Integrating ICT What do we mean by integrating ICT? How far can we take this: –Do you know of any really good examples of ICT integration? What are the implications on: –the role of the teacher? –the content and skills being learned by the students? –The enthusiasm of the student?
UNESCO ICT Competency Framework for Teachers (ICT – CFT) The UNESCO ICT Competency Standards for teachers are defined as a tool/benchmark/framework to determine the competencies of a pioneer/leader/ innovative teacher and to develop a core of learning activities which can be adapted and used throughout member states. Key areas Pedagogy and ICT, Collaboration and ICT, Organisational development and ICT, School innovation and ICT. In the proposed UNESCO Syllabus, ICT is never seen as a knowledge area per se, the focus being on the relationships between ICT and the four components of a pioneer teacher’s profile.
Developing the CFT Matrix Approaches Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge. Increase the technological uptake of students, citizens, and the workforce. Increase the ability to use knowledge to add value to society and the economy. Connecting education policy with economic development KNOWLEDGE CREATION KNOWLEDGE DEEPENING TECHNOLOGY LITERACY
Basic Tools: The technologies involved in this approach include the use of computers along with productivity software; drill and practice software, tutorials, and web content; and the use of networks for management purposes Complex Problem Solving: Classroom pedagogy associated with this approach includes collaborative problem- and project-based learning in which students explore a subject deeply and bring their knowledge to bear on complex, every-day questions, issues, and problems Teacher as Model Learner: From this perspective, teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice Examples
An Approach to Scale the UNESCO ICT- CfT Access to personalized & varied professional development Aligned to international standards Validated and made available by education experts through consultative process w/countries via experts in education innovation & reform Design based on desired student outcomes and how teachers can be best supported to help achieve them 9 Teaching with Technology
Guiding Principals Innovative teachers who use ICT to enrich lessons often result in attainment of 21 st Century skills Educator Leaders want to quantitatively measure impact of professional development programs and ICT investments –Competency based, not time based –Provide business analytics for better ROI on investments Based on global set of standards to enable effectiveness measures across geographies Implemented via public, private partnership with shared resource investment the focus needs to be on systemic education reform
Why Competency Based? This offering is competency-based professional development instead of hourly- based training. The difference is that it will help you (our teachers): Build your skills where needed, so there is no need to study what you already know. Emphasis is on application, performance and understanding With time to focus on new challenges, you can work toward enabling both yourselves and your students with the technical skills needed for success in life and the workplace Be tested for what you know, instead of only recording the hours you invest in particular topics
Curriculum Outline Policy and Vision: Why Does the UNESCO ICT-CFT Promote Technology Literacy? Curriculum and Assessment: Selecting ICT Resources to Support Curriculum Outcomes Pedagogy: How Do Technology and Pedagogy Mix? Basic Tools: Using Basic ICT Tools to Support Teaching and Learning Standard Classroom: Organize and Manage the Use of ICT in Your Classroom Digital Literacy: Technology Literacy and Your Professional Development 6 courses 36 hours E-Learning Content 69 Topics Courses are not linear, but provide teachers only with the learning needed to fill their competency gaps. Each unit of learning is aligned to one ICT-CFT teacher standard.
Pilot Countries Russia, Ireland are the three countries worldwide selected for piloting the program. The two countries were selected because they: Have a shared vision of student standards, building and supporting competency based learning and teacher professional development Have a student-centered learning approach Adopt a continuous-learning approach to professional development with teacher recognition for proficiency at various levels Have empowered educational leaders at all levels of the system Have strong partners (education stakeholders) to support a competency based professional development model Have adequate resources and funding for a successful cultural and organizational shift and to be able to sustain the model Have a clear focus on multi-stakeholder partnerships (MSP) to provide funding and support for the initiative Have sufficient ICT access and technical support for students and teachers
Why Self-Assessment? Use the self assessment to determine where you are at There is not necessarily a right or wrong answer – you need to go with your gut instinct rather than trying to determine what the correct choice is This will provide you with a list of recommended learning units tailored to your own needs
Why is this Important? We want to make sure the content is beneficial and relevant We need to be able to plan so that we can provide the correct CPD for teachers when they need it You are helping us get it right for all teachers worldwide We trust you can do it
Our Ask Go to the website Complete the self-assessment. Go through the recommended units in your own time (none linear fashion) Complete a short questionnaire at the end of each unit. Encourage your colleagues to go through the system and also get certified