfoation by teachers within or beyond the school
Review or implement new policies and strategies to ensure the safe, responsible and ethical use oflCT in learning and teaching.

7. Autonomy + Accreditation
No standard/national curriculum for teacher education – i.e. each university develops its own teacher education curriculum (autonomy)
Consistency/quality of curriculum and clear alignment with the APST Standards, including ICT standards is achieved through accreditation of their pre-service programmes (five-year cycle)

8. Options
University A has opted to develop dedicated semester-long ICT subjects
University B has elected to cover the ICT elements of Program Accreditation Standard 1 as a cross-curriculum or embedded activity
University C, has adopted a hybrid approach – It developed a core Digital Learning subject that asks students to critique and adopt appropriate pedagogical approaches using learning technologies to engage teenagers in authentic, active and collaborative learning and to investigate contemporary issues and current trends in ICT in education through an inquiry project.

9. Sample course

14. Various forms of evidences submitted for evaluation, site visits, feedback and interviews, etc.

15. Samples:
Using ICT in Science -
Engaging thru ICT -

16. APST and In-Service
Expectation that individuals will take responsibility for building their own professional capabilities
Expected to gather evidence, usually through a professional portfolio, to demonstrate that standards and competencies have been met and usually assessed at the school level
Motivation for doing so includes, but is not limited to, professional pride, employability, pay increases and promotion.

20. REPUBLIC OF KOREA

21. SMART competencies 2 domains, 13 competencies Foundations
Creative problem solving
Social ability
Flexibility
Technology literacy
Ethics
Passion
Practice
Understanding future education
Content expertise
Building relationship with learners
Instructional design & development
Evaluation & reflection
Building collaborative learning community
Turned into 28 modules

22. 28 modules are like small Lego™ blocks, consisting of basic content units of training programs
Diverse training programs can be operated by combining modules per level or by theme considering training targets, directions and time

23. Sample Module (see wiki for file)
Targeted competency: Understanding of Future Education (TC#7)
Module 01: Concepts of Future Education and Roles of Teachers (30 trainees/ run)
Session 1: Future Society and Change in Education (evaluation: written)
Session 2: Future Education Preview (evaluation: outputs with peer evaluation)
Session 3: The Future of our Classrooms (evaluation: outputs + attitude)

24. Other Key Features Assessment
Online diagnostic tool services on competencies
feedback contains targeted educational contents & directions for self-development
Training evaluation: carried out at the end of every training programme + investigation of actual ICT use in schools
Support & incentives: certificates, ICT contest, teacher community

25. SINGAPORE

26. Masterplan Development: Coherent Continuum
mp1 may be seen as
laying the foundations for the use of ICT, while mp2
strived for a more pervasive use of ICT in education.
mp3 aims to use ICT to improve learning outcomes.
The articulated vision for mp3 is: ‘harnessing ICT,
transforming learners.’

27. Teacher training in MP 1 30-hour training on:
Basic knowledge of PC and network
Office applications (Word, Powerpoint, Excel)
the use of Internet
Mostly on how to digitize teacher-centric instructional materials

28. Teacher training in MP 3 Teacher Education for the 21st century (TE21)
Aligned with values, skills and knowledge

29. Teacher training in MP 3 Exemplary courses:
ICT for Meaningful Learning
Supporting Self-directed Collaborative Learning with ICT

30. ICT for Meaningful Learning
The 3rd Singapore ICT Masterplan focuses on self-directed and collaborative learning with ICT
NIE adopted the Technological Pedagogical and Content Knowledge (TPACK) framework to build and research preservice and in-service teachers’ TPACK through design-based learning
This case describes the approach and report the preservice teachers’ perception and performance
Sample syllabus

31. Professional Development
Advanced Diplomas
In-service Diplomas
Certificates
Standalone courses
6 focus areas
upgrade content knowledge of teachers
update teachers with pedagogical innovations in subject teaching
equip teachers with new competencies in response to changing societal needs and demands
keep teachers abreast of new developments and initiatives in education
educate teachers with research and management skills
enhance their teaching effectiveness through life-long learning

32. PD Courses

33. New Approach to Assessment
Portfolio

34. Mainstreaming ICT: Assessment
Monitoring teachers’ progress and sustainable innovative practices:
Professional development Continuum Model
Enhanced performance management system
Evidence-based rewards
School-based professional learning
Communities

35. 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

36. MYANMAR
Designed by UNESCO

37. ICT in Education: MBM Project
Support from school leaders / head teachers / pedagogical mentors
Course 1: Basic ICT Literacy
Course 2: Using ICT for T&L
Course 3: ICT for Active & Deeper Learning
Project seminar

38. Three modules Module 1: Basic ICT Literacy (26 hrs)
Module 2: : Integrating ICT into Learning Materials (26 hrs)
Module 3: Pedagogical Use of ICT to Promote Active Learning (22 hrs)
Ideal: module 1  practice  module 2  practice  module 3  practice
Coupled with coaching and sharing

39. Module 1: Basic ICT Literacy
Description
Hours 1
Intro to ICT in Education
1.0 2
Desktop Navigation
Folder / File Management
0.5 3
Word Processing
8.0 4
Internet Essentials
6.5 5
Spreadsheet
9.0 6
Managing Peripherals
Basic Troubleshooting & Maintenance Strategies
Total
26.0

40. Module 2: Integrating ICT into Learning Materials
Description
Hours 1
Review of Module 1 and Sharing of experiences
1.5 2
Developing slide presentations
5.0 3
Multimedia Training Part 1
(Instructional Design, Bloom’s Taxonomy, Pedagogy, Orientation to selected ICT resources, Exploring new resources)
7.5 4
Multimedia Training Part 2
(Evaluating Usefulness of ICT Resources to one’s lesson; Enhancing and Sharing Lesson Plans)
4.0 5
Developing own learning materials using productivity tools
3.0 6
Security & Cyber-Ethics (via scenarios & role-play)
2.0 7
Group presentations of enhanced lesson plans & materials
School planning
Total
26.0

41. Module 3: ICT for Active Learning
Description
Hours 1
Review of Module 2 and Sharing of experiences
1.5 2
Introduction to ICT-supported Active Learning (vis-à-vis Bloom’s pyramid of learning)
6.0 3
Designing ICT-supported collaborative learning
2.5 4
Determining good points of model ICT-integrated lesson plans
Critiquing sample lesson plans
3.0 5
Incorporating ICT-supported active learning into own lesson plans; Developing own materials 6
Designing appropriate assessment and facilitating student outputs with ICT 7
Group presentations of enhanced lesson plans & materials
School planning
Total
22.0

42. References NIE http://www.nie.edu.sg/
Australian presentation during Nepal workshop, April 2016 (by Geoff Romeo, ACU)

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