Post on 16-Mar-2018
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CASE STUDY:
NATIONAL ICT
COMPETENCY
STATNDARDS FOR
TEACHERS
UNESCOBangkok
ICTinEducation,AsiaPacificProgrammeofEducational
InnovationforDevelopment
August2014
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Contents
Glossary..........................................................................................................................................................4
ExecutiveSummary....................................................................................................................................6
Introduction..................................................................................................................................................7
AnalysisandSynthesisoftheCaseStudies.........................................................................................71. Context&TeacherEducationPolicyEnvironment......................................................................................81.1EducationContext...............................................................................................................................................81.2ICTReadiness........................................................................................................................................................91.3TeacherProfessionalDevelopmentContext.......................................................................................101.4ICTinEducationPolicy..................................................................................................................................111.5Discussion............................................................................................................................................................12
2. ICTCompetencyStandards:DevelopmentandOperationalization.................................................143. ICTCompetencyStandardsDevelopmentApproaches...........................................................................143.1ContextualizationoftheExistingICTCompetencyStandardsframeworks:Kenya&Tanzania.......................................................................................................................................................................153.2StandardsDevelopmentthroughResearch:KoreaandChina....................................................163.3DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards........................183.4Discussion............................................................................................................................................................19
4. Implementation:UseofICTCompetencyStandardsandRecognition...........................................205. Conclusion....................................................................................................................................................................21
AUSTRALIA..................................................................................................................................................23Abstract...................................................................................................................................................................................231.CountryContext/Background..................................................................................................................................23Australia:anationalvisionforschooleducation......................................................................................23SchoolinginAustralia............................................................................................................................................24TeacherqualificationinAustralia....................................................................................................................25Careerladderforpractisingteachers.............................................................................................................26
2. TheICTProfessionalDevelopmentStrategyforTeachers....................................................................273. DevelopmentofICTCompetenciesforTeachers........................................................................................30GovernanceoftheDevelopmentofTeacherStandards,includingICTCompetencies...........32
4. AligningtheIdentifiedICTCompetencieswithTeacherTrainingCurriculum...........................39InitialTeacherEducationProgramAccreditationStandards.............................................................39ElaborationsofPriorityAreas(SCSEEC,2012).........................................................................................42
5. Assessing/EvaluatingAcquiredICTCompetencies...................................................................................43Training/Graduation/ProvisionalRegistration........................................................................................43
6. Impactsandissues...................................................................................................................................................447. Conclusion....................................................................................................................................................................46References..............................................................................................................................................................................48
PRCHINA......................................................................................................................................................521.Background......................................................................................................................................................................521.1Educationbackground...................................................................................................................................521.2BackgroundofICTineducation................................................................................................................54
2.ICTProfessionalDevelopmentStrategiesforTeachers...............................................................................552.1Frameworkofteachers’capacitybuilding...........................................................................................55
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2.2StrategiestoimproveICTprofessionalskills.....................................................................................553.DevelopmentofICTCompetenceforTeachers................................................................................................563.1Backgroundofstandardsdevelopment.................................................................................................563.2Processofstandardsdevelopment..........................................................................................................563.3Standardscontents..........................................................................................................................................61
4 . A l i gn i ng i d en t i f i e d I CT c ompe t enc e wi th t ea che r t ra i n i ng cu r r i cu l um .....664.1BasicgoalsofCapacityBuildingProject...............................................................................................674.2MaincontentsofICTCapacityBuildingProject...............................................................................684.3ImplementationofICTCapacityBuildingProject...........................................................................684.4OrganizationandimplementationguaranteeofICTCapacityBuildingProject..........694.5Trainingcontentsandtrainingmodes...................................................................................................71
5.AssessingAcquiredICTCompetencies..................................................................................................................736.Impactsandissues.........................................................................................................................................................746.1Impacts..................................................................................................................................................................746.2IssuesandSolutions........................................................................................................................................75
7.Conclusion.........................................................................................................................................................................77References..............................................................................................................................................................................78
REPUBLICOFKOREA................................................................................................................................81Abstract...................................................................................................................................................................................811.CountryContext/Background..................................................................................................................................821.1Backgroundsinformation............................................................................................................................821.2Educationalpoliciesandplansforschooleducation.......................................................................821.3TeacherEducationSystem...........................................................................................................................83
2.TheICTProfessionalDevelopmentStrategyforTeachers.........................................................................843.DevelopmentofICTCompetenciesforTeachers.............................................................................................863.1.Stage1:Competencymodelingof21stcenturyteachersinKorea...........................................863.2.Stage2:InvestigationofexemplaryperformanceofSMARTeducation...............................893.3.Stage3:DevelopmentofteachercompetencyforSMARTeducation.....................................903.4.FinalsetofteachercompetenciesforSMARTeducation.............................................................91
4.Conclusions.......................................................................................................................................................................92References..............................................................................................................................................................................94ANNEX1.Definitionandindicatorsforteachercompetencies..........................................................95
TANZANIAANDKENYA.........................................................................................................................103Abstract................................................................................................................................................................................1031. TheCaseStudyCountries...................................................................................................................................1031.1Generaloverview...........................................................................................................................................1041.2Kenya...................................................................................................................................................................1041.3Tanzania.............................................................................................................................................................104
2. EnablingEducationPolicyEnvironments..................................................................................................1052.1KenyaEducationandDevelopmentVisionandPolicy.................................................................1052.2TanzaniaEducationandDevelopmentVisionandPolicy...........................................................1062.3Opportunitiesandchallenges...................................................................................................................106
3. EducationSystemsandTeacherEducationProvision.........................................................................1063.1TheKenyaEducationSystem...................................................................................................................1063.2TheTanzaniaEducationSystem.............................................................................................................1073.3TeacherEducationinKenyaandTanzania........................................................................................108
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3.4ASummaryOverviewofInstitutionsandProvision.....................................................................1094. ContextoftheICTProfessionalDevelopmentStrategiesandFrameworks...............................1114.1ICTinEducationPolicy................................................................................................................................1114.2BuildingTeacherCapacity.........................................................................................................................1114.3TowardsaFrameworkforICTUseinTeacherProfessionalDevelopment........................113
5. DevelopmentofICTCompetenciesforTeachers.....................................................................................1145.1AnOverviewoftheUNESCOICT‐CFT...................................................................................................1145.2.DevelopmentofICT‐CompetencyFrameworksforTeachersinKenyaandTanzania.116
6. Impactsandissues................................................................................................................................................1346.1Impacts................................................................................................................................................................1346.2Issuesandsolutions......................................................................................................................................135
7. Conclusions...............................................................................................................................................................136References...........................................................................................................................................................................138Appendix1:Situational&NeedsAnalysisSurveyInstruments..................................................................142APPENDIX1A:INTERVIEWPROTOCOL.....................................................................................................142APPENDIX1B:FOCUSGROUPPROTOCOL................................................................................................143APPENDIX1C:IMPORTANCE‐PRIORITIZATIONSURVEY..................................................................144APPENDIX1D:ICTINFRASTRUCTUREQUESTIONNAIRE.................................................................147
APPENDIX2:ICT‐CFTRoadmap..............................................................................................................................153Appendix3:ICT‐CFTPerformanceIndicators....................................................................................................161Appendix4:ReviewICTStandardsfromaroundtheWorld........................................................................163Appendix5:ContextualizationStandardsforStandards..............................................................................165Appendix6:ICT‐CFTDevelopment–PriorityScan...........................................................................................168Appendix7:CurriculumReview................................................................................................................................172Appendix8:OverviewoftheSIPSEModules.......................................................................................................174Appendix9:ModuleStructure...................................................................................................................................182Appendix10:Assessment&Evaluation.................................................................................................................183
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Glossary
ABS AustralianBureauofStatisticsACARA AustralianCurriculum,AssessmentandReportingAuthorityACARA AustralianCurriculum,AssessmentandReportingAuthorityACCE AustralianCouncilforComputersinEducationACCE AustralianCouncilforComputersinEducationACDE AustralianCouncilofDeansofEducationAEI AustralianEducationInternationalAITSL AustralianInstituteforTeachingandSchoolLeadershipAPST AustralianProfessionalStandardsforTeachersATRA AustralasianTeacherRegulatoryAuthoritiesBEI BehavioralEventInterviews
CareerStages
AITSLhasdefinedfourcareerstagesforteachers:Graduate,Proficient,HighlyAccomplishedandLead.Thecareerstagesrepresentacontinuumofateacher’sdevelopingexpertisefromundergraduatepreparationthroughtobeinganexemplaryclassroompractitionerandaleaderintheprofession.
DETE DepartmentofEducation,TrainingandEmployment(QueenslandStateGovernment)
DomainsofteachingTheAITSLAPSTareorganizedinthreedomainsofteaching:ProfessionalKnowledge,ProfessionalPractice,andProfessionalEngagement.EachdomainisdescribedthroughStandards.
ESA EducationServicesAustraliaFGD FocusGroupDiscussion
FocusAreasTheAITSLAPSTaredetailedthroughFocusAreas,eachwithDescriptorsappropriatetoeachoftheCareerStages.
FTE Full‐timeequivalent,themeansofmeasuringemploymentGER GrossEnrollmentRatioGESCI GlobalE‐SchoolsandCommunitiesInitiativeICDTA InstituteforCapacityDevelopmentofTeachersinAfricaICT InformationandCommunicationTechnologyICT4E ICTforEducationICT‐CFT ICT‐CompetencyFrameworkforTeacherICTIF ICTInnovationFundIllustrationsofPractice
AITSLhasdevelopedIllustrationsofPractice,shortannotatedvideosofteachersinAustralianclassrooms,torepresenttheAPST.
INSET In‐ServiceEducationandTrainingITE InitialTeacherEducationKESSP KenyaEducationSectorSupportProgrammeKFIT KoreanFundsInTrustLCR LearnertoComputerRatio
MCEECDYAMinisterialCouncilforEducation,EarlyChildhoodDevelopmentandYouthAffairs
MCEETYA MelbourneDeclarationofEducationalGoalsforYoungAustralians
MCEETYAMinisterialCouncilforEducation,Employment,TrainingandYouthAffairs
MoE MinistryofEducation
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N/A NotAvailableNER NettEnrollmentRatioNSWIT NewSouthWalesInstituteofTeachersPEDP PrimaryEducationDevelopmentPlan
PRESET Pre‐ServiceEducationandTraining
ScootleThenamegiventotheonlinerepositoryofresourcesforAustralianteachersandtoitscommunityofpractice,managedbyEducationalServicesAustralia(ESA).
SCSEEC StandingCouncilonSchoolEducationandEarlyChildhoodSEDP SecondaryEducationDevelopmentPlan
SiMERR Science,ICTandMathematicsEducationforRuralandRegionalAustralia,UniversityofNewEngland
SIPSE StrengtheningInnovationandPracticeinSecondarySchools
SMARTSelf‐directed,Motivated,Adaptive,Resources,andTechnologyEmbedded
SMASSE StrengtheningofTeachingMathematicsandScienceEducationSTEM Science,Technology,Engineering,MathematicsTEI TeacherEducationInstitutionTEQSA TertiaryEducationQualityStandardsAgencyTPACK TechnologicalPedagogicalContentKnowledgeTPD TeacherProfessionalDevelopmentTQAC TeacherQualityAdvisoryCommitteeTTF TheTeachingTeachersfortheFutureprojectUNESCO UnitedNationsEducational,ScientificandCulturalOrganization
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Executive Summary
Movingrapidlyinthe21stcentury,technologyuseineducationisprerequisite.Thisrequireseducationstakeholders,particularlyteachers,toacquireInformationandCommunicationTechnologyknowledgeandskillstobeappliedintoteachingandlearning.ICTcompetenciesaretobeincorporatedandmeasuredagainstvalidreliablestandardstoenhanceandenrichTeacherProfessionalDevelopmentpathways.Inlightofthis,UNESCOdevelopedICTCompetencyFrameworkforTeachers(ICT‐CFT)andacknowledgestheuseofothercompetencystandardstosupportMemberStates,inordertoimprovenationalTPDprograms.UNESCOICT‐CFTaswellasotherwidelyusedstandardssuchasTPACK(TechnologicalPedagogical,andContentKnowledge),ISTE(InternationalSocietyofTechnologyinEducation),andICDL(InternationalComputerDrivingLicense)havebeenusedandadaptedintodifferentcountrycontexts.Therefore,UNESCOhasconducted4casestudiesof5countries‐Australia,Korea,China,Kenya,andTanzania‐tounderstandeachcountry’sexperienceindevelopmentandoperationalizationICTCompetencyStandards.ThisistosupportmembercountriesinmakingICTcompetencystandardsworkandcontinuouslybeimproved.Featuredexperiencesofdifferentcountrieswillbevaluableinputsforknowledgeexchangeglobally.Thisdocumentreportsthesecasestudiesreviewresults.Tobeginwith,SectionAandBprovidesbackgroundandcaptureeachcountrycontext.SectionCprovidessummaryofICTcompetencydevelopmentandoperationalization,andalistofdevelopedstandards,whileSectionDdiscusseshighlightedapproachesofcompetencystandardsdevelopment.Theseapproachesinclude:i)AugmentingtheExistingTPDStandards;ii)Research‐basedICTStandardsDevelopment;andiii)AdoptionofUNESCO’sICT‐CFTthroughContextualization.Thestandardsimplementationsubsequentlyexplainsthestandardsimplementationintherespectivecountries.
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Introduction
UNESCO Bangkok is on its way toward the implementation of the ‘Supporting Competency‐Based Teacher Training Reforms’ to facilitate ICT‐Pedagogy Integration Project (KFIT‐IIProject). It aims to support Member States in determining and developing the required ICTcompetencies for teachers that are clearly aligned with their policy vision, goals, and ICT inEducation Master Plans. These national standards would guide the development of acomprehensiveroadmapthatpromotescompetency‐basedteacherICTtrainingprogramwhereteachers’developmentissystematicallyguided,monitored,assessed,andtrackedatpolicyandinstitutional levels.UNESCOBangkokwillutilizetheUNESCOICTCompetencyFramework forTeachers(ICT‐CFT)asamainreferenceandtherebycontributetothemeaningful localizationandadaptationofthisnormativeframeworkatthecountry‐level.
Thespecificobjectivesandactivitiesoftheprojectare:
TodevelopasetofgenerictoolsandtrainingmodulesintheformofaToolkittohelpbuildnational capacity indefiningnational ICT competency standards anddevelopingan assessment/monitoring system that can be later adapted and localized into thecontextofacountry(tobepilotedinthreeselectedcountries);
To build the capacity of national Teacher Education Institutions (TEIs) in developingappropriate curriculum to support thedevelopednational ICT competency standards;and
Toshareanddisseminateevidence‐basedinformationwithothermemberstatesintheAsia‐ Pacific region and support localizing the developed tools/trainingmodules intodifferentlanguagesandcontexts(thebeneficiarycountrieswillbefurtherdiscussedandselectedthroughsteeringcommitteemeetings)
ThisCaseStudy iscomposedof twomainsections:The first sectionprovidesananalysisandsynthesisofthefourexemplarycasestudiesfromAustraliaChina,Korea,KenyaandTanzania.The second section, on the other hand, provides the full details on how each country hassuccessfullydevelopedandoperationalizedthenationalICTcompetencystandardsforteachersforteacherdevelopment.
Analysis and Synthesis of the Case Studies
This analysis of the case studies is to identify methodological patterns, success factors andlessonslearnedfromthefivecountries’experienceinICTcompetencystandardsdevelopmentandoperationalization.Itisexpectedthatthisdocumentwillprovidegoodreferencesofvariousapproaches,policyframeworks,andimplementationstrategiesfromthefiveexemplarycountrycases,tobeadaptedorfurtherimprovementsindifferentsettingsorcountrycontexts.
Thisanalysisalsoaimstobuildabasisandmainreferenceforaregionalguidelinedevelopment,tohelpbuildnationalcapacityindefiningnationalICTcompetencystandardsanddevelopinganassessment/monitoring system as stated in the project objectives above. By observing thepatternofhowICTcompetencydwells intoTeacherProfessionalDevelopment initiatives, thisanalysisintendstoscrutinize:
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Countries’contextandpolicyenvironment; HowteacherstandardsweredevelopedandhowICTcompetencyfeedsintotheoverall
framework; How ICT competency were developed and implemented for Teacher Professional
Developmentandenhanceteachingprocessandstudentslearningoutcomes.Fromthislens, this document will also illustrate how UNESCO’s ICT‐CFT is adopted,operationalized,monitoredandevaluated;
RecommendationstobeincorporatedintotheGuidelineforCompetency‐basedTeacherTrainingReformtoFacilitateICT‐pedagogy.
1. Context & Teacher Education Policy Environment
1.1 Education Context
i) Summary innumbers. The table below illustrates education context and scale ofinitiativesofeachcasestudycountry.
Table 1 Summary of educational context in the five case countries Country Number of
Schools Number of Teachers
Participation Rate Literacy Rate GER NER
Australia 9,4271 258,9851 Pre‐primary:94.9%2Primary:104.4%3Secondary:133%3
Pre‐primary:66%2Primary:98.7%2Secondary:85.6%3
96%(2013)(3)4
Korea 11,4085 427,6895 Pre‐primary:117.7%2Primary:103.8%3Secondary:96.7%3
Pre‐primary:89.45%2Primary:99.6%2Secondary:95.6%3
97.9%6
China 324,5007 12,600,0007 Pre‐primary:69.9%2Primary:127.85%3Secondary:88.98%3
N/A 95.1%6
Kenya 32,7378 213,0758 Pre‐primary:60.2%2
Primary:109.8%3Secondary:42.5%3
Pre‐primary:28.32%2Primary:95.73%2Secondary:49.98%3
82%(2011)9
Tanzania 19,82910 191,13910 Pre‐primary:39%2
Primary:110.5%3Secondary:43.6%3
Pre‐primary:33%(2010)2Primary:97.83%(2008)2Secondary:N/A
75%(2011)9
Education Vision. Based on varying education priorities, challenges and overallcontext,eachcountry is committed toeducationvisionsandmissionsassummarizedbelow.
1CaseStudyAustralia:FinalDraftUNESCO2014Australia_final.docx2data.uis.unesco.org3data.worldbank.org4"ProgrammefortheInternationalAssessmentofAdultCompetencies,Australia,2011‐12".AustralianBureauofStatistics.9Oct2013.Retrieved2014‐01‐17.5CaseStudyKorea:TeachercompetenciesforSMARTeducationinKorea6"Literacy".CIAWorldFactbook.7CaseStudyChina:CaseStudyonICTCompetenceStandardsfromChina8Kenya:ICTinEducation,SituationalAnalysis,20099CaseStudyGESCI:SupportingCompetency‐BasedTeacherTrainingReformstoFacilitateICT‐PedagogyIntegration10Tanzania:ICTinEducation,SituationalAnalysis,2010
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1.2 ICT Readiness
ThecountriesofstudyarevariedintheirICTreadinessforeducation.AustraliaandKoreahave a longer history in ICT infrastructure investment,which alsoplays vital role in ICTprovisioninschools.TheInternetpenetrationreaches82.3%and84.1%respectively.ThegrowingstateofICTreadinessisalsoevidentinChina,yielding42.3%internetpenetration.Kenya is progressing with 32.1% and Tanzania still shows lower rate with 13.1%. Thecomputer‐learnerratiosvariesgreatlyfrom1:2to1:150.Thetableliststhefigureswhichcapturethe5countries’ICTreadiness.
Table 2 ICT readiness of the five case countries
Country Internet Penetration % (2012)
Computer‐Learner Ratio (LCR)
Australia 82.3%11 2(secondary)12
Korea 84.1%11 5(primary&secondary)12
China 42.3%11 24(primary),16(lowersecondary),and9(upper
11"PercentageofIndividualsusingtheInternet2000‐2012",InternationalTelecommunicationsUnion(Geneva),June2013,retrieved22June201312data.uis.unesco.org
Australia ThemostrecentnationallyagreedAustraliancurriculumwasendorsedinMelbourneDeclarationin2008andmanagedbyACARA.
ThecurriculumoutlineskeylearningareassuchasEnglish,Math,ScienceandHistory,aswellasothersubjectssuchasGeography,Languate,Arts,andICT.
Korea SMART(Self‐directed,Motivated,Adaptive,Resources,andTechnologyEmbedded)Educationinitiativewascommencedin2011torevolutionalizetraditionalinto21stcenturylearning.
AnICTuseineducationmasterplanwasannouncedtopursuethisvisionofSMARTeducation
China NationalMediumandLongTermEducationalReformandDevelopmentPlan(2010‐2020)instigatesthemodernizationofeducation,learningsocietyandhumanresourcedevelopment.
Theapproachfocusesonpeopledevelopment,comprehensivequalityeducation,withadriveforinnovationsandproblem‐solvingskills.
Tanzania PEDP(PrimaryEducationDevelopmentPlan)andSEDP(SecondaryEducationDevelopmentPlan)werelaunchedin2001and2004respectively.
TherehavebeenincreasesofyouthliteracyandGER.Thecountryalsofocusestoenhanceinclusiveandqualityeducationprovision,aswellassufficientteacherprofessionaldevelopment.
Kenya KESSP(KenyaEducationSectorSupportProgramme)waslauncedin2005,providinggreateraccessbyannouncingfreeprimaryandsecondaryeducation.
Thesuccessoftheapproachwastheincreaseofyouthliteracy,expectedyearsofschoolingandlevelofsatisfactionwithqualityofprovision.
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secondary)12
Kenya 32.1%11 15013
Tanzania 13.1%11 N/A
1.3 Teacher Professional Development Context.
i) Pre‐serviceteachereducationandqualification.Allcountrieseducationsystemprovidespre‐serviceandin‐serviceteachereducationandtraining. InChinapre‐serviceteachereducationiscompulsoryandallfreshgraduatesare
requiredtoreceivetheirBachelordegreeandfurthertakestrictcertificationtestpriortobecomingprimaryandsecondaryteachers.However,forteachercandidateswhoarenotsuccessfulinpassingthe85.82%threshold,theycanretaketheonlinetestattheirowncost.Nore‐trainingrequired(Mathe,tobepublished).
SimilartoChina,allfulltimeteachersinKoreaarerequiredtoobtain4yearcollegedegree.Koreaholdsthenationalqualificationexaminationtorecruitandselectonlyqualifiedcandidatesasnewentries.Inaddition,teachersalsorequiredtogothroughselectionprocessbycityorprovincialeducationoffices.
AustraliaprovidesteacherentryprogramwhichincludesBachelor,Graduate,andIntensiveProgramwithemployersupport. After the graduating from the program and before they begin their employment, teachers are required to register with the regulatory authority in the jurisdiction where they wish to teach.
KenyaappliesPRESET(Pre‐Service)programtoprepareteachersinuniversitiesandteachertrainingcolleges.KenyaoffersBachelorofEducationdegreesinArtsandScienceswherestudentsareobligedtotakespecializationintwosubjectswhichtheywillteachinschoolsafter4yearsoftraining.
Tanzania’sPRESETisadministeredbyTeacherTrainingcollegesofferingcertificatecoursesforprimaryschoolsanddiplomaprogramsforlowersecondaryschools.Thesecondaryschoolteachersaretotaketwospecializationsandreceivecertificatesforallsubjects.
ii) In‐serviceTeacherEducation.
Australia,KoreaandChinashowmoreadvancedprogressbyhavingmorestructuredcareerstagesasillustratedinfigurebelow.
13ICTinEducationinKenya,2007
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Australia.ClearcareerstagesforteachersweredevelopedbasedonAustralianProfessionalStandardsforTeachers.Ateachercanmovetohighercareerladderafterhavingcompletedrequiredtraininghours(20hoursperannumover3or5years).
Korea.In‐servicetrainingprogramsareofferedforteacherstoobtaincertificatesandprofessionaljobtraining.TheprogramsareavailableforGradeIandGradeIIteachers,librarians(grade1),nursingteachers(gradeI),professionalcounselors(gradeI),viceprincipalsandprincipals.Eachprogramisheldforminimum30days(180hours).Trainingprogramsarecategorizedaccordingtothepurposeoftraining:informationdigitalization,curriculumformulation,generaltraining,andteachingtraining.
China.Teachersareabletocontinuetodeveloptheirskillsthroughinternship,in‐servicetraining,school‐basededucationalresearch,andaccumulationofpowerfulteachingabilitiesandrichteachingexperience.
Ontheotherhand,KenyaandTanzania’sINSET(In‐service)programsarelessestablished.Kenya’sINSETprogramfocusesonSMASSE(StrengtheningofTeachingMathematicsandScienceEducation.ThebiggestproviderinKenyahasbeenICDTA,whichorganizesINSETprogramsin108centersforsecondaryINSETand18centersforprimaryINSET.Kenyaisalsoexperiencingshortageofteachers,whichobligedmanyteacherstoteachbothatprimaryandsecondaryschools.ThisisevenlesssoinTanzania,whereINSEThasnotbeenincorporatedintoitscountrystrategicplanandisnotregularized.
1.4 ICT in Education Policy
EachcountryofstudyhasbeenequippedwiththeICTineducationstrategyandpolicy.TheICTcompetencyisexplicitlyacknowledgedtobeasubstantialskillforteachersandstudentsinordertoachievetheeducationalgoalsoftherespectivecountries.
Table 3 ICT in Education policy in the five case countries
Country PolicyEnvironmentandStrategy
Australia TheMelbourneDeclarationofEducationalGoalsforYoungAustralians(MCEETYA,2008)offersICTasoneofanumberofintegralcriticalskillsneededasafoundationforsuccess.InitsGoal2,theDeclarationdescribesthatsuccessfullearners,amongstotherattributes,will“havetheessentialskillsinliteracyandnumeracyandarecreativeandproductiveusersof
Australia
1.Graduate
2.Proficient
3.Professional
4.HighlyAccomplished
4.Lead
Korea
1.Grade1
2.Grade2
China
NoviceTeachers
GrowingTeachers
ExperiencedTeachers
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Country PolicyEnvironmentandStrategy
technology,especiallyinformationandcommunicationtechnology,asafoundationforsuccessinalllearningareas”
(Australiacasestudy,p.25)
Korea Currently,professionaldevelopmentofICTfocusesondevelopmentofcompetenciesforusingDigitaltextbooksandimplementingSMARTeducation.Mainactivitiesareasfollows:
a) Distancelearningprogramshavebeendevelopedbasedontheclassroomlearning.Oneforprimaryeducationandthreeforsecondaryeducationweredeveloped.Learninghoursofeachprogramis15classhours.
b) LeaderteacherswhocandelivertrainingontheuseofdigitaltextbooksandmasterteacherwhocanleadimplementingSMARTeducationhavebeenfostered.
(Koreacasestudy,p.8)
China In2011,MinistryofEducationenactedICT10‐yearDevelopmentPlan(2011‐2020),whichhasclarifiedthegoalsofICTineducation.AndInordertopromoteteacherscapacitybuildingofICTineducation,MinistryofEducationpublishedICTCompetenceStandardsforNationalPrimaryandSecondarySchoolTeachersin2004andViewsonImplementationofUpgradingNationalPrimaryandSecondarySchoolTeachersICTCompetencein2013.
(Chinacasestudy,p.3‐4)
Kenya TheICT4EpolicyisintegratedintheboththeNationalICT,establishedin2006,andinEducationPolicies.KenyahasbeenimplementingtheNationalICTstrategyforEducationandTrainingdevelopedin2006inresponsetoeducationalprioritiesoutlinedintheNationalICTPolicyandtheKenyaEducationSectorSupportProgramme.
(GESCIcasestudy,p.13)
Tanzania TheroleofICTineducationhasstatedbytheNationalICTPolicyof2003.AdistinctframeworkforlinkingICTandBasicEducationhasalsobeendevelopedintheformoftheICTPolicyforBasicEducation(2007).(GESCIcasestudy,p.13‐14)
1.5 Discussion
Consideringdifferentcontextsofeducationinitiatives,ICTreadiness,andeducationalchallenges,theICTineducationpolicyandstrategyineachcountrywereestablishedwithdifferentstageofemphasis.
1. AccessandQualityofEducation:KenyaandTanzaniaKenyaandTanzaniaarepushedforrapideducationdevelopmentandimprovedTeacherProfessionalDevelopment.Bothcountriesarestillfacingaccessissues,whereonemillionchildrenarestilloutofprimaryschoolsinKenyaandGERofsecondaryschoolsinTanzaniareachesonly46.3%,adropfrom110.5%inprimaryschools.ICTisdeemedastheapttooltobeusedtoenhancebothaccessandqualityeducationprovision.
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InKenya:“theICT4EpolicyisintegratedintheboththeNationalICTandEducationPolicies.TheNationalICTPolicy(2006)emphasizestheuseofICTtomodernizeandimproveeducationandtrainingsystembyexpandingaccesstotrainingresources,acceleratingthespreadofscienceandtechnology,improvingthequalityoftrainingandthelevelofICTliteracyaswellasresponsivenesstosocietalrequirementsinKenya.”
InTanzania:“theNationalICTPolicyof2003recognizestheroleofICTcanplayto‘enhanceeducation,includingcurriculumdevelopment,teachingmethodologies,simulationlaboratories,life‐longlearninganddistanceeducationandforteachingofnotonlyICT,butofallsubjectsandspecializations.’Furthermore,adistinctframeworkforlinkingICTandBasicEducationhasbeendevelopedintheformoftheICTPolicyforBasicEducation(2007)whichrecognizestheuseofICTineducationasatoolthat‘willempowerlearners,teachers,educators,managersandleaderstouseICTjudiciouslyandeffectivelyforexpandinglearningopportunities’(MoE,2007,p2).”
2. ABalancedDevelopmentofEducation:China
ChinaisachievingbothaccessandqualityofeducationandaligningitseffortwiththeNationalMediumandLongTermEducationalReformandDevelopmentPlan,movingtowardeducationmodernization.Statedinthecasestudy,that“ICTineducationhasplayedauniqueandimportantroleinimplementingbalanceddevelopmentofeducation,promotingeducationalequityandeducationalresourcessharedwidely,improvingeducationalquality,establishinglearningsociety,drivingthereformofeducationalphilosophyandcultivatinginnovativetalentswithinternationalcompetitiveness.”(Chinacasestudy,p.3).ChinahasdevelopedICTCompetencyStandardstoguidetheICTskillsupgradeofteaching,administrative,andtechnicalstaff.
3. QualityEnhancementFocus:AustraliaandKoreaAustraliaandKoreahavesimilaritiesinidentifyingICTskillsasfundamentalcompetencyforteachers.DuetotheavailabilityoforeasyaccesstoICTinfrastructure,theuseofICTusetostrengtheneducationqualityprovisioninthetwocountriesaremoreapparent. AustraliahasincorporatedICTstandardstiedintotheminimumrequired
skillsateachcareerstage.TheAPSTexplicitlyreferencedICTskillsfordifferentfocusareasinrelationtoteachercareeradvancementfromGraduatetoLeadstage.
Korea’sSMARTeducationfocuseson‘ClassroomRevolution’programwiththeuseofdigitaltextbooks,distanceandonlinelearningandassessments.KERIShaspublishedaWhitePaperelaboratingaconceptualdiagramforICTtrainingbyTeacher’sLifeCycleforbothschoolteachersandeducationaladministrators.
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2. ICT Competency Standards: Development and Operationalization
Tohelpachievingeducationdevelopmentgoalsasdiscussedabove,ICTineducationpolicyandstrategyhavebeenestablished.AllcasestudycountriespreparedICTcompetencystandardstoguidepre‐serviceandin‐serviceteachereducation.ExceptforAustralia,allcountrieshavestand‐alonecompetencystandards.Australia’sICTcompetencystandardisembeddedintotheAPST.Ontheotherhand,theother4countriesdevelopedICTcompetencystandardstoextendfromcurrentteachercompetencyframeworkto21stcenturyeducationstandards.Thetablebelowexplainsbrieflyeachcountry’sICTcompetencystandards.
Table 4 Summary of ICT competency standards from the five case countries
Title Nature of Standards
Development
Domains/Areas
Australia AustralianProfessionalStandardsforTeachers(APST)
Deepenknowledgeofoneselfandcolleagues,orchangeteachingpracticetoenhancestudentlearningoutcomes.
Professionalknowledge Professionalpractice Professionalengagement
Korea ICTSkillsStandardsforTeachers
ExtendingtheSMARTeducationfromlimitingtheuseofsmartdevicestothevisionandgoalforthefutureeducationthrougheffectiveinnovation.
Informationgathering Informationanalysisand
processing Informationtransferand
exchange Informationethicsand
securityChina ICTCompetence
StandardsforNationalPrimaryandSecondarySchoolTeachers
Theneedof10millionteacherupgradingforICTcapacities,teachingabilities,self‐developmentcapacities,andfacilitateabreakthroughofICTineducation.
AwarenessandAttitude Knowledgeandskills Implementationand
Innovation SocialResponsibility
Kenya&Tanzania
ICTCompetencyFrameworkforTeachersforSIPSECurriculumPathways
SIPSEProject:toenhanceICTcompetenciesandskillstoteachSTEM(Science,Technology,EnglishandMathematics)14
PolicyAwareness Curriculum&
Assessment Pedagogy ICT‐Internet Organization&
Administration–ClassroomManagement
TeacherDevelopment
3. ICT Competency Standards Development Approaches
EachcountryspecifieduniquetrailsinitsownICTcompetencystandardsdevelopment.Categorizingdifferencesandextractingsimilaritiesinthecasestudies,threemainapproachesaredescribedasdifferentoptionsforstandardsdevelopment.
14InSIPSEProject,STEMmeansScience,Technology,English,andMathematics.ItismodificationfromoriginalSTEM(Science,Technology,Engineering,andMathematics).
15
1. ContextualizationoftheExistingICTCompetencyStandardsframeworks2. StandardsDevelopmentthroughResearch3. DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards
3.1 Contextualization of the Existing ICT Competency Standards frameworks: Kenya & Tanzania
KenyaandTanzaniahasbeenadoptingUNESCO’sICT‐CFTbymeansofStrengtheningInnovationandPracticeinSecondarySchools(SIPSE)ProjectsupportedbyGESCI(GlobalE‐SchoolsandCommunitiesInitiative).TheprojecthasassistedMinistriesofEducationsince2010inpartnercountriesofRwanda,Kenya,Tanzania,NigeriaandGhana.ThemainobjectiveistocontextualizeandrolloutICT‐CFTforteachersandteachereducators.Aproject‐basedschemeisagoodoutsetforthestandardsdevelopment,whichhasallowedagreaterextentofflexibilityandinnovation.Thecasestudyofbothcountriesalsolistedpracticaltoolsthatothercountrieswithsimilarsettingscanadapt.
ThetablebelowsummarizesthedevelopmentprogressionofICTstandardsdevelopmentinKenyaandTanzania.
Table 5 Development process of ICT standards development in Kenya and Tanzania
Stage Activities&Timeline ToolsStage1:Needsassessmentandsituationalanalysis
1. ScanofICTteacherdevelopmentlandscape;
2. AstakeholderanalysisanddeterminationofkeynationalcounterpartsfortheICTinTeacherEducationinitiativesinconsultationwiththeMinistriesofEducation
3. DeterminingatwhatleveltopilottheICTTeacherCompetencyFrameworkinalignmentwithcountryneedsandobjectives
4. IdentifyingteachertraininginstitutionstotargetforpilotingtheICT–CFTframeworks
(2months)
Interviews FGD Surveys Questionnaires
Stage2:Contextualization&prioritizationofICT‐CFT
1. FormulationofaroadmaptoolforICTcompetencystandardsforteachers,whichincludedreviewingcompetenciesfromothercountries;restructuringICTTeacherCompetencyRoadmap
2. Contextualizingcompetenciesthroughaconsensusbuildingprocess
(2days)
ICTTeacherCompetencyRoadmapTool
CompetencyReviewTool StandardsforStandards
Tool
Stage3:CurriculummappingusingICT‐CFTpriorities
1. Curriculumreviewandimprovementwithshorterreviewcycles
2. UNESCOICT‐CFTReviewTool3. STEMCurriculumReview‐Kenya&
Tanzania(4months)
UNESCOICT‐CFTReviewTool
Stage4:ModuledevelopmentusingICT‐CFT&TPACK
1. CurriculumMappingfor ModuleDevelopment
2. MappingCurriculumObjectives,Content
TPACKinstructionaldesign/modulestructure
Online
16
andPedagogyStrategies3. OpenEducationResourcesIdentification4. CourseGuidedWriting5. ModulepilotinginKenyaandTanzania6. PlatformDevelopment
(2weeks)
platform/communicationtools
Stage5:Assessmentandevaluation
Thisstageis ongoing,withtheplantoestablishasupportsystemwhich.SIPSEisfacilitatingcoursestodeliverandpilottheAssessmentandEvaluationFrameworks.(Ongoing)
AssessmentFramework: TPACKobservation
frameworktool Lessonreview
framework Wholeschoolreview
toolM&Eframework: Onlinesurvey Onlineself‐assessment Schoolvisitprotocol TPACKclassroom
observationprotocol Studentsurveytool
3.2 Standards Development through Research: Korea and China
Thetwocountries–ChinaandKorea–areaimingtoachieve21stcenturyeducationbyembeddingICTintoteachingandlearning.BothhaveusedICTcompetencyframeworkstostartwith.Korea’sconceptualdiagramforICTtrainingbyteacher’slifecyclewasproposedintheICTinEducationWhitePapertoenhanceteachersandeducationaladministratorsICTcompetencies.WhileChina’sframeworkofvariousstaff’sfocusesonenhancingICTskillsofteachers,administrativeandtechnicalstaff.TheresearchcarriedoutbybothcountriesgroundsthedevelopmentofICTcompetenciesstandardsandhavemappedandcategorizedthestandardsfordifferentsub‐groupsassetineachframework(i.e.Teachers,AdministrativeandTechnicalStaff).
Table 6 Development of ICT Competency Standards in Korea
Stage Step Activities & Timeline Tools
Stage1:Competencymodelingof21stcenturyteachersinKorea
Step1 Formingaresearchteam(2months)
FocusGroup&BehavioralEventInterviews(BEI)
Step2:Delphiround1
Analyzingcurrentstatusonteachercompetencymodelingandfuturedirectionofeducation.
Identifyingtheframeworkofteachercompetency
(2months)
StructuredSurveyQuestionnaires
Step3:Delphiround2
Ratingimportanceofcompetency(1month)
StructuredSurveyQuestionnaires
17
Step4:Delphiround3
Makingconsensus(1month)
DelphiQuestionnaires
Step5:confirmationbyKERIS
Confirmingthesetofteachercompetency
DelphiQuestionnaires
Stage2:InvestigationofexemplaryperformanceofSMARTeducation
Step1:CriticalIncidentAnalysis
Identifyingteachers’criticalexperiences(1month)
BEI
Step2:Surveystudy
Confirmingthefindings(2weeks)
Questionnaires
Stage3:DevelopmentofteachercompetencyforSMARTeducation
Step1:Integration
Identifyingteachers’competenciesforSMARTeducation1month
ExpertPanelReviews&Interviews
Step2:Validation
Confirmingthefindings(2months)
Questionnaires
WhilebothcountriesrelyonresearchinthedevelopmentofICTcompetencystandards,Chinamadeinitialeffortinconductingreviewofinternationalstandards,suchasISTE.BothChinaandKoreaalsolaiddifferentstagingofthealignmentorintegrationprocess.Inthisrespect,Korea’sstrategywastoincludetheintegrationofICTcompetenciesintoStage3oftheresearch,whileChina’salignmentprocesswasputintheimplementationphaseaftertheoverallresearchiscomplete.
Table 7 Development Process of ICT Competency Standards in China
Stage Activities&Timeline Tools
1. Designofframeworkandcontents
Setupthemainresearchgroupoftheprojectanddesigntheframeworkandcontentsthroughliteraturereview.
Sub‐researchgroups,suchas“theorygroup”,“skillgroup”and“applicationgroup”,areassignedtoworkonthedevelopmentof“Standards”.
Themainresearchgrouphasintegratedthewholeresearchresultsandformedthefirstdraftof“Standards”.
(April2002–October2003)
N/A
2. Broadconsultation
On‐the‐spotinvestigationreportandexperiments
(October2003–November2003)
N/A
3. Discussionandamendmentoffirstdraft
Basedontheextensiveconsultation,testingresultsandtheinvestigationreport,theguidelinesaredevelopedtoamendthefirstdraftof“Standards”
Modificationschemeisdetermined,finallythedraftforapprovalisformed.
(December2003–July2004)
N/A
18
4. Testingandimprovementof“Standards”
ExpertcommitteemeetingtodiscusstheimplementationoftheStandards(draftforapproval),furtherprocessingandimprovementaboutthepreface,generalprogram,termsanddefinitions,sub‐standardsareperformed.“Standards”(releaseversion)hasdevelopedandreadyforitsimplementation.
Uponcompletionofstage4,China’sMinistryofEducationalignedidentifiedICTcompetencieswithteachertrainingcurriculumbylaunchingNationalICTCapacityBuildingProjectforPrimaryandSecondarySchoolTeachers(ICTCapacityBuildingProjectforshort)inApril2005.Theprojectincludedteachertraining,examinationandcertification.
3.3 Develop ICT Standards as Integral Part of Teacher Professional Standards
Asdiscussedabove,AustraliahasestablishedtheAPSTstandards.Consideringthesignificanceofteachers’acquirementofICTcompetencies,theAustralian Institute for Teaching and School Leadership(AISTL)‐embeddedtheICTcompetencystandardsintotheexistingAPST.
ThefollowingtablesynthesizedthedevelopmentofAPSTandhowandwhentheICTstandardswereinserted.
Table 8 Development of the Australian Professional Standards for Teachers (Synthesized from Australia Case Study, 2014, p. …)
Foci Stage Element and timeline Process
APST standards development
1 Adviceanddraftingfromtheexpertgroupandappointedwriters(18months:June2009toDec2010)
AnalysisandreviewofthestandardsinusebyAustralianteacherregistrationauthorities,employersandprofessionalassociations
Developmentofdraftstandardsforconsultation
Continuingrevisionbasedonconsultation
2 Extensivepublicconsultation(3months:MarchtoMay2010)
Nationalconsultationworkshops Onlinesubmissions Analysisofsubmissions
3 ValidationStudyofstandards(6months:JulytoDecember2010)
Onlinesurveys:(i)teachersinselectedschoolsand(ii)opentoanyteachers
Focusgroupworkshops:teachers,teachereducatorsandteacherassociations
ICT Competency Standards Integration
4 TeachingTeachersfortheFutureProject:ICTStatementsandIllustrationsofPractice(18months:April2011toDecember2012)
DevelopmentofStatementsofPracticeusingconsultantsandfocusgroupsofexpertteachers
DevelopmentofthreeIllustrationsofPracticethroughpartnershipbetweentheAustralianCouncilforComputersinEducation(ACCE)
19
Foci Stage Element and timeline Process
andEducationServicesAustralia(ESA)15
DevelopmentofafurthersevenIllustrationsofPracticebyAITSLandESA
Operational‐ization
5 CertificationofTeachers(CommencedJune2011:Ongoing)
DevelopmentofNationalFramework
DevelopmentofCertificationProcess
Evaluation 6 Evaluation(CommencedJune2013:Ongoing)
Nationalforum–widerangeofStakeholders
Nationalonlinesurveyofteachers,schoolleaders,teachereducators,pre‐serviceteachers.
3.4 Discussion
Thissectiondiscussed3differentoptions,whichcanbeappliedindifferentcountrycontexts.
ThefirstoptionofAustraliacasestudy,willbepreferablewhenthecountryalreadyhasestablishedframeworkandoverallTeacherProfessionalDevelopmentstandardsinplace
ThesecondoptionofKoreaandChina’sapproach,isthroughrigorousresearch.Thesecountriesidentifyaframeworkbasedonanextensiveliteraturereview,confirmtheframeworkthroughmulti‐stakeholderconsultationprocessesandmapthestandardsfordifferenteducatorgroups.
ThethirdapproachofKenyaandTanzaniacases,isthroughasystematicadoptionofUNESCO’sICT‐CFT.TheGESCI,anon‐profitorganization,issupportingtheKenyaandTanzaniagovernmentstodevelopthestandardsusingtheexistingframeworkinitsSIPSEproject.ThisprojecthasbeenaddressingtheworkinICT‐CFTdomains,frompolicydomainatnationalstrategicleveltopedagogydomainatschoollevel.Drawingfromprojectinputsfromvariouslevels,theprojecthasbeenagoodpathwaytodevelopthecompetencyframeworkandstandardsfromthestart.
However,theretheprosandconsforeachapproachwillneedtobeconsidered
Table 9 Pros and Ccns of each approach
Approach Pros ConsContextualizationoftheExistingICTCompetencyStandardsframeworks:Kenya&Tanzania
‐ Asystematicadoptionwithstep‐by‐stepprocess.
‐ Thiscansupportthedevelopmentorrefinementofexistingteacherpedagogicalcompetencyframework.Thisproject‐basedschemedrawsonresourcesfrom
‐ Withaheavyemphasisofproject‐basedscheme,theownershipofrelevantministries,TEIs,universities,schools,teachersandotherstakeholdersneedtobereinforcedforsustainability
15http://www.aitsl.edu.au/australian‐professional‐standards‐for‐teachers/illustrations‐of‐practice/find‐by‐career‐stage
20
multiplesectors,includingprivatesector.
‐ Anintegrationtotheoverall
ICTStandardsDevelopmentthroughResearch:KoreaandChina
‐ Theapproachismorescientificandguidedbyselectedteachermethodology.
‐ TheICTstandardsareformulatedbywidelyinvolvedinternalstakeholders.Itstronglyreflectswidercontributionsforbottom‐updecisionmakingwhichfacilitatesanenhancedownership.
‐ Theapproachreliesontheavailabilityofmoreadvancedlocaleducationexperts,universities,andeducationinstitutions.
‐ Theapproachneedssubstantialfinancialresources.
‐ The“standalone”featureofthestandardsrequiresmorereinforcementforimplementationatschoollevel.
DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards:Australia
‐ TheICTstandardsareintegratedingeneralprofessionalstandards,socomplyingtothestandardsisamandatoryaction.
‐ TheICTstandardsaremoregeneric,whichareopenforcreativeimplementationbyteachereducationinstitutions/providers.
‐ TheimplementationneedsverystrongTPDsystem.
‐ Theapproachwillbesuitableforcountrieswithbiggerautonomyofeducationinstitutionstodecideonitsimplementation.Theapproachreliesontheavailabilityofmoreadvancedlocaleducationexperts,universities,andeducationinstitutions.
4. Implementation: Use of ICT Competency Standards and Recognition
OneevidentfromallcasestudiesisthatICTCompetencyStandardshavebeenincorporatedortobeimplementedforbothpre‐serviceandin‐servicetraining.However,theimplementationineachcountryshowsdifferentstageofprogression.
Australia.Australiaseemstobethemostadvancedofothercountriesofstudy,withtheICTstandardsalreadyembeddedintotheAPSTandhasbeenoperationalizedby:
EstablishingProgramAccreditationStandard. Tyingthestandardsintoallstagesofteachercareerladder.Oneteachermustmeet
certainstandardstobeabletoobtainprovisionalregistrationasaGraduateTeacher;toobtainprovisionallicenseasaProficientTeacher;andformalnationalcertificationasAccomplishedandLeadTeacher.
HavingallAustralianhighereducationinstitutionsofferinginitialteachereducation.Theuniversitiesarerequiredtohavetheirpre‐serviceprogramsaccreditedirrespectiveoftheirformatinaccordancewithProgramAccreditationStandard
21
Developinge‐evidenceuserguidetosupportpre‐serviceteachersuseofICTstatementsandillustrationsofpractice.
Korea.Korea’simplementationforuseofstandardsisstillattheplanningstage.Ithasbeenproposedthat,adiagnosisinstrumentneedstobeconstructedforassessingteachers’currentcompetenciesanddiscerningcompetenciesthatareneededfordevelopmentandenhancement.
China.Thecountryisundertakinganextensivepilottoalignidentifiedcompetencieswithteachertrainingcurriculum.Thepilotwillinvolveover10millionteachers,toimplementandreviewthetrainingmechanism,examinationandcertification.
KenyaandTanzania.TheSIPSEcoursescomprisingTechnologyLiteracyandKnowledgeDeepeningareunderway.Uponcompletionofthecourses,successfulteacherswillbeawardedwithcertificatesofcompletion.ThecertificateswillbecreditedwithinthenationalTeacherServiceCommission(Kenya)andTeacherEducationDepartment(Tanzania)standardsframeworksofevidenceforrenewalofprofessionalregistrationandforpromotion.
5. Conclusion ThisreviewresultreportedinthisdocumentwillcontributetothedevelopmentofGuidelineforCompetency‐basedTeacherTrainingReformtoFacilitateICT‐pedagogyIntegration.FromthefivecasestudiesinAustralia,Korea,China,KenyaandTanzania,therearerichinformation,resourcesandtoolstodrawandlearnfrom.Asdiscussedabove,thereare3mainpathwaysthatthefivecountriesuseinthedevelopmentofICTCompetencyFramework:
1. ContextualizationoftheExistingICTCompetencyStandardsframeworks2. ICTStandardsDevelopmentthroughResearch3. DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards
Eachcountry’spathwayinthedevelopmentofICTCompetencystandardsisusefultobecontextualizedinothersetting.TheguidelinewillextractpracticalinformationtowalkthroughrespectivegovernmentstobegintheirworkinICTCompetencyFrameworkandStandardsforTeacherProfessionalDevelopment.
22
CASE STUDY:
NATIONAL ICT COMPETENCY
STATNDARDS FOR TEACHERS
September 2014
23
AUSTRALIA
By Margaret Lloyd, Toni Downes and Geoff Romeo
Abstract
21stteachersneedthetechnical,pedagogicalandcontentskillstouseinformationandcommunicationtechnologies(ICT)tocreatemeaningfullearningexperiencesfortheirstudents.InAustralia,standardshavebeendevelopedandoperationalizedatanationallevelandstepshavebeentakentoensurethatbothbeginningandpractisingteachersdemonstrateappropriateICTcompetencies.Firstly,theAustralianProfessionalStandardsforTeachers(AITSL,2011)describeswhatateachershouldknowanddoatfourcareerstages:Graduate,Proficient,HighlyAccomplished,andLead.Onesuchstandardissimplyentitled“InformationandCommunicationTechnology”andasksindividualteacherstodemonstrateincreasingcapacityandleadershipinICTpedagogy.Second,teachereducationinstitutionsmustshownationalaccreditationpanels,throughtheInitialTeacherAccreditationProgramStandards(AITSL,2012),howpreserviceteachershaveopportunitiestogainanddemonstratetherelevantAustralianProfessionalStandardsforTeachersatGraduateLevel;and,also,howinstitutionsthemselvesareusingICTintheirownteachingandintheresourcestheymakeavailabletotheirstudents.ThiscasestudywilldetailtheAustralianprofessionalstandardsforteachersandinitialteachereducationprogramaccreditationstandardsrelatingtoICTpedagogy.Thisstudywillbuildontheambitiouslarge‐scale2011‐2012TeachingTeacherstotheFuture(TTF)project(ACDE,2012)thatinvolvedallmajorteachereducationprovidersinAustraliaandprovidedanimportantstepinbuildingthecapacitynecessaryforeffectiveICTpedagogy.BothnationalstandardsandtheTTFProjecthavehelpedtoensurethatstandardsareenactedinthedailypracticeofclassroomsacrossthenation.
1. Country Context/Background
Australiaisademocraticnationcomprisedofsixstatesandtwoterritoriesoccupyingacombinedlandmassof7,741,220sq.kms.AccordingtotheAustralianBureauofStatistics(ABS,2013a),thepopulationofAustraliaat30June2013was23,130,900people.Australiansenjoyaprosperouslifestylewithrelativelylowlevelsofunemployment,highratesofparticipationineducationanda99%literacyrate(CIA,2013).Datadrawnfromthe2010MeasureofAustralia’sProgressindicatesthat“thepeopleofAustraliaarebecomingmorehighlyeducated.Overthepast10yearstherehasbeenanincreaseintheproportionofpeoplewhohaveavocationalorhighereducationqualification,from49%to63%”(ABS,2010b,para.1).
EducationinAustralia,atanestimatedexpenditureof5.9%ofGDP,islargelycontrolledbythestatesandterritories.ThisisaconsequenceoftheBritishcolonialsettlementofAustraliafromthelate18thCenturywhichsawseparatecoloniesopenedeitheraspenalsettlements,suchasNewSouthWalesandTasmania,oropentofreesettlers,suchasSouthAustraliaandWesternAustralia.Each,inturn,gainedstatehoodwhentheCommonwealthofAustraliacameintobeingin1901.Despitepreviousfailedattempts,itisonlyinthe21stCenturythatnationalinitiativesineducationhavebeentrulyimplemented.
24
Australia: a national vision for school education
Despiteitsorganisationatstateandterritorylevel,schooleducationinAustraliatakesitsstrategicgoalsanddirectionsthroughnational“declarations”approvedbyatop‐levelcouncilmadeupofCommonwealth,StateandTerritoryEducationMinisters16.ThefirstofthesewastheHobartDeclaration(1989)supersededbytheAdelaideDeclaration(1999).ThemostrecentistheMelbourneDeclaration(MCEETYA,2008)17whichhasleddirectlytothedevelopmentofanationallyagreedAustralianCurriculum18managedbyAustralianCurriculum,AssessmentReportingAuthority(ACARA)19.TheAustralianCurriculumoutlines:
keylearningareas(suchasEnglish,Mathematics,ScienceandHistory)andothersubjects…(suchasGeography,Languages,TheArts,Economics,Business,CivicsandCitizenship,HealthandPhysicaleducation,informationandcommunicationtechnology,anddesignandtechnology);
nationalgeneralcapabilities(literacy,numeracy,informationandcommunicationtechnologycompetence,criticalandcreativethinking,ethicalbehaviour,personalandsocialcompetence,andinterculturalunderstanding);and,
nationalcross‐curriculumpriorities(AboriginalandTorresStraitIslanderhistoriesandcultures,AsiaandAustralia’sengagementwithAsia,andsustainability).
(ABS, 2012a, para. 4, emphases added)
Critically,theAustralianCurriculumhasincludedInformationandCommunicationTechnologyasaGeneralCapability.Thismeans,quitesimply,thatICTistobeexplicitlyaddressedanddemonstratedatallyearsofschoolingandineachlearningarea.
Schooling in Australia
Australianschoolinghastwodistinctformalstructures:primaryschooling(Pre‐Year1toYear6or7,dependingonjurisdiction)andsecondaryschooling(Year7or8toYear12)(seeAEI,n.d.).Thedifference,explainedbythepreviously‐citedstateandterritorialcontrolofeducationfromtheColonialera,alsoextendstodifferencesintheagethatchildrenbeginformalschoolingwithmostchildreninAustraliabeginningaround5yearsofage(rangingfrom4.5to6years).Whilestudentsareentitledtoleaveformalschoolingatage16,considerableefforthasbeenmadetouniversallyextendschoolattendancetoage17or,rather,totheendofYear12.TheproportionofstudentsstayingatschooltoYear12hasremainedataround75%sincetheearly1990s(ABS,2012b).
Overall,thereare9,427registeredschoolsinAustralia(seeTable1).Asimplecategorisationoftheseisasgovernment(n=6,661,70.91%)ornon‐government(n=2,732,29.09%)schools.Ofthenon‐governmentschools,themajorityareCatholicschools
16SeealsoSection3foradiscussionoftheroleofthiscouncilinapprovingtheAustralianProfessionalStandardsforTeachers17Seehttp://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf18TheAustralianCurriculummaybefound,asadigitaldocument,athttp://www.australiancurriculum.edu.au19ACARA,http://www.acara.edu.au
25
(n=1,717,62.85%)withtheremainderlabelledasIndependent(n=1,015,37.15%)buttypicallyrunbyreligiousinstitutionssuchastheAnglicanChurch.Table1alsoincludesacategoryforspecialschoolswhichcaterforchildrenwithseverephysicalorintellectualdisabilities:themajorityofchildrenwithhearing,sightormobilityimpairmentsarenow“mainstreamed”intostandardclassrooms.
Table 1: Summary of schools by jurisdiction and schooling type (adapted from ABS, 2013d)
NSW Vic. Qld SA WA Tas. NT ACT Total
Primary(P‐Yr6/7)
2,113 1,561 1,153 496 662 156 71 78 6,290
Secondary(Yr7/8‐12)
515 342 253 87 105 43 24 23 1,392
Combined(P‐12)
303 235 246 146 222 57 90 22 1,321
Special 151 95 63 21 77 6 6 5 424
TOTAL 3,082 2,233 1,715 750 1,066 262 191 128 9,427
Thereareanestimated3,589,986studentsenrolledinAustralianschoolswhiletheABS(2013b)reportedanestimated258,985.6(FTE)teachingstaff,with167,151.9(FTE)atgovernmentschoolsand91,833.7(FTE)atnon‐governmentschools(ABS,2013c).
Teacher qualification in Australia
ThereareanumberofpathwaystobecomingaqualifiedteacherinAustralia.AllaregovernedbyaccreditationstandardsputinplacebytheAustralianInstituteforTeachingandSchoolLeadership20(AITSL,2011a,2012a),teacherregulatoryauthoritiesineachstateandterritory,aswellashighereducationauthorities(seeLloyd,2013).Therearearound400formallyaccreditedinitialteachereducationprograms21coveringearlychildhood,primary,middleyearsandsecondaryschoolingofferedthrough50HigherEducationInstitutionsinAustralia,withthemajoritybasedinpublicuniversities.HowtheseprogramsareaccreditediscoveredindetailinSection5ofthisreport.TheinitialteachereducationprogramsofferedinAustralianinstitutions,asnotedinFigure1,are:
1. undergraduateprograms(4years),typicallyaBachelorofEducation;or,2. graduateentryprograms(12,18or24months),typicallyaGraduateDiplomain/of
EducationoraMasterofTeaching;or,3. intensiveprogramswithemployersupportsuchasTeach4Australia(TFA)22or
TeachNext23.
20AITSL,http://www.aitsl.edu.au21Foralistofaccreditedprograms,seehttp://www.aitsl.edu.au/initial‐teacher‐education/accredited‐programs‐list.html22Seehttp://teachforaustralia.orgfordetailsofthisprogram23Seehttp://deewr.gov.au/teach‐nextfordetailsofthisprogram
26
Figure 1: Progression from Pre-Service to Lead Teacher
Followinggraduationbutpriortoemployment,teachersapplyforregistrationwiththeregulatoryauthority24inthejurisdictionwheretheyintendtoteach(seeSection5forfurtherinformation).Oncetheybegintheiremployment,theymayproceedthroughthecareerstages(showninFigure1anddescribedindetailinthefollowingsection).
Career ladder for practising teachers
Inrecentyears,aclear“careerladder”forteachershasappearedbasedonthecareerstagesusedtostructuretheAustralianProfessionalStandardsforTeachers25(AITSL,2011b).Thesecareerstagesare:Graduate,Proficient,HighlyAccomplishedandLead(seeFigure1).ThestandardsattheGraduatestageserveadoubleroleforbothbeginningteachersandprogramaccreditation.
Theresponsibilityforin‐serviceprofessionaldevelopmentgenerallyfallstotheindividualteacher(seeSection5)and,inalljurisdictions,renewalofteacherregistration26isdependentonhavingmetrequisitetraininghours(20hoursperannumover3or5years,dependingonjurisdiction).Thismaybethroughattendanceatrelevantseminars,conferencesandworkshops(see,forexample,theContinuingProfessionalDevelopment(CPD)requirementsinthestateofQueensland27).AITSLhasdevelopedanoverarchingAustralianCharterfortheProfessionalLearningofTeachers(AITSL,2012b)which:
24Seehttp://www.atra.edu.auforalistofallteacherregulatoryauthoritiesinAustraliaandalsoNewZealand25ForacompletelistoftheAustralianProfessionalStandardsforTeachers,seehttp://www.teacherstandards.aitsl.edu.au26TeachersinAustralianeedtobe“registered”inordertoworkasateacherinbothgovernmentandnon‐governmentschools.Before2013,registrationwasgovernedbystateandterritoryregulation.27TheQueenslandrequirementsmaybefoundathttp://www.qct.edu.au/Renewal/CPDFrameworkExplained.html
27
affirmstheimportanceoflearninginimprovingtheprofessionalknowledge,practiceandengagementofallteachersandschoolleaderstoachieveimprovementinstudentoutcomes;
articulatestheexpectationthatallteachersandschoolleadersactivelyengageinprofessionallearningthroughouttheircareers;and,
describesthecharacteristicsofahighqualityprofessionallearningcultureandofeffectiveprofessionallearning,toassistteachers,schoolleadersandthosewhosupportthemtogetthemostfromtheirprofessionallearning.
Theidentifiedcharacteristicsofeffectiveprofessionallearningforteachersarethatitshouldbe:relevant,collaborativeandfuturefocused.
Themainprovidersofteacherprofessionaldevelopment‐alignedtotheAustralianProfessionalStandardsforTeachers(AITSL,2011b)‐areeducationalsystemsandteacherprofessionalassociations.AITSLhassetinplaceself‐pacedprofessionallearning28basedontheprofessionalstandardsandanumberofuniversitiesconductshortcoursesspecificallydesignedtosupportteachers’continuingprofessionallearning.
2. The ICT Professional Development Strategy for Teachers
MuchofthereportinginthiscasestudywillrefertotheAustralianProfessionalStandardsforTeachers(AITSL,2011b)introducedinSection1.ThesewillbereferredtousingtheacronymAPST.Aspreviouslynoted,theAPSTprovidetheframeworktoguideprofessionallearning,registrationandcertificationforallpractisingteachers.Laterinthisreport,itwillbecomeapparenthowthesestandards–alongwithotherrequirements‐areusedinthedesignandaccreditationofteachereducationprogramsinAustralia(seeSection4).TheAPSTarebasedonthreedomains:
ProfessionalKnowledge,withtwostandards:(1)Knowstudentsandhowtheylearn;and(2)Knowthecontentandhowtoteachit;
ProfessionalPractice,withthreestandards:(3)Planforandimplementeffectiveteachingandlearning;(4)Createandmaintainsupportiveandsafelearningenvironments;and,(5)Assess,providefeedbackandreportonstudentlearning;and,
ProfessionalEngagement,withtwostandards:(6)Engageinprofessionallearning;and(7)Engageprofessionallywithcolleagues,parents/carersandthecommunity.
EachstandardisfurtherdefinedbyFocusAreas,eachwithDescriptorsacrossthefourdesignatedcareerstagesintroducedinSection1.Theseare:Graduate,Proficient,HighlyAccomplishedandLead.
Whilethereisnoformalnationally‐acceptedICTProfessionalDevelopmentStrategyforTeachersinAustralia,adefactostrategymaybeseentobeembeddedwithintheAPST.WhilemanystandardscanbedemonstratedthroughthemeaningfuluseofICTinthe
28Theself‐pacedprogrammaybefoundathttp://www.aitsl.edu.au/professional‐learning/professional‐learning.html
28
classroom29,therearethreefocusareaswhichexplicitlyreferenceICT.These,drawnfromdifferingdomains,aredescribedinfullinTable2.
Ofcriticalimportanceinregardtothesestandardsistheirdevelopmentalnatureandtheirgroundinginprofessionallearning.JustasinUNESCO’s(2008)ICTCompetencyStandardsforTeachersandintheresearchliterature(see,forexample,theSAMR(Substitution,Augmentation,ModificationandRedefinition)model(Redecker,&Johannessen,2013)),teachers’useofICTshouldchangeovertimeeitherintermsofdeepeningtheirownknowledgeandthoseoftheirpeersorbychangesintheirteachingpracticetoenhancestudentlearningoutcomes.
29ForICTelaborationsattheGraduatestage,pleaseseehttp://www.teacherstandards.aitsl.edu.au/Static/docs/hotTopics/Teaching_Teachers_for_the_Future_‐_Graduate_Teacher_Standards_‐_ICT_Statements.pdf
29
Table 2: Australian Professional Standards for Teachers with explicit reference to ICT, by career stage
CareerStage FocusArea2.6:InformationandCommunicationTechnology(ICT)
FocusArea3.4:Selectanduseresources
FocusArea4.5: UseICTsafely,responsiblyandethically
Graduate ImplementteachingstrategiesforusingICTtoexpandcurriculumlearningopportunitiesforstudents.
Demonstrateknowledgeofarangeofresources,includingICT,thatengagestudentsintheirlearning.
Demonstrateanunderstandingoftherelevantissuesandthestrategiesavailabletosupportthesafe,responsibleandethicaluseofICTinlearningandteaching.
Proficient UseeffectiveteachingstrategiestointegrateICTintolearningandteachingprogramstomakeselectedcontentrelevantandmeaningful.
Selectand/orcreateandusearangeofresources,includingICT,toengagestudentsintheirlearning.
Incorporatestrategiestopromotethesafe,responsibleandethicaluseofICTinlearningandteaching.
HighlyAccomplished
Modelhigh‐levelteachingknowledgeandskillsandworkwithcolleaguestousecurrentICTtoimprovetheirteachingpracticeandmakecontentrelevantandmeaningful.
Assistcolleaguestocreate,selectanduseawiderangeofresources,includingICT,toengagestudentsintheirlearning.
Model,andsupportcolleaguestodevelop,strategiestopromotethesafe,responsibleandethicaluseofICTinlearningandteaching.
Lead LeadandsupportcolleagueswithintheschooltoselectanduseICTwitheffectiveteachingstrategiestoexpandlearningopportunitiesandcontentknowledgeforallstudents.
Modelexemplaryskillsandleadcolleaguesinselecting,creatingandevaluatingresources,includingICT,forapplicationbyteacherswithinorbeyondtheschool
Revieworimplementnewpoliciesandstrategiestoensurethesafe,responsibleandethicaluseofICTinlearningandteaching.
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3. Development of ICT Competencies for Teachers
ThedevelopmentoftheICTCompetenciesforTeachersinAustraliaparallelsthatofthedevelopmentoftheAustralianProfessionalStandardsforTeachers(APST)(seeprevioussections).Therewerealargenumberofstakeholdersinvolvedrangingfromstateandfederalgovernmentofficerstorepresentativesfromteachergroupsanduniversities.Thisbeganofficiallyin2009andcontinuestothepresent.Thissectionwilloutlinethestepstakentoachievethisoutcome.
In2009,asMCEECDYA(MinisterialCouncilforEducation,EarlyChildhoodDevelopmentandYouthAffairs),theMinistersformallycommissionedTeachingAustraliatobeginworkonwhatwastentativelycalledtheNationalFrameworkforProfessionalTeachingStandards.TeachingAustralia,anditssuccessorAITSL(AustralianInstituteforTeachingandSchoolLeadership)formedinJanuary2010,hascontinuedthisworktodate.InDecember2010,MCEECDYAendorsedtheNationalProfessionalStandardsforTeachers(AITSL,2011b)whichlaterbecameknownastheAustralianProfessionalStandardsforTeachers.Thisworkwasgovernedbyasub‐CommitteeofMCEECDYA.ThemembershipoftheoriginalsubcommitteeanditsworkinggroupsaresummarisedinTable3.TermsofReferenceforthesegroupsarenotpubliclyavailable.
Table 3: MCEECDYA working groups on the development of national standards – 2010
Chair Members Writer/Contractor
NationalStandards
Head,aStateEducationSystems
15SeniorOfficersofCommonwealth,StateandTerritoryeducationsystems,regulatoryauthorities,academics.
DelegatedworktoSubCommittees
SubCommittees/WorkingGroupsoftheMCEECDYAsub‐CommitteeExpertWriting
SeniorOfficer,aStateEducationSystems
8SeniorOfficersofCommonwealth,StateandTerritoryeducationsystems,regulatoryauthorities,academics.
SeniorOfficer,aStateRegulatoryauthority.
ValidationSteeringCtte
Head,Nationalregulatoryauthority
11seniorofficersofPrincipals’andteacherprofessionalassociationsandunions,regulatoryauthorities.
SiMERR30,UniversityofNewEngland
Today,theBoardofAITSLhasastandingCommitteecalledtheTeacherQualityAdvisoryCommittee(TQAC).ItischairedbyamemberoftheAITSLBoardandhas
30 SiMMER, Centre for Science, ICT and Mathematics Education for Rural and Regional Australia based at the University of New England, see http://simmer.une.edu.au
31
membersrepresentingmajorstakeholderintheschooleducationsectors.ThepurposeofTQACistoreviewandshapeinitiatives,resourcesandsupportmaterialsassociatedwiththeteacherqualityagendaandtopromotetheAustralianProfessionalStandardsforTeachers.WorkonCertificationandEvaluationissteeredbyrelevantinternalandexternalWorkingGroupsandCommitteesofAITSL,includingTQAC.
TheDecember2010endorsementfollowedmorethanadecadeofactivitywiththefirstrecommendedsetofnationalstandardsbeingpublishedbytheAustralianCouncilofDeansofEducationin1998(ACDE,1998).Throughthisperiod,workwasbeingundertakenatCommonwealth,StateandTerritorylevelstodefineandpromotequalityteaching,learningandcurriculumwithvariousjurisdictionsdevelopingtheirownProfessionalTeacherStandards(see,forexample,NSWIT,2005)andprovidingsignificantresourcestosupporttheirapplicationandassessment(see,forexample,NewSouthWalesGovernment,2006).
FurthertothiswerearangeofinitiativesatthestateandterritorylevelindevelopingandusingvariousICTcapabilityandstandardsframeworkswithsomeoftheseinvolvingformalcertification.Forexample,inQueensland(untillate2012),teachersingovernmentschoolswererequiredtoshowtheirICTcompetence.Thismadeuseofaspecially‐designedthree‐levelframeworkknownastheSmartClassroomsProfessionalDevelopmentFramework(DETE,2011).ThehighestlevelattainablewasaDigitalPedagogyLicence(Advanced).
AttheCommonwealthlevel,thereweresignificantpolicyinitiativesunderway.TheseincludedTheNationalPartnershiponImprovingTeacherQuality(2008);andtheMelbourneDeclarationofEducationalGoalsforYoungAustralians(MCEETYA,2008),which,asnotedinSection1,includedthefoundationsforthedevelopmentoftheAustralianCurriculum.
TheformalworkbegunbyAITSLtowardsdefiningnationalteacherstandardsdrewonagroundswellofpreviousworkinschools,professionalteacherassociations,educationalsystemsatthestateandterritorylevels,andpolicyandprogramworkatthenationallevel.Acriticalcontributortothisdevelopmentwasthe2011‐2012TeachingTeachersfortheFutureproject(ACDE,2012)whichaddedanexplicitfocusonICTthroughICTstatementsandIllustrationsofPractice31attheGraduateCareerStage.ThedevelopmentoftheseStandardsinvolvedfiveelementswiththeTTFProjectprovidingasixthelementforthepurposesofthiscasestudy.TheseelementswithdescriptorsandatimelinearesummarisedinTable4andelaboratedinfurtherdetailinthetextwhichfollows.
31Refertohttp://www.aitsl.edu.au/australian‐professional‐standards‐for‐teachers/illustrations‐of‐practice/find‐by‐career‐stage
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Table 4: Development of the Australian Professional Standards for Teachers
# Elementandtimeline Process
1 Adviceanddraftingfromthe
expertgroupandappointed
writers
18monthsJune2009toDec2010(includesElements2and3)
Analysisandreviewofthestandardsinuseby
Australianteacherregistrationauthorities,
employersandprofessionalassociations
Developmentofdraftstandardsforconsultation
Continuingrevisionbasedonconsultation
2 Extensivepublicconsultation
3monthsMarchtoMay2010
Nationalconsultationworkshops
Onlinesubmissions
Analysisofsubmissions
3 ValidationStudyofstandards
6monthsJulytoDecember2010
Onlinesurveys:(i)teachersinselectedschools
and(ii)opentoanyteachers
Focusgroupworkshops:teachers,teacher
educatorsandteacherassociations
4 TeachingTeachersfortheFuture
Project:ICTStatementsand
IllustrationsofPractice
18monthsApril2011toDecember2012
NB:WorkonIllustrationsof
Practiceofotherdimensionsof
theStandardsisongoing.
DevelopmentofStatementsofPracticeusing
consultantsandfocusgroupsofexpertteachers
DevelopmentofthreeIllustrationsofPractice
throughpartnershipbetweentheAustralian
CouncilforComputersinEducation(ACCE)and
EducationServicesAustralia(ESA)
DevelopmentofafurthersevenIllustrationsof
PracticebyAITSLandESA
5 CertificationofTeachers
CommencedJune2011Ongoing
DevelopmentofNationalFramework
DevelopmentofCertificationProcess
6 Evaluation
CommencedJune2013Ongoing
Nationalforum–widerangeofStakeholders
Nationalonlinesurveyofteachers,school
leaders,teachereducators,pre‐serviceteachers.
Governance of the Development of Teacher Standards, including ICT Competencies
ThefollowingprovideselaborationsofselectedelementslistedinTable4.
Element 1concernedwiththeinitiationofthedevelopmentofthestandardshasbeendiscussedinthepreambletothissection.
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Element 2: Consultation of Draft Standards (March‐May, 2010)
Theconsultationphasewasundertakenoverathree‐monthperiod(seeTable4)andinvolvedawiderangeofstakeholdersincludingbutnotlimitedtoteachers,representativesofteacherprofessionalassociations,unions,andteachereducationacademics.ThedraftNationalStandardsweremadeavailableontheMCEECDYAwebsiteinearlyMarch2010andconsultationendedlateMay.Theconsultationtooktwoforms:
Consultationworkshops:Localeducationauthorities,employersandregulatoryauthoritiesdeterminedthearrangementsforconsultationwithintheirjurisdictionswhiletheCommonwealthGovernmentconductedconsultationswithnationalstakeholders;and,
Submissionsinvitedthroughadvertisement.Atotalof120submissionswerereceivedfromCommonwealth,StateandTerritorygovernments,regulatoryauthorities,unions,professionalteacherassociations,parentassociations,universities,schoolsandindividualsincludingteachers,schoolleaders,academicsandotherinterestedstakeholders.Somesubmissionsrepresentedtheviewsoforganisationsthathadthemselvesundertakenextensiveconsultationwiththeirmembers/constituents.
Questions were developed to focus discussion and feedback:
1. DoesthepreambletotheStandardsgiveaclearpictureofthecontextforthereason,useandpurposeoftheStandards?
2. DothedraftStandardsdescribearealisticanddevelopmentalteacherprofessionalstandardscontinuum?
3. DothedraftStandardsreflectwhatyouwouldexpectteacherstoknowandbeabletodoforeachofthefourcareerstages,namely,Graduate,Proficient,HighlyAccomplishedandLeadTeachers?
4. ArethereotherdescriptorsthedraftStandardsshouldinclude?5. Rememberingthattherewillbesubstantialsupportmaterials,willitbepossiblefor
educatorstousethestandardstoevaluateteacherpractice?
Feedbackandsubmissionswereanalysedbyateamofexpertsengagedforthiswork.Eachofsubmissionswasreadbymultipleanalyststoensurethattheviewsexpressedinthesubmissionscouldberepresentedaccuratelyinthisconsultationreport.Theteamalsoproducedsummariesofthesubmissionswhichoutlinedthekeythemesandconcernsexpressed.Consistentwiththeapproachtoreadingsubmissions,thesummariesandkeyfindingswerereviewedbymultipleanalysts.TheConsultationReport(AITSL,2010b)isavailablefromtheAITSLWebsite32.
Element 3: Validation (July‐December, 2010)
ThiselementwasanessentialinclusiontodeterminethevalidityandreliabilityofthedraftStandardsindifferenttypesofschoolsindifferentlocationsacrossAustralia.ThegroupchargedwiththisresponsibilitywasSiMERR,theCentreforScience,ICTandMathematicsEducationforRuralandRegionalAustraliabasedattheUniversityofNewEngland(seeTable3).
32Seehttp://www.teacherstandards.aitsl.edu.au/Overview/Consultation
34
Involvingnearly6,000schoolleadersandclassroomteachersfromover500schoolsensuredthattheviewsofprofessionplayedasignificantroleindeterminingtheapplicabilityandusefulnessoftheStandards.TheFinalReportontheValidationofDraftNationalProfessionalStandardsforTeachers(Pegg,McPhan,Mowbray&Lynch,2010)wascompletedinNovember2010.TheExecutiveSummaryofthereportstatedthattheaimofthestudywas:
Tovalidatethedraftstandardsproposedforthefourcareerstagesofteacherdevelopmentagainstteacherperceptionsofthedifficulty,andtheappropriateness,preparednessandpriorityfordevelopmentofthedescriptors,andthroughanalysisofteachercommentsabouttheircareerdevelopmentandofthenatureoftheirwork.(p.i)
Belowisasummaryofthemethodologyusedinthevalidationprocess.Whereappropriate,thetextisanextractfromorparaphraseofthetextintheExecutiveSummary.
ThefirststepsinvolvedpsychometricanalysisoftwosetsofsurveysdirectedatteachersineachStateandTerritory.Bothsurveysexaminedteachers’perceptionsofthestandards(closedquestions)andcommentaryonthem(openquestions).
Survey1addressedtheperceivedattainment“difficulty”ofdescriptorsasameansofvalidatingthedescriptorsineachoftheCareerStages.Thestudyinvolvedteachersin177schools.RaschScalemodellingwasusedtoanalysethereliabilityestimatesanditemfitwithItemFitmapsgeneratedfordescriptorsineachStandardandforalldescriptors.Descriptorsnotfittingthemodelwereidentified.Difficultyestimateswerealsocalculatedusingacommonscaleanddescriptorsrankedfrommosttoleastdifficult.Therelativedifficultywithinafocusareaprovidedevidenceontheneedtomodifyandamenddescriptors.
Survey2addressedtheinternalvalidityofthedescriptorsintermsofthreeconstructs:(i)appropriateness,(ii)preparedness,and(iii)priorityfordevelopmentwithineachCareerStage.Survey2involvedteachersin377schoolsandteacherswhorespondedtoanadvertisingcampaignthrougheducationalsystemsandprofessionalteacherassociations.UsingRaschScalingtechniques,thedatawereanalysedforeachCareerStage,intermsofeachofthethreeconstructsandasasingleconstruct.Issuesandadvicewasprovidedbasedontheevidenceofdescriptorsnotfitting,fittingordeemedto“overfit”themodel.
ThevalidationprocessalsoinvolvedNationalFocusGroupworkshopsineachstateandterritory.Thefocusoftheseworkshopswasonpossibleissuesassociatedwiththeimplementationofthedescriptorsandontheevidencebasisthatmightdeterminetheirachievement.ParticipantstotheseNationalFocusGroupWorkshopswerenominatedhigh‐qualityteachersatarangeofCareerStagesdrawnfromgovernmentandnon‐governmentprimaryandsecondaryschools.MembersofprofessionalassociationsandtertiaryinstitutionswerealsoinvitedtosendrepresentativestotheWorkshops.
Asaconsequenceoftheevidenceoutlinedabove,thevalidationteamandmembersoftheExpertWritingteamrevisedDescriptorsandFocusAreaspriortothepreparationof
35
theStandardsforapprovalandsubsequentendorsement.TheValidationReport(Pegg,etal.,2010)alsoprovidedadditionaladviceonthedifferingneedsofvariouseducationsystems,thedevelopmentofstandardsforschoolleaders,andtheissueoftransitionfromuniversitytoearlycareerteacher.
Element 4: Teaching Teachers for the Future (2011‐2012), and the development of ICT
Statements and Illustrations of Practice
ThenationallysignificantAUD$8.8millionTeachingTeachersfortheFutureproject33wasfundedthroughaCommonwealthICTInnovationFund(ICTIF)andwasmanagedbytheAustralianCouncilofDeansofEducation.ItwasaimedatbuildingtheICTpedagogycapacityofAustralianteachereducatorswiththeexpectationthatthiswouldnotonlyinfluenceandimpactthenextgenerationofteachersbutwould,inturn,influenceandimpactthecurrentgenerationofteachers(seeACDE,2012;Romeo,Lloyd&Downes,2012b).
TheprojectrepresentedthefirsttimethatallAustralianhighereducationinstitutionsofferingteachereducationhadcometogethertoworkcollaborativelyonbuildingtheICTintegrationpedagogycapacityofpre‐serviceteachersandteachereducatorsusingtheAustralianCurriculum,theAustralianTeacherProfessionalStandardsandtheoreticalunderstandingsdrawnfromtheTechnologicalPedagogicalContentKnowledge(TPACK)framework(Koehler&Mishra,2008,2009;Koehler,Mishra&Yahya,2007;Mishra&Koehler,2006)asabackdrop.TPACKwasselectedasit“attemptstocapturesomeoftheessentialqualitiesofteacherknowledgerequiredfortechnologyintegrationinteaching,whileaddressingthecomplex,multifaceted,andsituatednatureofthisknowledge”(Mishra&Koehler,2006,p.1).ItfurthersupportedthefocusonteachingovertechnicalskillshighlightedintheAPSTrelatingtoICTpedagogyinschoolsandintheProgramAccreditationStandardsrelatingtoteachinginhighereducation.Romeo,LloydandDownes(2012)furtherexplainedthatTPACKhighlighted“thenuancedandcomplexrelationshipsbetweenthesethreeformsofknowledge;emphasisedtheconnections,interactionsandaffordances,andconstraintsbetweenandamongcontent,pedagogyandtechnology;andinfluencedapproachestoICTintegrationincurriculaandinteachereducation”(p.958).
OneoftheoutcomesofTTFwasthedevelopmentofICTStatementsandIllustrationsofPractice(seeTable4).TheseweredevelopedtoprovideamoredetaileddescriptionofthetypesofpracticesthatwouldmeetthestandardswhenICTswerebeingusedeffectivelyforteachingandlearning34.ThroughaprocessledbyAITSL,atotalof32ICTStatementsweredevelopedforthe37descriptorsattheGraduateCareerStage35whichhavecometobeusedtoguidethedesignofprogramswithinteachereducationinstitutions.
33ForageneralintroductiontotheTTFProject,seehttp://www.acde.edu.au/pages/page50.asp34ThisworkwasundertakenaspartoftheTeachingTeachersfortheFuture(TTF)projectfundedbytheAustralianGovernmentDepartmentofEducation,EmploymentandWorkplaceRelationsthroughtheICTInnovationFund.Forfurtherinformation,seehttp://www.teacherstandards.aitsl.edu.au/Static/docs/hotTopics/Teaching_Teachers_for_the_Future.pdf35TheICTStatementscanbefoundathttp://www.teacherstandards.aitsl.edu.au/Static/docs/hotTopics/Teaching_Teachers_for_the_Future_‐_Graduate_Teacher_Standards_‐_ICT_Statements.pdf
36
ThemethodologyforthedevelopmentoftheICTStatementsinvolvedsubcontractingtheinitialdraftingtoconsultantsfollowedbyhavinganexpertfocusgroupofexperiencedICT‐usingteachersreviewthestatementsandprovidefeedback.Oncefinalversionsweregenerated,theyweretrialledbyanumberofinitialteachereducationproviders.
Finally,tenGraduate‐levelIllustrationsofPracticeweredevelopedbyEducationServicesAustralia(ESA)incollaborationwiththeAustralianCouncilforComputersinEducation(ACCE).TheIllustrationsofPracticedrewonoriginalmaterials(includingvideofootage)andre‐purposedmaterials.Ateachstageofdevelopment,therewasaqualityassuranceprocesstoensurethattheywererobustandfitforpurpose.ThosedevelopedspecificallyfortheTTFProjectwerelaterincludedintheIllustrationsofPracticehousedontheAITSLwebsite.AITSLalsodevelopedane‐Evidenceuserguidetosupportpre‐serviceteachers’useoftheICTstatementsandIllustrationsofPractice36.ItiscommonpracticeinAustraliatodevelop,andauthenticate,resourcessuchastheIllustrationsofPracticeandexemplarmaterialswithinputfromexpertteachers,academics,andcurriculumspecialistsourcedthroughsubjectassociations,educationdepartmentsandotheragenciessuchasESA,ACCEandAITSL.
Element 5: Certification (from June 2011)
InAustralia,initialtraining,andfurtherformalqualificationofteachersisthroughaccrediteduniversityqualifications.Continuingprofessionaldevelopment(CPD),asnotedinSection1,isundertakenthroughawiderangeofformalprofessionallearningopportunitiesofferedbyprivateproviders,universities,educationsystems,andsubjectassociations,aswell,manyinformalopportunitiessuchaswebinars,workshops,andconferenceattendanceareavailable.
WhilemostteachersparticipateinformalandinformalprofessionallearningrelatingtoICTineducation,theirskill,knowledgeandunderstandingoftheuseoftechnologyinlearningandteaching,isnotformallyassessedby,forexample,awrittenexam.Theyarehowever,required,inorder,togainfullregistrationandfurthercertification,toevidencegrowthanddevelopmentinStandards2.6,3.4,and4.5.Theprocessofattainingandrenewingprofessionalregistrationishandledbystateandterritoryregulatoryauthorities,usuallyontherecommendationofthePrincipal.Since2013,theseassessmentandappraisalshavebeenprogressivelyundertakenusing:
1. TheAustralianProfessionalStandardsasataxonomybywhichteacherperformanceistobejudged;
2. Anationallyconsistentapproachtoteacherregistration;and,3. AnationalcertificationprocessforHighlyAccomplishedandLeadteachers.
AITSLundertooktheworktodevelopthelasttwoofthesemeasures.Inbothcases,thisinvolvedextensivenationalconsultationbasedonauditsandanalysesofexistingstateorterritory,nationalandinternationalpractices;invitedsubmissions,focusgroupworkshops,targetedmeetingsandthinktanksthatbroughttogethernationalandinternationalexpertsintherelevantareas.
36Thesemaybefoundat:http://www.teacherstandards.aitsl.edu.au/hottopics
37
Thenationallyconsistentapproachtoteacherregistration37outlinestherequirementsforteacherstoinitiallyprogressfromGraduatetoProficientcareerstages(seeTable1,Figure1).Theserequirementsinclude:aninitialperiodduringwhichanewteacherhasaformoflicencethatallowsthemtobeemployedasateacher;afixedperiodwherethenewteacherisrequiredtodemonstrateproficiencyandsuitabilitytoteach;andpossiblesanctions,includingwithdrawalofregistration,ifthenewteacherfailstomeettherequiredstandardsofpersonalandprofessionalbehaviourorprofessionalperformance.Teachersundertaketheirregistrationprocesseswiththeirstateorterritorybasedteacherregulatoryauthority.
ThenationalcertificationprocessforHighlyAccomplishedandLeadteachers(seeTable1,Figure1)isaformalcertificationprocessdesignedtorecogniseandpromotequalityteaching,provideanopportunityforteacherstoreflectonpracticeandprovideareliableindicationofqualityteachingusedtoidentifiedandrecogniseHighlyAccomplishedandLeadteachersnationally.Thecertificationprocessismanagedbythestateorterritorybasedteacherregulatoryauthorities.
Withinthisnationalapproachtostandards,registrationandcertificationthereisanexpectationthatasteachersprogressthroughthecareerstagesofGraduate,Proficient,HighlyAccomplished,andLeadtheywillprovide,usuallythroughaprofessionalportfolio,substantiatedandcredibleevidencethattheymeeteachstandard.Thisevidencemustbe:standards‐based,focusedonstudentimprovement,andbasedonnationallyandinternationallyrecognisedappropriatepractice.AITSLprovidesguidelinesonwhatconstitutesevidenceaswellasself‐assessmenttools,examplesofevidencesets,processesandproceduresforacquiringinternalandexternalfeedbackonperformance,andaccessingnetworksandcommunitiesofpractice.AITSLalsoprovidesguidelinesandframeworksforschoolleadershipteamsinvolvedintheassessmentofteacherperformance38.
Element 6: Evaluation of the standards (from June 2013)
AITSL,inpartnershipwiththeCentreforProgramEvaluationattheUniversityofMelbourneandtheAustralianCollegeofEducators,isconductingamajorthree‐yearevaluationoftheimplementationoftheAPST.Cyclicalreviewsofthestandardsareimportant.Amajorreviewafterthreeyears,especiallyintheearlystagesofimplementationisappropriatefollowedbyminorreviewspossiblyeverythreeyears.
Thefocusofthisevaluationisontheusefulness,effectivenessandimpactofimplementationoftheStandardsonimprovingteacherquality.TherehavebeenarangeofinitiativesthathavecontributedtotheimplementationoftheStandardswhichincludebutarenotlimitedto:theaccreditationofinitialteachereducationprograms;theimplementationofnationallyconsistentteacherregistration;thedevelopmentofacertificationprocessforHighlyAccomplishedandLeadteachers;andthedevelopment
37 More details about teacher registration in Australia can be obtained AITSL at http://www.aitsl.edu.au/verve/_resources/Teacher_Registration_in_Australia.pdf 38MoredetailsaboutCertificationofHighlyAccomplishedandLeaderteacherscanbeobtainedfromAITSLathttp://www.aitsl.edu.au/verve/_resources/Certification_of_Highly_Accomplished_and_Lead_Teachers_‐_Principles_and_processes_‐_April_2012_file.pdf
38
ofsupportmaterialsandresourcesatthenational,state,sectorandlocallevels.TheEvaluationhasthreestages:
Stage1Developandrefinethedesign
Buildevaluationfoundation;establishgroupsandteams;andlist,reviewandprogramlogic
HoldaNationalForum;and Collectandreviewexistingdocumentation
Stage2
UndertakeNationalonlinesurvey Analyseandpresentpreliminaryreport. UndertakeCaseStudies Continuecollectionofexistingdocumentation.
Stage3
Undertakestakeholderinterviews;finalisecollectionofexistingdocuments; Conductsecondnationalonlinesurvey. Triangulatefindings;revisitprogramlogicandoutcomes;anddrawoverall
conclusions.
Atthetimeofpreparingthiscasestudy,theCentreforProgramEvaluationhadpublishedtheirinterimreport39.InthisreporttheyprovidedthefollowinginformationabouttheNationalWorkshopandSurvey:
NationalForum(June–August2013)
Atotalof39stakeholdergroupsincludingkeyeducationorganisations,teacherprofessionalassociations,nationalbodies,policymakers,employersandschoolleadersparticipatedintheNationalForumthatincludedanumberofworkshopsandinterviews.TheForumexploredparticipants’perceptionsofthesuccessfactorsforimplementationoftheStandards.Groupopen‐endedresponseswerecodedtoelicitcommonsuccessfactors.
Nationalonlinesurvey(October–November2013)investigatedparticipants’perceptionsof,theirknowledgeof,attitudetowardsanduseoftheStandards.Participantsinvolvedteachers,schoolleaders,teachereducatorsandpre‐serviceteachers.Justover6000educatorsparticipatedinthesurveywithnearly70%ofthesebeingpractisingteachers.
Thefinalevaluationisexpectedtobepublicbytheendof2014.
39Theinterimreportmaybefoundathttp://www.teacherstandards.aitsl.edu.au/Findings
39
4. Aligning the Identified ICT Competencies with Teacher Training Curriculum
ThereisaclearalignmentbetweentheICTcompetenciesdescribedintheAustralianProfessionalStandardsforTeachers(APST)(seeSections2and3ofthisreport)andinitialteachereducationinAustralia.Furthertothisaretworequirementsplacedonallteachereducationprogramsforaccreditation:(1)InitialTeacherEducationProgramAccreditationStandards(AITSL,2011a,2012a);and(2)theElaborationsofPriorityAreas,asoutlinedbyStandingCouncilonSchoolEducationandEarlyChildhood(SCSEEC)(2012).
Initial Teacher Education Program Accreditation Standards
AllAustralianhighereducationinstitutionsofferinginitialteachereducationarerequiredtohavetheirpre‐serviceprogramsaccreditedirrespectiveoftheirformat(seeFigure1).ThisaccreditationisinaccordancewiththesevenAITSLProgramAccreditationStandards40(seeTable5)whicharedeemedtounderpin“high‐qualityinitialteachereducationprograms”(AITSL,2011a,p.3).Institutionsarerequiredtodemonstratethestandardsatthetimeofbothaccreditationandre‐accreditation(seeSection5).
Table 5: Summary of ITE Program standards (AITSL, 2011)
# Name Summary
1 Programoutcomes IncludesmeetingtheGraduateCareerStageoftheAustralian
ProfessionalStandardsforTeachers.
2 Program
development
Includesconsultationtoensureconsiderationof:schooland
systemneeds;currentexpertknowledge;authoritative
educationalresearch;and,communityexpectations.
3 Programentrants Outlinesminimumentryrequirements
4 Programstructure
andcontent
Describestimeallocation(aspercentages)ofdiffering
requirementswithinprograms.
5 Schoolpartnerships Describesconditionsforpracticum(professionalexperience),
namely,length,location,rangeofexperience.
6 Programdelivery
andresourcing
Includesteachingandassessmentstrategies,staffqualifications
andexperience,resourcing(libraryandICT)
40AsoutlinedintheAccreditationofInitialTeacherEducationProgramsinAustralia:StandardsandProcedures,seehttp://www.aitsl.edu.au/verve/_resources/Accreditation_of_initial_teacher_education_file.pdf
40
7 Program
informationand
evaluation
Outlinesself‐evaluationandannualreporting.
OfparticularinteresttothiscasestudyareProgramAccreditationStandards1and6.
Program Accreditation Standard 1
ProgramAccreditationStandards1.1and1.2specifythatthegraduatesofthepresentedprogrammustmeettheGraduateCareerStageoftheAPST.ICTcompetenciesforpre‐serviceteachersareguaranteedthroughtheinstitution’sresponsetothosestandardswhichexplicitlyreferenceICT(seeTable2),namely:
APST2.6:InformationandCommunicationTechnology(ICT) APST3.4:Selectanduseresources,includingICT APST4.5:UseICTsafely,responsiblyandethically
Program Accreditation Standard 6
ProgramStandard6.1specifiesthat:Programsmustuseeffectiveteachingandassessmentstrategies(linkedtointendedlearningoutcomes)andresources,includingembeddedinformationandcommunicationtechnologies.
ProgramStandard6.4specifiesthat:Providersensurethattheirfacilitiesconformtothegeneralexpectationforacontemporaryhighereducationlearningenvironmentappropriatetothemodeofdelivery,includingsuchmattersasaccessto:education‐relatedlibraryresources,andinformationandcommunicationtechnologies.
HowthesestandardsaremetisadecisiontobemadebytheHigherEducationInstitutionitself(SCSEEC,2012).ThefollowingdiscussionwillbrieflypresentthedifferingapproachestakenbyfourAustralianteachereducationinstitutionswithdatadrawnfromaccreditedprograms.Theinstitutionsarede‐identifiedandwillbereferredtoasInstitutionAtoD.
InstitutionA,initsundergraduateBachelorofEducationprograms,withspecialisationsinEarlyYears,PrimaryandSecondaryeducation,hasoptedtodevelopdedicatedsemester‐longICTsubjects41.Thesecovertechnicalcompetenceaswellaspedagogy.Preserviceteachersareencouragedtodevelopbothdigitalartefactsaswellaswrittenresponsessuchaslessonplansorcritiquesofresearch.InstitutionAhasalsooptedtolistAPST2.6,3.4and4.5intheirpracticalfieldstudiesprogram,thatis,whereitisexpectedthatthesestandardswillbedemonstratedinschoolsettingsunderthesupervisionofapractisingteacher.
InstitutionB,initsfullyonlinegraduate‐entryMasterofTeaching(EarlyYears)program,haselectedtocovertheICTelementsofProgramAccreditationStandard1,
41Theterm,‘subject’isadoptedheretodescribeaself‐containedunitofstudy,typicallyonesemester(13‐14weeksinlength).SubjectsarereferredtobydifferingnamesinAustralianhighereducationinstitutions.A‘program’ishereusedtodescribethedegreeorcoursewhichismadeupofindividual‘subjects.’
41
thatis,APST2.6,3.4and4.5,asacross‐curriculumorembeddedactivity.Forexample,APST2.6isaddressedinfivediscretesubjectsrespectivelyconcernedwithliteracy,language,technology,mathematicsandthearts.ThestudentsareaskedtodemonstratetheirICTcompetencethroughsuchactivitiesasdeveloping:anonlineteachingresourcetodevelopchildren’sliteracy,alessonplan,whichmakesuseofICT,tosupportliteracy,andelsewheretosupportmathematicalconcepts;amultimediapresentationforahypotheticalaudienceofparents;andalessonplanwhichdemonstratestheresponsibleuseofICTintheteachingofScience.
Similarly,APST3.4ismetinInstitutionBthroughsixsemester‐longsubjectswithsomeoverlapstothosewhichaddresstoStandard2.6.TheadditionalsubjectsareinHealthandPhysicalEducationandIndigenousPerspectives.ThecitedsubjectintheArts,demonstratesAPST3.4throughadifferentassessmenttasktothatwhichdemonstratesAPST2.6.ThispatternisrepeatedintheachievementofStandard4.5.InprovidingevidenceforProgramStandard6,InstitutionBdescribeshowitwillsupporttheonlinecohortthroughacustomisedLearningManagementSystem(LMS)whichmakeseffectiveuseofcontentdisplay,sharingandcreationaswellasinteractivecommunicationtools.
Another,InstitutionC,hasadoptedahybridapproachindesigninganon‐campusMasterofTeaching(SecondaryEducation).IthasdevelopedacoreDigitalLearningsubjectthatasksstudents,inresponseto:
APST2.6and3.4,tocritiqueandadoptappropriatepedagogicalapproachesusinglearningtechnologiestoengageteenagersinauthentic,activeandcollaborativelearning.
APST4.5,toinvestigatecontemporaryissuesandcurrenttrendsinICTineducationthroughaninquiryproject.
Inadditiontothis,othersubjectsintheprogramaddressdifferingaspectsoftheAPST,forexample,theapplicationofICTinPhysicalEducationandHealth(APST2.6)andinScience(APST3.4).AtInstitutionC,theethicalcomponentofAPST4.5isembeddedinbroaderunderstandingsofprofessionalconductanddemonstratedinthepracticum.InitsresponsetoProgramAccreditationStandard6,InstitutionCreferredholisticallytoitsadoptionbyteachingstaffofdigitalresourcesaswellastospecificinfrastructureresources,suchasitslibraryandonlineLearningManagementSystem(LMS).
Finally,InstitutionD,initsMasterofTeaching(PrimaryEducation)programhasalsoadoptedahybridapproach.ItdiffersfromInstitutionCinthatitoffersapartiallydedicatedorsharedsubject,thatis,onewhichaddressestheteachingofbothTechnologyandtheArts.ItalsooffersastrongemphasisonICTincurriculumsubjectsdedicatedtotheteachingofEnglish,SocialEducation,Mathematics,andHealthandPhysicalEducation.ThisprograminterestinglycombineswithanEngineeringFacultyfortheteachingofrobotics.
WhatisclearinthisbriefoverviewisthattheAPST,whichcomprisethedefactoICTcompetencyframework,canbeachievedinmultipleways.Institutionswillneedtoshow,whenitcomestimetore‐accredittheirprograms,thattheyhavedeliveredonthepromisesmadeintheirinitialsubmissions(seealsoSection5).
42
Elaborations of Priority Areas (SCSEEC, 2012)
SCSEEC(StandingCouncilonSchoolEducationandEarlyChildhood)hasendorsedalistofnationalpriorityareas.Theseare:AboriginalandTorresStraitIslandereducation;Classroommanagement;ICT;Literacyandnumeracy;and,Studentswithspecialeducationalneeds.Foreachofthese,inconcertwithpeakbodiessuchastheAustralianCouncilofDeansofEducation(ACDE),theAustralasianTeacherRegulatoryAuthorities(ATRA)andtheAustralianTeacherEducationAssociation(ATEA),AITSLhasdevelopedelaborations,particularlyofrequisiteknowledge,whichprovideausefulinsightintohowthepriorityareamightbecoveredinteachereducationprograms.TheelaborationsforICTarepresentedinTable6.
Table 6: Elaborations for ICT as a national priority area (SCSEEC, 2012)
Knowledge Teachingstrategies
UnderstandingoftheunderlyingsocialandpedagogicalimplicationsofICTandtheirapplicationtoeducation
Knowledgeofresponsibleandethicaluseofdigitalinformationincludinginrelationtoplagiarism,copyright,censorship,bullyingandprivacy
Understandingofinnovativeuseofinformationandcommunicationtechnologiesinenhancingstudentlearning
UnderstandingofthecapacityofICTtosupportdifferentiatedstudent‐centredlearningandthedevelopmentofcriticalandcreativethinking
AbilitytoselectandevaluateICT‐basedlearningmaterialsandsoftwareandintegratethemintotheirteaching
AbilitytoeffectivelyemployICTapplicationstosupportspecificsyllabusoutcomes,contentandprocesses
AbilitytodesignarangeofICT‐basedassessmenttaskslinkedtocurriculumoutcomes
UnderstandingofthecollaborativeandstudentlednatureofeffectiveICT‐mediatedlearning
Usinginformation Technicalskills
Understandingoftheissuesofappropriateaccessto,andverificationof,informationgainedfromavarietyofsourcesincludingtheInternetandotherdigitalresources
Abilitytocriticallyevaluate,retrieve,manipulateandmanagetheinformationfromarangeofdigitalsourcesincludingsocialmedia
Understandingoftherangeofapplicationsandadaptivetechnologiesavailabletosupportstudentswithspecialneeds
Abilitytoconstructandmanipulatetextsandimages,createpresentationsandstoreandretrievedigitalinformationforclassroomandon‐linelearning
Abilitytouseappropriatedigitalresourcesforstudentprofilingandreporting,lessonpreparationandclass/facultyadministration
AbilitytosafelyandeffectivelyuseICTinonlinecollaborativeenvironments
43
TheProgramAccreditationStandardsandtheNationalPriorityareastogethershowhowICTcompetenciesneedtobealignedto,includedinanddemonstratedbytheAustralianteachertrainingcurriculum.Theyalsoallowscopeinhowtherequirementsaremet.
5. Assessing/Evaluating Acquired ICT Competencies
TheprevioussectionshavedescribedtheAustralianProfessionalStandardsforTeachers,andtheirdevelopment,includingtheembeddingofICTcompetencieswithinthegeneralstandards.Notwithstandingstateandjurisdictionaldifferences,thereisageneralexpectationthatthroughinitialteachereducation(training)andongoingprofessionaldevelopment,teacherswillaspireto,andinmostcases,meetthestandardsandacquireICTcompetencies.
Thechecksandbalanceswithinthesystemtoensurethatthisisthecaseareseeminglywelldevelopedandeffectiveattheteachertrainingandgraduationlevel,butlesssoaftergainingregistration/employment(seeSection3).Asateacherprogressesthroughthesystemfromgraduatetoaccomplishedteacherandbeyond(seeFigure1),thereisanexpectationthatindividualswilltakeresponsibilityforbuildingtheirownprofessionalcapabilities.Theyarealsoexpectedtogatherevidence,usuallythroughaprofessionalportfolio,todemonstratethatstandardsandcompetencieshavebeenmet.Generally,motivationfordoingsoincludes,butisnotlimitedto,professionalpride,employability,payincreasesandpromotion.
Thissystemhasproducedaveryprofessionalandskilledworkforce–Australianteachersarehighlyregarded,well‐qualifiedandoverallproduceexcellentresults.However,thesystemdoeshaveitschallengesespeciallyinthecapacityofteacherstoteachthrough,withandabouttechnology.
Training/Graduation/Provisional Registration
Asnoted,pre‐serviceteachertraining–oftenreferredtoinAustraliaasInitialTeacherEducation(ITE)–isdeliveredbyHigherEducationInstitutions,typicallyuniversities.TheseinstitutionsareregulatedbytheTertiaryEducationQualityStandardsAgency(TEQSA)whichassuresthequalityofthehighereducationsectorinAustraliaasawhole.TEQSAalsoregistersandassessestheperformanceofinstitutionsagainstaHigherEducationStandardsFramework42.
Assimilarlynoted,theinstitutionsdeliveringpre‐serviceteacherprogramsmusthavetheircoursesapprovedandaccredited/re‐accreditedbyAITSL(seeSection2).WhileTEQSAensuresthattheinstitutionoverallmeetsgeneraltertiaryeducationstandardsrelatingtoprovision,qualifications,teachingandlearning,information,andresearch,itisjurisdictionalteacherregulatoryauthoritiesthataccreditsandapprovespre‐serviceteachercoursesinAustralia,usingthenationallyagreedapproach43.
42Formoreinformation,seehttp://www.teqsa.gov.au/about43Seehttp://www.aitsl.edu.au/initial‐teacher‐education/initial‐teacher‐education.html
44
ForanITEcoursetobeapprovedandaccreditedtheinstitutionmustsubmitdetailedevidencetotherelevantjurisdictionalregulatoryauthorityshowingthatsuccessfulcompletionofthecoursewillresultinstudentsmeetingtheGraduateStandards–thefirstCareerStagedepictedintheAustralianProfessionalStandardstaxonomy44.SpeciallyconvenedpanelsincludingexperiencedteachereducatorsreviewthesubmissionsanddecidewhethereachoftheProgramAccreditationStandards,includingtheAustralianProfessionalStandardsforTeachers,hasbeenmet,andglobally,iftheNationalPriorityareas(seeSection4)havebeenaddressed.
AsnotedinSections2,3and4,theinstitutionmust,inparticularregardtoICT,provideevidence45ofhowgraduateteacherswillbetaughtto:
ImplementteachingstrategiesforusingICTtoexpandlearningopportunitiesforstudents(APST2.6);
Demonstrateknowledgeofarangeofresources,includingICT,thatengagestudentsintheirlearning(APST3.4);and,
Demonstrateanunderstandingoftherelevantissuesandthestrategiesavailabletosupportthesafe,responsibleandethicaluseofICTinlearningandteaching(APST4.5).
Theapprovalandaccreditationprocessnormallytakes6‐8monthswithcoursesbeingapprovedfor5yearsafterwhichreaccreditationmustbesought.Institutionsarerequiredtoprovidesamplesofstudentworkatthetimeofreaccreditation.Thiswillbetheclearestindicationif,ornot,theAPSTrelatingtoICThavebeenmet.AccreditedprogramsarelistedontheAITSLwebsite46.Successfulcompletionofanaccreditedprogramgenerallyleadstoprovisionalregistrationasateacherandaprovisionallicencetoteach(itshouldbenotedthatjurisdictionaldifferencesapply).
ThisprocessofprogramaccreditationrelatingtotheprofessionalstandardsandsuccessfulprogramcompletionisthequalityassuranceframeworkthatAustraliareliesupontoensurethatgraduateteacherscanteachwellgenerallyand,inparticular,teachwellwithICT.TheprocessesofaccreditationandreaccreditationwillbehowAustraliaensuresthatteachereducationprogramsareprovidingopportunitiesforgraduatingteacherstoengagewithICTcompetenciesanddevelopappropriatepedagogicalpractice.
6. Impacts and issues
Giventhecomplexposition,andnature,ofteachereducationandschoolingintheAustraliansystemanditshistoricalantecedentsinacolonialstructure,thedevelopment,evolvingimplementation,andwidespreadacceptanceoftheAustralianProfessionalStandardsforTeachers(APST)asanationally‐consistentframeworkforimprovingteacherquality,isaverysignificantachievement.Ithasbeenarigorousprocessthathastakenoveradecadetoachieve(seeSection3).Anindicationofthe
44Seehttp://www.teacherstandards.aitsl.edu.au/OrganisationStandards/ProfessionalCapability45Institutions provide the information required by the accrediting panel on three templates, see, for example, http://www.aitsl.edu.au/verve/_resources/Guide_to_accreditation_process_Final_April_2012_-Template_B.rtf
46Asnoted,thelistofaccreditedprogramsmaybefoundathttp://www.aitsl.edu.au/initial-teacher-education/accredited-programs-list.html
45
impactofthisworkisevidencedbytheadoptionoftheCareerStagesbyallstate,territoryandindependentschoolsystemsandregulatoryauthorities,andtheiracceptancebyteachers,professionalassociationsandteacherunions.AformalevaluationoftheimplementationoftheAustralianProfessionalStandardsforTeachers(APST)isunderwaywithitsfinalreportdueinlate2014(seeSection3,Table4).
Further,theAPSTtaxonomyhashadaprofoundimpactonuniversityteachertrainingcoursesandthecourseaccreditationprocess(seeSection4).ItspositionasoneoftheProgramAccreditationStandards(Standard1)isameasureofitssignificance.This,asexplainedinSections4and5,isoneofthemeanstoalignidentifiedICTCompetencieswithteachertrainingcurriculum.Asnoted,thisisspecificallythroughthoseAPSTwhichexplicitlyreferenceICT,namely,APST2.6,3.4and4.5(seeTable1).
AfurtherissueimpactingontheneedtoensuretheICTcompetenceofAustralianteachersistheparalleldevelopmentoftheAustralianCurriculum47,managedbytheAustralianCurriculum,AssessmentandReportingAuthority(ACARA)(seeSection1).AlllearningareasintheP‐10yearsembedICTasaGeneralCapabilityandmanychallengesremainparticularlyrelatingtoICTpedagogyintegration.
Atonelevel,thechallengeisthecontinualadventofemergingtechnologiesthatpromisenewsolutionstoteachingandlearning.Atanotherlevel,thechallengeistobuildthecapacityofteachereducatorsandawholegenerationofteacherswhoarenotonlystrugglingwithbasicpersonaldigitalliteracybutalso,andmoreimportantly,ICTpedagogyintegration.The2013K‐12HorizonReport48,forexample,describesemergingtechnologieslikelytohaveaprofoundimpactoneducationinthenextonetofiveyears,includingcloudcomputing,mobilelearning,learninganalytics,opencontent,virtualandremotelaboratories,and3Dprinting.This,ofcourse,isinparallelwithcomingtotermswiththedemandsofthenewnationalcurriculum.
Acomparableissueisevidentinteachereducation.SuccessiveeditionsoftheHigherEducationHorizonReport49pointoutthatmanylecturersdonotacknowledgetheimportanceofdigitalliteracyanddonotusenewandcompellingtechnologiesintheirownteaching.TheTeachingTeachersfortheFuture(TTF)project(seeSection3)attemptedtoaddressthisissueandsuccessfullyengenderedsubstantivechangeintheICTineducation(ICTE)capacityofpre‐serviceteachers(seeJamieson‐Proctoretal.,2012).Italso,toacertainextent,redressedtheimpedimentstothebroaderuseofICTinclassroomsandinhighereducationnotedintheliterature.TheprimaryaimoftheTTFprojectwascapacitybuildingandthesystemicembeddingofanICTEdimensioninpre‐serviceteachereducationcurriculum,pedagogies,assessment,andprofessionalexperience50.TheTTFProjectbrokenewgroundinAustralianschooleducationandhighereducation.ItshowedthatallhighereducationinstitutionsofferingteachereducationprogramshaveaclearcommitmenttoICTpedagogyandtoitsintegrationintoclassroomsallaroundthecountryandprovidedsubstantiveevidencethatlarge‐
47TheAustralianCurriculummaybefound,asadigitaldocument,athttp://www.australiancurriculum.edu.au48Thisreportmaybefoundat:http://www.nmc.org/pdf/2013‐horizon‐report‐k12.pdf49Arecentexamplemaybefoundat:http://www.nmc.org/publications/2013‐technology‐outlook‐australian‐tertiary‐education50TheresourcesdevelopedthroughtheTTFprojectmaybeaccessedat:http://www.ttf.edu.au
46
scaleinterventionsofthisnatureareeffectiveinbuildingcapacityandbringingaboutchange.
AsimilarcommitmentisevidentintheworkofnationalagenciessuchasAITSL.Theyhaveaddressedthedissonancecreatedbymanyleadershipteams,individuallecturers,teachersandstudentteacherswhoask,“whatdoesICTpedagogyintegrationlooklike,”thatis,howmightbothin‐serviceandpre‐serviceteachersvisualisetheenactmentofthestandards,aswellastopicsfromtheAustralianCurriculum,intheirclassrooms.OnesolutionthatAITSL,inconcertwithEducationServicesAustralia(ESA)andjurisdictionalauthorities,hasofferedisthroughitsongoingdevelopmentandannotationofthepreviously‐citedIllustrationsofPractice51(seeSection3).AITSLalsoiprovidesseveralprograms/initiativestohelpteachersandprincipalstounderstandthepurposeanduseoftheAPSTandancillarymaterial52.
Further,somestategovernmenteducationsystemsprovideself‐assessmenttoolsandonlinelearningmoduleswhichindividualteacherscanusetomeasure,andimprovetheircompetencewithICTintheclassroom.Forexample,theNSWgovernment’sLeadingmyFaculty53modulesallowteacherstoworkthroughstructuredactivitiesrelatingtoICTpedagogy.AustralianteachersarefurthersupportedbygovernmentagenciessuchasEducationServicesAustralia(ESA)providingexemplarsandresourcesforteachingwithandaboutICTparticularlythroughtheScootleportal54.
TheissuesfacedbyAustralianteachersandeducationsystemsrevolvearoundcurriculumchange,developingtechnologiesandincreasedaccountabilitythroughprofessionalstandards.TeachersarenotaloneinthisandsystemsanduniversitiesarescaffoldingtheirdevelopmentofICTcompetenciesthroughresourcing,provisionofexemplarsandinterventionthroughfundedresearch.
7. Conclusion
TherehasbeenanincreasingmovementinAustralianschoolingtoregardICTasanintegralpartofteachingratherthanasaseparateentity.Thisisevidentinthreesignificantways:
Firstly,thewordingofthepivotalMelbourneDeclaration(MCEETYA,2008)offersICTasoneofanumberofintegralcriticalskillsneededasafoundationforsuccess.InitsGoal2,theDeclarationdescribesthatsuccessfullearners,amongstotherattributes,will“havetheessentialskillsinliteracyandnumeracyandarecreativeandproductiveusersoftechnology,especiallyinformationandcommunicationtechnology,asafoundationforsuccessinalllearningareas”(p.8,emphasesadded).
Secondly,theAustralianCurriculum,enactingtheadvicefromtheMelbourneDeclaration,hasincludedICTasoneofitsGeneralCapabilities,positioningitonaparwithliteracy,numeracy,criticalandcreativethinking,personalandsocial
51TheIllustrationsofPracticecanbefoundat:http://www.teacherstandards.aitsl.edu.au/Illustrations52TheAITSLlearningCentremaybeaccessedathttp://www.learn.aitsl.edu.au/53Seehttp://www.curriculumsupport.education.nsw.gov.au/digital_rev/leading_my_faculty/index.htm54ResourcesmaybeaccessedbyAustralianteachersthrough:http://www.esa.edu.au/projects/scootle
47
capability,ethicalbehaviourandinterculturalunderstanding.Generalcapabilitiesareunderstoodto:“compriseanintegratedandinterconnectedsetofknowledge,skills,behavioursanddispositionsthatstudentsdevelopanduseintheirlearningacrossthecurriculum,inco‐curricularprogramsandintheirlivesoutsideschool”(ACARA,2012,p.6).
Further,ICTasGeneralCapability,buildingonexistingframeworksandasoundbasisintheresearchliterature,hasbeendefinedinsuchawayastoencouragestudentstobe“creativeandproductive”users.ACARA(2012)explainedthat:
Therefore,ICTcapabilityneedstoconsiderthetypesoftasksthatprovideauthenticcontextsforlearning.Therangeoftasksiscategorisedintothreesets:InvestigatingwithICT,CommunicatingwithICTandCreatingwithICT.StudentsalsoneedtheknowledgeandskillstouseICTbasedonanunderstandingofthe‘natureofthemachine’.ThisisencompassedintheManagingandoperatingICTelementofthecontinuum.(p.43)
Thirdly,theAustralianProfessionalStandardsforTeachers(AITSL,2011b)doesnothaveaseparatecategoryforICT.ThisisparticularlytellinginStandard3.4,whichspeaksofresources,includingICT.ThissitswellwithICT’sroleasaGeneralCapabilityandopensup,forexample,theopportunitytoofferarangeofdigitalsolutionstostandardclassroomtasks.
Overall,thelessontobelearntinwhatishappeninginAustraliaisthatforICTtobecomeacriticalbutmainstreamcomponentofschooling,thenitneedstobeembeddedinanyandalldescriptorsofwhatteachingandlearningisabout.Similarly,andperhaps,seeminglycontradictorytothis,istheAPST2.6whichissimplyentitled,InformationandCommunicationTechnology(seeTable2,Section2).ThisacknowledgesthatbringingICTintoateachingandlearningenvironmentdoesrequireadifferingpedagogywhichtranscendssimpletechnicalskillorcompetence.ItasksthattheuseofICTexpandslearningopportunitiesandprovideswaystomakecontentrelevantandmeaningful.AswiththeUNESCOICTCompetenciesforTeachers(UNESCO,2008),itisclearthattheintenthereisnottoreplicatethepast,buttoenablethefuture.
Finally,itisimportanttonotethecontributionbeingmadebyteachereducators.ThenewProgramAccreditationstandards(seeSection4)aswellastherequirementsofTEQSA(seeSection5)areaskingtertiaryteacherstochangetheirpedagogyandtomakebetterandenhanceduseofavailabletechnologies.Assemblingthecomponentsfortransformationiscompleteand,notonlythecontent,butcontextofinitialteachereducationandwhatisexpectedintertiaryteachingischanging.
ThiscasestudyhaspresentedaglimpseofteachingandlearninginAustraliaandtherolethatICTisbeingaskedtoplay.Ithasfocussedonpractisingteachersandwhatisaskedofthemintermsofnewnationalstandardsforregistration,professionallearningandpromotion.Ithasalsolookedatinitialteachereducation(training)wheretheteachersoftomorrowwillgaintheirunderstandingsofhowtheclassroomsofthefuturewilloperate,withICTcriticaltomuchofwhatstudentscreateandhowtheycommunicateanddemonstratetheirlearning.
48
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CASE STUDY:
NATIONAL ICT COMPETENCY
STATNDARDS FOR TEACHERS
August 2014
52
PR CHINA
ByJinhuaZhao(SouthChinaNormalUniversity)
1. Background
1.1 Education background
According to the statistics, the number of population in China has been 1.36 billion at the end of
2013[1]. In 2010, the illiterate rate in China was 4.08%, which was decreased by 5.08% compared
to 9.16% in 2002[2]. For the first time, in China, the educational investment as a proportion of
GDP, which is 7.79 trillion RMB, has reached 4% in 2013[3].
In 2013, Chinese government has issued the National Medium and Long Term Educational
Reform and Development Plan (2010-2020) [4]. Thanks to the plan, China is on the way to
basically realize the modernization of education, form learning society, and step into the ranks of
powers of human resources. And people-oriented, comprehensive quality education will be
implemented in order to promote students’ all-around development and improve students’ social
responsibilities for serving country and people, innovative spirits and problem-solving skills.
In China, school education is made up of pre-school education, primary education, secondary
education and higher education. Students aged 3-5 have pre-school education and students aged
6-12 receive primary education. Secondary education includes education in junior middle schools
and that in senior middle schools. Students aged between 13 and 15 go to junior middle schools,
and students aged 16-18 go to senior middle schools. According to the statistics, there are 228.5K
elementary schools and 96K secondary schools. The number of primary and secondary school
teachers is 12.6M and that of primary and secondary school students is 192.8M [5].
At present, China has already established a well-structure system of teacher certificate [6]. If one
wants to become a teacher in a primary or secondary school, first of all, one needs to pass a strict
certification test. In addition to the tests of psychology, pedagogy and Mandarin, one needs to
take part in an interview and a professional subject-based test organized by those schools. A
flowchart of this process is shown in Figure 1.
53
Figure 1. A Flowchart of Teacher Certification Test
Generally speaking, it would take 10 years or so for a novice teacher to change into an
experiential teacher in China. Novice teachers (teachers with only one-year service) need to have
at least one-year trial period (or internship) before they become growing teachers (teachers with
2-4 years’ service). The growing teachers continuously build their teaching abilities through in-
service training, school-based educational research, etc. in the next 2 or 4 years to grow into
experimental teachers (teachers with more than 5 years’ service) [7]. The experiential teachers can
finally become famous teachers or educational experts as long as they have accumulated powerful
teaching abilities and rich teaching experience (see Figure 2).
Figure 2. In-service teachers’ career ladder
In China, all kinds of teachers colleges and universities are mainly responsible for pre-service
teacher training, which spans 3-4 years, and teacher training schools and teachers universities are
Teacher Certificate Tests
Professional Subject-based Test
Psychology
Pedagogy
Mandarin
Panel Interview
A Teaching Position Offer
Novice teachers
Growing teachers
Experential teachers
54
in charge of the development and training of in-service teachers. Now, China has already set up
systematic policies and strategies for teachers’ professional development. With the investment
guaranteed, the time and contents of in-service teacher training have been increased, and what are
more, new training methods, such as network training, school-based educational research and so
on have been explored. Since Chinese government has attached great importance to it, teachers’
training and professional development are in the process of rapid development.
1.2 Background of ICT in education
Chinese government has paid much attention to ICT in education, and even regarded ICT as a
factor with revolutionary impact on education. In the past 30 years, ICT in education has
developed rapidly in China. In 2011, Ministry of Education enacted ICT 10-year Development
Plan (2011-2020), which has clarified the goals of ICT in education [8]. According to the plan, in
2020, an ICT learning environment which can provide quality educational resources for everyone
should be founded, an ICT service system of learning society should be formed and the coverage
of broadband network in all areas and schools at all levels should be realized. As a result,
educational management and integration of ICT in education can be significantly improved.
Meanwhile, digital educational resources with high quality and sharing environment can be
constructed and Standards of ICT in education can be developed. ICT in education has played a
unique and important role in implementing balanced development of education, promoting
educational equity and educational resources shared widely, improving educational quality,
establishing learning society, driving the reform of educational philosophy and cultivating
innovative talents with international competitiveness.
Basically speaking, China has greatly emphasized policy-making and macro-design of ICT in
education. Different provinces and local governments tend to develop targeted strategies based on
their own circumstances and guarantee effective implementation of related projects.
In order to promote teachers capacity building of ICT in education, Ministry of Education
published ICT Competence Standards for National Primary and Secondary School Teachers in
2004 and Views on Implementation of Upgrading National Primary and Secondary School
Teachers ICT Competence in 2013 [9][10]. Those standards and views prompt a new round of
upgrading training for more than 10 million primary and secondary school teachers to promote
their ICT capacities, teaching abilities and self-development capacities, and to facilitate a new
breakthrough to integration of ICT in education.
55
2. ICT Professional Development Strategies for Teachers
2.1 Framework of teachers’ capacity building
To build a teaching staff with high quality is regarded as a basic guarantee of ICT in education by
Chinese government. In practice, it is necessary to develop teams of faculty, professionals and
administrators with high ethnics, good skills, reasonable structure and full of life , and to pay
attention to multiple capacity building of teaching staff, administrative staff and technical staff,
which is shown in Figure 3.
Figure 3 Framework of various staffs ICT capacity building
2.2 Strategies to improve ICT professional skills
The strategies used to improve teachers’ ICT professional skills mainly include:
(1) To improve the ICT application level of the teachers. It includes establishing and improving
standards of all kinds of ICT competence, stressing the integration of training, examination and
certification of ICT competence for teachers in primary and secondary schools and vocational
schools as well, and bringing evaluation results of ICT competence into teachers’ certification
system.
(2) To speed up the construction of national networked consortium for teacher education, and
carry out distance education and training connecting pre-service with in-service. By 2020,
teachers at all levels can basically meet the requirements of ICT competence standards. Various
methods and means will be used to help teachers to apply ICT effectively, update their teaching
philosophies, and improve their teaching methods and teaching quality.
(3) To set up professional technical staff. The responsibilities for ICT professionals should be
clarified, corresponding evaluation approaches will be formulated and various ICT competence
trainings will be performed continuously.
• teaching design and
implementation capacity
• teaching support and
management capacity
• research and development
capacity
• cooperation and communication
skills
Teaching staff
• decision-making and planning
capacity
• organization and application
ability
• assessment and development
capactiy
• cooperation and communication
skills
Administrative staff
• design and development capacity
• application and management
capacity
• assessment and development
capacity
• cooperation and communication
skills
Technical staff
56
(4) To implement ICT competence training. It covers formulating and improving teachers ICT
competence standards, developing training materials and online courses of all kinds and at all
levels, and conducting ICT capacity building training for teaching staff, administrative staff and
technical staff. By 2015, 12 national training bases will have been set up and 32 provincial
training bases will have been improved, as a result, a base-centered and nationwide training
system of ICT capacity building will have been established. The basic training of teachers and
technical staff in primary and secondary schools will be completed, 30% primary and secondary
school teachers will finish intermediate training and 50% administrative staff will complete basic
training.
3. Development of ICT Competence for Teachers
3.1 Background of standards development
In order to improve ICT competence of primary and secondary school teachers and promote
teachers’ professional development, Ministry of National Education officially promulgated ICT
competence Standards of for primary and secondary school teachers (trial implementation) on
December 25, 2004 (hereinafter referred to as “Standards”). It is the first competence standards
issued by China for primary and secondary school teachers. On the basis of overall investigation
and extensive consultation of teaching staff, administrative staff and technical staff in primary and
secondary schools and experts, scholars in educational scientific research units, the normative
standards have been come into being, which is suitable in China. The promulgation and
implementation of “Standards” is a milestone in the field of teacher education and have profound
influence on teachers’ reform and development.
3.2 Process of standards development
Based on research and argumentation, Ministry of Education officially launched a project The
Development of ICT Competence Standards for Primary and Secondary School Teachers in
China in April, 2003, which was a major research project and implemented by National Teachers
Expert Committee for ICT in education. Altogether, there have been more than 40 experts and
scholars, nearly 20 units and organizations joining in the research and development of this project
in two years. The development of “Standards” has four stages, they are design of the framework
and contents, consultation, discussion and amendment of the first draft and experiment and
improvement of “Standards”, which has been shown in Table 1.
Table 1. Process of the development of “Standards”
Serial No. Main job time
Design of framework and contents
Task: The first job is to set up the main research group of the project and design the framework
57
and contents through literature review. Meanwhile, the sub-research groups, such as “theory group”, “skill group” and “application group”, have participated in the development of “Standards” with clear assignments respectively. Finally, the main research group has integrated the whole research results and formed the first draft of “Standards”.
1 The preliminary plan of how to develop “Standards” is proposed by National Teacher Education Informationization Expert Committee.
2002/04
2 Relevant situation is to be investigated, discussed and demonstrated in committee’s conference.
The second half of 2002
3 The initial project report of “Standards” is composed. 2003/01-2003/02
4
The main research group of “Standards” and its sub-groups, including “theory group”, “skill group”, and “application group” have been built. Then, he project of “Standards” is initiated in March, 2003.
200/03
5 The framework has been developed by “theory group”, and “terms and definitions”, “awareness and attitude”, “social responsibility” have been discussed and formulated.
2003/04-2003/08
6 The items of “knowledge and skills” have been discussed and established by “skill group”.
2003/04-2003/08
7 The items of “application and innovation” have been discussed and established by “application group”.
2003/04-2003/08
8 Each sub-group has discussed his own research results and coordinated their relationships and research schedule.
2003/09
9 The main research group has collected and integrated each group’s research results and formed the first draft of “Standards”.
2003/09-2003/10
Broad consultation
Task: Based on the first draft of” Standards”, the on-the-spot investigation report and experiments have been carried out. As a result, an investigation report has been formed.
10 A discussion has been held among 50 people in Nanjing, Hefei and Wuhu, including leaders of Education Bureau, teaching researchers, primary and secondary school principals, key teachers and technical staff.
2003/10-2003/11
11 A discussion has been held with graduates of ICT in education in Beijing Normal University and an interview has been organized with teachers of attached middle school of Beijing Normal University .
2003/10-2003/11
12 A discussion has been held with Pingxiang secondary school 2003/11
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teachers in Jiangxi province.
13 A questionnaire and a discussion have been organized in Teacher Training School, Audio-Visual Education Centre, Bashu Primary School, Education Management school in Chongqing, MaYanyang secondary school etc. in Beibei District of Chongqing Municipality.
2003/11-2003/12
14 A final investigation report has been composed based on the investigation results of various places.
2003/12
Discussion and amendment of first draft
Task: Based on the extensive consultation, testing results and the investigation report, the guidelines are developed to amend the first draft of “Standards”, and then the modification scheme is determined , finally the draft for approval is formed.
15 The modification scheme is determined in accordance with the investigation report of “Standards”.
2003/12
16 On the basis of the amendments of the first draft, ICT Competence Standards for primary and secondary school teachers (trial version) is formed.
2004/01-2004/04
17 An interpretation on the “Standards” is arranged and implementation cases of the “Standards” have been extensively collected.
2004/03-2004/06
18 Some primary and secondary schools have been selected and trained to implement “Standards” (trial version), and further modifications have been made according to the “trial” results .
2004/05-2004/07
Testing and improvement of “Standards”
Task: An expert committee meeting is convened to discuss the implementation of the “Standards” ( draft for approval), further processing and improvement about the preface, general program, terms and definitions, sub-standards are performed. “Standards” (release version) has consequently developed and ready for its implementation.
19 The third expert committee meeting is held to discuss “Standards” (draft for approval) and its implementation.
2004/08
20 Further opinions and views of primary and secondary teachers about “Standards” (draft for approval) have been collected and studied.
2004/09-2004/10
21 Further processing is performed about the preface, general program, terms and definitions, sub-standards of teaching staff, administrative staff and technical staff.
2004/11
22 “Standards” is continuously improved and its draft for approval has been formed. Moreover, “Standards”(draft
2004/11-2004/12
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for approval) is ready for its implementation, including training, examinations, certifications three parts.
3.2.1 Design of framework and contents
In order to ensure the scientific nature and applicability of the project, first of all, a literature
review of the project The Development of ICT competence Standards for Primary and Secondary
School Teachers in China has been conducted by experts. A careful study has been performed on
relevant standards of Western developed countries (esp. ICT in education standards ), their
corresponding frameworks and domestic related researches. For example, the relevant standards
abroad include American Teacher ICT in Education in Standards (NETS•T), American Student
ICT in Education Standards (NETS•S), American Education School Administrator Technology
Standards (NETS•A), Educational Communications and Technology Project Teaching
Certification Standards (referred ECIT certification standards ) of U.S. Department of Education
Communication and Technology Association, English Teacher ICT in Education Training
Standards, British Teacher Professional Development Standards and British Principals
Professional Standards and so on, while the domestic ones include Investigation and Analysis of
ICT Capacity of Primary and Secondary school Teacher Education, ICT Performance Standards
of School Teachers, Ability and Quality of Educational Technology Class Professional Social
Needs Analysis and Curriculum Framework Design, and Social Needs Special Survey of
Educational Technology Ability and Quality of Personnel etc.
After studying advanced experience of foreign countries, the expert group proposed an initial idea
of developing ICT competence Standards for Primary and Secondary School Teachers,
established the framework and items of “Standards”, organized meetings for discussion and
arguments, set up the main research group and sub-groups, including "theory group", "skill
group" and "application group", and each group has his own tasks. “Theory group” would be in
charge of the framework of “Standards”, and discussed and developed items of "terms and
definitions", "awareness and attitudes" and "social responsibility"; "skill group" would discuss
and develop items of "knowledge and skills"; "application group "would discuss and develop
items of "application and innovation". The responsibilities of the main research group was to
coordinate the relations and research schedule among various groups, integrate the results of each
group and consequently form the first draft of “Standards”.
3.2.2 Wide consultation
Once the first draft of “Standards” has been established, the research group would
consult widely through discussions, questionnaire survey and so on in seven experimental
areas, with a total of more than 100 primary and secondary schools. The main results of
those consultations are listed as follows:
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It is quite necessary to develop the “Standards”.
ICT in education has been overemphasized.
Items of “Standards” should be interpreted in a broader way rather than in a
detailed way; otherwise, it would be easily separated from real situations.
There are little differences among the three versions and “Standards” would
fail to catch the different characteristics of teaching staff, administrative staff and
technical staff.
Some items are repeated.
The operability of some items is not strong.
Introduction and background should be refined.
“Standards” has been implemented in some selected schools, and based on the feedbacks
received from consultations and implementations in those schools, the guidelines on the
amendments of the first draft have been determined.
(1) The framework and basic contents of “Standards” are based not only on the advanced
experience in foreign countries but also on full consideration to Chinese conditions.
(2) On the premise of the requirements of highlighting ICT in education, both ICT and traditional
media and technology should be emphasized.
(3) The descriptions of “Standards” should be broader rather than detailed in order to make more
applicable to all over the country.
(4) “Standards” should reflect different characteristics and needs of three staffs, namely teaching
staff, administrative staff and technical staff.
(5) For all items of “Standards”, operational performance indicators should be established as
soon as possible.
(6) For all items of “Standards”, the descriptions should be specific and operational, and should
not include names of some kinds of software or products of certain company.
3.2.3 Discussions and amendments of the first draft
According to the guidelines, after many discussions and analyses of the investigation report, the
modification scheme has been determined, and “Standards” (Trial Version) has gradually
developed. At the same time, “Standards” (Interpretive Version) has been composed and
implementation cases have been called for extensively. Some primary and secondary schools have
been trained to implement “Standards” (Trial Version), and owing to the amendments of trial
results, “Standards” (draft for approval) has finally been formed.
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3.2.4 Testing and improvement of “Standards”
Ministry of Education has held a National Teacher Experts Committee for ICT in Education
meeting to discuss “Standards” (draft for approval) and its implementation as well. After more
primary and secondary school teachers have been interviewed, the preface, general program,
terms and definitions, sub-standards of teaching staff, administrative staff and technical staff have
been further revised. Owing to those revisions and improvements, “Standards” (release) has been
formed and the preparations for its implementation (including training, testing, certification etc.)
have all been made. ICT competence Standards for Primary and Secondary School Teachers
(2004 edition), the official one, completed in November, 2004. On December 25, 2004, Ministry
of Education promulgated “Standards”.
In order to develop “Standards”, besides the advanced experience related to the framework and
basic contents learned from foreign countries, the useful experience of how to develop standards
in developed countries has also been absorbed. For example, in the United States, the following
experience is worthwhile to learn:
(1) One Standard – The same ICT competence standards are adopted by all over the
country.
(2) Two types of implementation cases – One is the case designed in a single discipline
and the other is a study-based comprehensive case involved various disciplines.
(3) Three combinations – That refers to the combination between ICT in education
experts and discipline specialists, the combination between the research of ICT
competence standards and the development of implementation cases, the combination
between the requirements of ICT competence standards and those of curriculum
standards.
(4) Four key steps – Studying standards, developing cases, carrying out pilot research,
assessing and testing are included. The four steps are interlocked to each other, with the
previous step laying the foundation and paving the way for the next step, in return, the
next step being the consolidation, deepening and expansion of the previous step. All in all,
the four steps are indispensable.
3.3 Standards contents
3.3.1 Overall framework of “Standards”
The overall framework of ICT competence Standards for Primary and Secondary School
Teachers is shown in Figure 4, including three sub-domains and different standards for different
staffs because of their specific working areas or positions.
62
The sub-domains of teaching staff are suitable for primary and secondary school teachers, training
organizations and institutions of primary and secondary school teachers, organizations and
institutions for assessment and certification for primary and secondary school teachers, and the
staff developing relevant standards too. Teaching is the main job of teaching staff, and teaching
staff have to design, implement, evaluate and manage teaching.
Figure 4. Overall Framework of “Standards”
The sub-domains of administrative staff is designed for primary and secondary education
management personnel, training organizations and institutions for primary and secondary school
administrative staff, organizations and institutions for the assessment and certification for primary
and secondary schools administrative staff , and the staff developing relevant standards too. The
administrative staff are not just responsible for ordinary teaching events, bur also need to plan the
development of the discipline and students, teacher training, promotion and assessment. They also
have to provide more opportunities for teachers development, create a favorable environment and
promote the inter-school exchanges.
The sub-domains of technical staff is developed for those who are engaged in basic educational
system, the training organizations and institutions of technical staff, the organizations and
institutions for the assessment and certification of primary and secondary school technical staff
and staff developing relevant standards as well. The technical staff provides technical supports
and services to the teaching staff.
3.3.2 Main domains of “Standards”
There are four main domains in “Standards”:
ICT competence Standards for Primary and Secondary School Teachers
General Outline Terms and definitions
Sub-standards
Sub-domains of teaching staff
Sub-domains of administrative staff
Sub-domains of technical staff
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(1) Awareness and attitudes. “Awareness and attitudes” include the awareness of information
needs, information applications and innovation, sensitivity and insight of information, and interest
and attitudes towards information. “Awareness and attitudes” are not only the driving force of
capacity building, but also a long-term power of cultivating reflection and sustainable
development. Therefore, to realize the value of ICT in education is very important in ICT capacity
building.
(2) Knowledge and skills. “Knowledge and skills” cover basic theories and methods, basic
operational skills, information processing and retrieval, information security and assessment of
ICT in education, and practice-oriented knowledge schema and skills of ICT in education with
rich cognitive flexibility when teachers combine their previous knowledge with their own
teaching experience. The practice-oriented knowledge is extremely complex, because different
teaching activities with heterogeneous students are quite distinctive in different places. Therefore,
it is quite essential for teachers to understand the basic concepts of ICT in education, theories and
methods, form the knowledge schema in accordance with the law of ICT in education. Gradually,
teachers can develop ICT capacities with a wide migration and flexibility to deal with
complicated teaching practice and diverse learning needs in practical scenarios.
(3) Application and innovation. “Application and innovation”, which include instructional design,
teaching practice, integration of ICT in education and curriculum, self-study and collaborative
learning, is the core of ICT competences. ICT in education has played a very important role in
transforming teachers’ roles in teaching, such as from a single lecturer to an expert teacher
focusing on lifelong development.
(4) Social responsibility. “Social responsibility” refers to the fair and effective application of ICT
in education for every student, and the guidance on students’ healthy, legal application of ICT in
education. ICT has brought a lot of convenience for education, teaching and learning, but also
brought a series of social problems and various negative effects, so teachers should use ICT in a
proper way, set a good example for students and direct students to form a healthy, legal habit of
using ICT.
3.3.3 Detailed contends of sub‐standards
Chinese ICT competence Standards for Primary and Secondary School Teachers includes three
sub-standards, each sub-standard contains four dimensions, and the detailed contents of the sub-
standards for teaching staff are shown in Table 2.
Table 2. ICT competence Standards for teaching staff
ICT competence standards for teaching staff
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Awareness and attitudes
Awareness of importance
(1) the awareness of recognizing the importance of effectively using ICT in education to promote education informationization, educational reform and the implementation of national curriculum standards. (2) the awareness of being able to recognize that ICT competence is a necessary part of teachers professional quality. (3) the awareness of being able to recognize the importance of effectively using ICT in education to optimize teaching process and cultivate innovative talents.
Application awareness
(1) the awareness of applying ICT in education in practical teaching;
(2) the awareness of integrating ICT into the curriculum and teaching reform;
(3) the awareness of enriching learning resources by using ICT in education;
(4) the awareness of paying attention to the development of new technologies and trying to apply them in teaching .
Evaluation and reflection
(1) the awareness of evaluating and reflecting the use of teaching resources;
(2) the awareness of evaluating and reflecting the teaching process;
(3) the awareness of evaluating and reflecting the teaching effectiveness and efficiency .
Lifelong learning
(1) the awareness and attitudes of continuously learning new knowledge and new technologies to improve their quality;
(2) the awareness and attitudes of lifelong learning and using ICT in education to improve professional development and personal development.
Knowledge and skills
Basic knowledge
(1) to understand basic concepts of ICT in education;
(2) to understand main theoretical bases of ICT in education;
(3) to master basic theories of ICT in education;
(4) to understand basic research methods of ICT in education.
Basic skills (1) to master methods of information retrieval,
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processing and utilization;
(2) to master methods of selecting and developing common instructional media;
(3) to master methods of general approaches to instructional design
(4) to master methods of managing teaching resources, teaching process and projects;
(5) to master methods of evaluating teaching media, teaching resources, teaching process and teaching effectiveness.
Application and innovation
Instructional design and implementation
(1) be able to accurately describe teaching objectives, analyze teaching contents and design effective learning activities based on students’ characteristics and teaching conditions;
(2) be able to actively integrate ICT into curriculum, and explore effective ways of integration;
(3) be able to provide various opportunities for students to use ICT and supply the targeted guidance for them;
(4) be able to apply ICT to evaluate students and teaching process.
Teaching support and management
(1) be able to collect, screen, integrate and apply teaching resources to optimize the teaching environment;
(2) be able to administer teaching resources effectively;
(3) be able to administer teaching activities effectively;
(4) be able to administer teaching process effectively.
Research and development
(1) be able to carry out ICT research combined with pedagogy;
(2) be able to carry out research on the effects of ICT in disciplines;
(3) be able to develop ICT competences through “learning by doing”.
Cooperation and (1) be able to communicate with students by using
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communication ICT;
(2) be able to communicate with parents by using ICT;
(3) be able to cooperate and communicate with colleagues widely in teaching and research by using ICT;
(4) be able to communicate with administrative staff by using ICT;
(5) be able to cooperate and communicate with technical staff about the design, selection and development of teaching resources by using ICT;
(6) be able to cooperate and communicate with subject specialists, technical experts about ICT in education ;
Social responsibility
Fair application To try to make every student with different gender, different economic status have equal opportunities to use learning resources.
Effective application
To try to make every student with different background, different personalities and abilities develop well by taking advantage of learning resources.
Health Use To try to make every student use learning resources correctly to create a good learning environment.
Regulators To be able to demonstrate and teach students laws and regulations and ethical concepts related to application of ICT.
4. Aligning identified ICT competence with teacher training curriculum In order to effectively implement ICT competence Standards for Primary and Secondary School
Teachers, Ministry of Education launched National ICT Capacity Building Project for Primary
and Secondary School Teachers (ICT Capacity Building Project for short) in April 2005,
including training, examination and certification three parts. The training contents refer to
knowledge and skills required by “Standards”; the contents of examination are similar to training
contents; certification means to grant teachers’ corresponding certificates according to their test
scores. With the support of educational administration departments at all levels, relying on
National Teachers Education Network Alliance, the project is going to train 10,000 national key
teachers, 100,000 provincial key teachers and more than 10 million primary and secondary school
teachers with higher ICT competence in three years. To continuously enhance teachers’ ICT
67
competences; it is helpful to create more ICT training opportunities for primary and secondary
school teachers.
4.1 Basic goals of Capacity Building Project
4.1.1 Overall goals
ICT competence Standards for Primary and Secondary School Teachers have been developed and
improved in three years. From April 2005 till 2007, a complete training mechanism of ICT
competence for primary and secondary school teachers, including training, examination and
certification, has been constructed to provide a strong support for teachers to develop ICT
competences.
4.1.2 Specific goals
(1) ICT competence Standards for Primary and Secondary School Teachers has been developed
and institutions and systems are set up to train teachers ICT competences. According to Chinese
actual situation, experts are organized to develop “Standards”. Based on a number of pilot studies,
constant revisions and improvements, “Standards” is implemented all over the country and
eventually, a complete training mechanism is formed.
(2) Relying on Teachers Education Network Alliance and provincial education departments, a
three-level training program, that is, national key teachers’ training, provincial key teachers’
training and teachers’ training, is organized. And then several national training bases, 31
provincial training centers ( one for every province except for Hong Kong, Macao and Taiwan )
and many municipal training centers are built on the basis of strong academic backgrounds,
extensive training resources and training experience. As a result, a complete training network
system is formed.
(3) ICT competences of primary and secondary school teachers need to be developed
comprehensively and treated as part of teacher qualification. Through the three-level training
program and effective integration of ICT and disciplines, a group of key teachers with higher ICT
capacities (among them, 10,000 national key teachers, 100,000 provincial key teachers) are to be
cultivated. Meanwhile, ICT capacity building training for more than 10 million primary and
secondary school teachers are to be arranged and teacher qualification examination is to be
organized.
(4) A national testing system is formed to evaluate ICT competences of primary and secondary
school teachers. The testing system is organized and implemented by NEEA. The testing sites at
all levels are set up in China. Gradually, a standardized testing model and a rich, dynamically
updated test database can come into being. The system uses various testing forms, such as
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traditional written examination, computer operation, instructional design and implementation etc.
to truly reflect teachers ICT competences.
4.2 Main contents of ICT Capacity Building Project
Themaincontentsoftheprojectareasfollows:
(1) To finish the descriptions of ICT competences for primary and secondary school teachers
(Those descriptions, based on “Standards”, are further refinements of “Standards”, which are
direct guidance for the training syllabus and test syllabus) .
(2) To compile the training syllabus and prepare the training materials. Owing to
“Standards”, Training Syllabus of ICT Competence for Primary and Secondary School
Teachers and training scheme are produced with reference to advanced ICT training
philosophy, contents, methods and some related trainings.
(3) To formulate the test syllabus and construct test database. In accordance with
“Standards” and Training Syllabus of ICT Competence for Primary and Secondary
School Teachers, the test syllabus and evaluation methods are developed and the test
database are constructed too, with both applicability and practicality emphasized.
(4) To determine the certification standards of training institutions. The policy researches
are strengthened, the matching policies are studied and formulated, and the certification
system is built to continuously improve teachers ICT competences.
4.3 Implementation of ICT Capacity Building Project
The implementation of the project has the following aspects.
(1) To formulate the training syllabus and develop training resources
After ICT Capacity Building Project started in April 2005, Training Syllabus of ICT Competence
for Primary and Secondary School Teachers and training schedule are formulated. After that,
training resources are on the way to be prepared. In light of “Standards” and the training syllabus,
the testing syllabus is worked out on feedbacks and pilot researches, which serves a solid
foundation for ICT competence examinations and a unified national examination.
(2) To set up project administrative department, determine pilot areas and carry out the training
In order to ensure smooth training and achieve tangible results, the leading groups, ICT in
education and examination departments and relevant agencies involved have all been set up
whether in central government or in provinces, autonomous regions and municipalities. The
Central Audio-Visual Hall is responsible for specific coordination and organization of ICT
Capacity Building Project. In May 2005, experts were organized to evaluate the training bases at
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different levels and based on the results of those evaluation, only qualified training bases can
conduct teachers ICT capacity building training.
(3) To issue testing syllabus and organize unified examination
In October 2005, Ministry of Education issued Testing Syllabus of ICT Competence for Primary
and Secondary School Teachers. In December, the first proficiency test was organized by
Examination Center, and after that, the test has been held twice annually. Candidates who pass the
examination will be granted ICT competence certificate.
(4) To strengthen the assessment, sum up experience and improve constantly
From the very beginning of ICT Capacity Building Project, experts are organized to perform the
process assessment in pilot areas. During the training, both process assessment and summative
assessment are adopted to enhance training quality. In pilot areas, the expert group guide and
evaluate the training, summarize experience, identify and solve problems, and improve the project
gradually.
4.4 Organization and implementation guarantee of ICT Capacity Building Project
InordertoguaranteeteachersICTcapacitybuilding,manyorganizationsandinstitutionshavebeenestablished,whichcanbeshowninFigure5.
Figure 5. Structure of organizations and institutions
The responsibilities of various organizations and institutions are shown in Table 3.
Table 3. Responsibilities of various organizations and institutions
Organizations and Responsibilities
Ministry of Education
Leader group
Office
NTEIEC NTENA National
Training Base NCTC
Examination Center
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Institutions
Leader group and Office
(1)be in charge of the macro management and control of the
project ;
(2)to formulate relevant policies;
(3)to evaluate the results of training and testing;
(4)to check and supervise related project work.
National Teachers’ Experts Committee for ICT in education
(1)be responsible for formulation, interpretation and
improvement of “Standards”;
(2)to audit training resources;
(3)to prepare training syllabus and examine testing syllabus
;
(4)to write or recommend good training materials.
National Teacher Education Network Alliance
Be responsible for training hundreds of billions of primary and secondary school teachers
National Training Base
Be responsible for training trainers in provincial and municipal training bases.
National Certified Training Center
(1)be responsible for formulating certification standards for
national training bases and training centers at all levels;
(2)be responsible for qualification certification of three–
level training centers.
Examination Center
(1)be responsible for setting up ICT competence
examination experts committee;
(2)to formulate testing syllabus, design question types and
construct examination database;
(3)be in charge of the organization and management of the
test, issuing certificates;
(4)to determine the relevant policies in line with the self-
study exam.
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In addition, in sake of the effective implementation of the project, Ministry of Education
formulated a series of security measures, such as strengthening the leadership and
establishing training bases, formulating matching policies, increasing investments etc.,
which makes “Standards” become an vital component of qualifications certification for
primary and secondary school teachers.
4.5 Training contents and training modes
4.5.1 Training contents
In the new round of training, the project uses distance education, focuses on new ideas,
new curriculum, new knowledge and new technology to build a learning organization in
teaching staff and cultivate teachers with high quality and professionalism. Training
contents are mainly based on “Standards” and the training syllabus. For example, The
Training Syllabus of ICT Competence for Primary and Secondary School Teachers
(primary) include the training preparation, teaching design, the selection of teaching
media, collection and integration of teaching resources, unit /topic design, the
implementation of teaching design, evaluation and reflection, the training summary and
improvement etc. Subsequently, the intermediate level and the advance level training
syllabus are all complied.
When it comes to the training contents, four new aspects have been adhered to:
(1) New ideas. A series of new ideas have been stressed in teachers’ training, such as
adapting themselves to new curriculum reform, moral education of the youth, quality
education, healthy growth of the youth etc.
(2) New curriculum training. According to the principle of “training before teaching, no
training no teaching”, teachers need to be trained purposefully before they conduct new
curriculum-based teaching and the training time is no less than 60 hours.
(3) New knowledge training. Teachers have been organized to expand their knowledge
domains and update their knowledge structures with reference to new scientific
achievements and new knowledge in new curriculum.
(4) New technology training. According to “Standards”, the focus in the new round of
training is to integrate ICT into classroom teaching to improve educational quality.
4.5.2 Training modes
Two training modes are used in teachers ICT capacity building training, i.e. centralized
face-to-face training and distance training, which is shown in Figure 6.
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Figure 6 Two kinds of Training Modes
Given training contents, to choose rational training methods can effectively warrant the
pertinence and practicality of training modes. The development of teachers ICT
competence is a process of learning, in which teachers expand knowledge and skills to
use ICT in education effectively in practical teaching, so it is quite necessary to pay
attention to the pertinence and practicality of training modes.
(1) Case discussion has been recommended for the training of teachers’ awareness and
attitudes, and social responsibility as well.
Teachers can experience, observe, analyze and discuss specific cases to form certain
opinions about some phenomena or problems in teaching, which is helpful for them to
develop certain awareness and attitudes, social responsibility etc. required by
“Standards”. Teachers’ awareness and attitudes cannot be instilled directly by lectures,
and social responsibility cannot be learnt by rote either.
(2)It is suggestive to use problem-based training method to gain knowledge and skills .
As for ICT knowledge and skills, firstly, some of basic theories, concepts, especially
operation procedures and common problems and countermeasures during operation can
be introduced. After that, trainers could put forward some critical underlying problems or
teachers ask some questions about to their own teaching practice, and problem-based
learning can be used to help teachers make connections between theory and practice.
(3) The training to focus on instructional design is recommended to promote application
and innovation.
In any effective ICT capacity building training model, teacher- centered instructional
design is significant. Thanks to instructional design, teachers can employ their own
existing knowledge to understand ICT in education theories deeply, to discuss,
understand and solve specific teaching problems with the aid of those theories. In fact,
Blended Learning
Centralized face-to-face training
Distance training
Seminars
Real-time presentation
Interactive participation
Seminar Speech
Simulation
Network communication
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Instructional design is a bridge between teachers’ experience and theory, between
concepts and practice. Trainers can guide teachers to carry out systematic instructional
design by applying some models, including analyzing teaching content, determining
teaching objectives, analyzing students’ characteristics and needs, arguing teaching
philosophy, selecting or creating teaching and assessment methods, choosing appropriate
ICT in education and resources, designing teaching procedures, and some other
preparatory work.
When instructional design has become the main content of training, trainers should pay attention
to the role of cases. The case can be used as a carrier to help the designer to express his/her
implicit knowledge and notions and make connection between abstract theories and practical
situation. If possible, it is beneficial to use the case with designer’s self-reflection, peer review,
and the review from teaching and research staff and experts, which facilitates teachers to examine
the same problem from multiple perspectives and then form more diverse, flexible knowledge and
skills.
(1) The combination of centralized face-to-face training and school-based research can
promote teachers’ lifelong learning and sustainable development.
In order to promote teachers’ lifelong learning in ICT capacity building and their sustainable
professional development, the following aspects should be stressed:
Teachers, as the main body, carry out the integration on the basis of systematic
instructional design in order to lower information reduction between theory and practice.
School-based action research is performed to bridge theory and practice.
Through self-reflection and teaching reconstruction, teachers’ professionalism has
been developed and the connection between explicit theory and implicit theory has been
realized.
The communication among colleagues and cooperation between teachers and experts
should be encouraged, and as a result, a teaching research community can be formed.
5. Assessing Acquired ICT Competencies Ministry of Education has decided to take a series of important measures to propel the
implementation of “Standards”, one of which is to initiate ICT Capacity building Project for
National Primary and Secondary School Teachers.
(1) Training and resources development
According to the training schedule, more and more teachers have the opportunities to gain better
ICT competences. Meanwhile, a series of teaching resource database have been set up to provide
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high quality resource. Besides, ICT capacity building training portals and a number of virtual
communities and online schools have all been built.
(2) Examination
Through national ICT competence examination, a great number of primary and secondary school
teachers have obtained qualification certificate.
(3) Certification
Through certification, some national training bases, 31 provincial training centers and hundreds of
city-level training centers have been set up. Moreover, the scientific, reasonable and authoritative
standards on ICT competences and corresponding examinations and certification system have
been developed. ICT competence has been treated as one of the prerequisites of job qualification
for primary and secondary school teachers. Teachers must participate in training and after
training, they have to take part in ICT competence examination. The training project adopts
Quality Monitoring and Process Assessment System of Teachers ICT Capacity Building Training
to know the training plans of different places, the basic information of trainees and trainers for the
sake of further promoting the training quality. In the training, both process assessment and
summative test are important, for those who do not take part in process assessment could not
participate in summative test. The one who passes summative test will be granted certificate of
ICT competence, while the one who fails the exam has no certificate and not qualified to be a
teacher.
6. Impacts and issues
6.1 Impacts
In order to ensure the effective implementation of “Standards”, 1,000 primary and secondary
school teachers have been organized to join in education experts growth plan, 10,000 teachers in
national study, 100,000 teachers in provincial study, 1 million teachers in city-level study and 10
million teachers in a new round of training.
(1) Promoting reform of basic education curriculum
The core of the basic educational reform is to cultivate students’ innovative spirits and make
adolescents develop lively and actively, which calls for teachers’ changes in teaching methods
and teaching behaviors, while ICT in education is the most important means for teachers’
changes. Besides, to integrate ICT in education into various disciplines is a necessary step for
successful new curriculum reform. Theories and methods of how to integrate ICT into various
disciplines effectively are basic contents of ICT in education research. “Standards” puts forward
demands and guidance for teachers on how to take use of ICT in education from four aspects, i.e.
awareness and attitudes, knowledge and skills, application and innovation, social responsibility. It
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is good for teachers to break through the general understanding of ICT in education, and propel
the integration of ICT and curriculum comprehensively. As to “Standards”, “integration of ICT
and curriculum” is just the important exterior manifestation of teachers’ ICT competence, and
cannot represent the whole. It requires the main involvers---teaching staff, administrative staff
and technical staff, to work together to promote ICT in education.
(2) Promoting the development of teachers’ professional competence
ICT competence is among the most important professional competences of modern teachers and it
plays a very essential role in high quality teaching activities. It is far from enough for a teacher to
own educational theories and subject knowledge; he/she must master teaching methods and ICT
in education. Teachers’ ICT competences are essential components of teachers’ professional
capacities. “Standards” has clearly illustrated the requirements for teaching staff, which is helpful
to promote the development of teachers’ professional competences.
(3) Directing and regulating teachers’ ICT capacity building
In respect of ICT capacity building, it is important to promote teachers’ capacities to integrate
ICT with curriculum, enable teachers to optimize teaching process effectively, improve their
teaching methods and advance their teaching quality and effectiveness as well. Since ICT
capacity building is a huge market, ICT competence standards plays an important role in
regulating training requirements and training behaviors of all training institutions, whether they
are enterprises or public institutions, and in establishing access system and assessment system.
“Standards” provide an basis for ICT capacity building of primary and secondary school
teachers, and at the same time, it also serves as a foundation for resource construction,
examination and assessment of ICT capacity building for teachers.
6.2 Issues and Solutions
Ministry of Education in China launched ICT Capacity Building Project for National Primary
and Secondary School Teachers to promote the implementation of “Standards”. Based on
“Standards”, a system composed of training, examination and certification has been gradually
established to serve ICT capacity building for primary and secondary school teachers. However,
due to the practical situation in China, such as huge regional differences in equipment and
teachers' ICT competences, big differences among teachers of different disciplines, especially
between ICT teachers and teachers of other subjects etc., there are some problems during the
implementation of “Standards” and teachers’ capacity building training .
(1) Hierarchical refinement of “Standards”
Teachers’ current ICT competences vary widely because of their different disciplines, ages,
professions and regions. If an “one size fits all” standard has been adopted, the standard is hard to
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guide teachers in developed areas with higher ICT competence and ICT teachers; meanwhile, for
older teachers or teachers in underdeveloped areas, it is unfair and most teachers’ motivations
probably would be dampened. Thus, “Standards” needs to be refined according to different
disciplines’ features and internal combination with ICT in education, different teachers’ current
ICT competences and the law of teachers’ ICT capacity building as well.
(2) Approaches to implement teachers’ ICT competence standards in different regions
To experiment first, then to promote steadily is the main approach to implement “Standards”.
Pilot areas are chosen, and training, examination and certification are performed systematically.
For original levels of teachers’ ICT competences, ICT devices in schools are significant different
in different places in China, the investigation should be done first to see whether they have basic
conditions to conduct “Standards”. For those unqualified places and schools, they have to do
some preparatory work through school-based research first.
(3) Promoting and implementing three parts in “Standards”
In addition to the requirements on “teaching staff”, “Standards” also has some demands on
“administrative staff” and “technical staff”. But generally speaking, in China, the training,
examination and certification for administrative staff lag behind those for teaching staff.
Meanwhile, the technical staff is not adequate in many places and schools, and the ICT
competence standards for “administrative staff” and “technical staff” cannot be synchronized with
those for “teaching staff”. Finally, the motivations of some teachers to study and use ICT in
education have been damaged, and the promotion of “Standards” and teachers’ the ICT capacity
building have been affected. Therefore, the smooth implementation of “Standards” would be
guaranteed by synchronal training for “teaching staff”, “administrative staff” and “technical
staff”, which could improve ICT competences of related personnel and provide policy security
and technical support for teachers’ ICT capacity building.
(4) Using various training forms
Three-level training, from national training to provincial training to local training, has gradually
been carried out. Centralized face-to-face training has been adopted in the 1st- round training for
national key teachers and provincial key teachers. However, in some areas, such as Tibet, it is
very hard to copy this model for its remoteness and scattered population, and distance training
could be used. So school-based training and blended training which combines face-to-face
training with distance training would be practical training models. Actually, various effective
training models need to be implored and further applied.
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7. Conclusion ICT competence Standards for Primary and Secondary School Teachers is a big event in the
process of Chinese educational reform and development, and it can reflect social developmental
trends and world's advanced level in Chinese education. The formulation of “Standards” is the
necessity of further development of education, society and nation in China. Meanwhile,
“Standards” is the first professional competence standards for Chinese primary and secondary
school teachers, and its promulgation and implementation is the milestone in teacher education, so
the knock-on effect will have far-reaching influence on education in China. During the
implementation of “Standards”, some leaders, experts and scholars have pointed out the existing
problems and possible solutions from different perspectives.
(1) Preparatory work for implementing “Standards”
In order to implement “Standards”, ICT promotion work comes first. That is to say, the
whole society should have a broad understanding about ICT capacity building training,
and teachers and leaders involved should know what ICT in education is, the benefits of
taking part in ICT capacity building training etc. Secondly, the training funds need to be
raised through multiple channels. At the premise of government financial investment, it is
important to finance teacher training through different channels, to actively integrate and
utilize the funds in projects being implemented. Thirdly, the convergence work among
ICT capacity building training should be well done. In China, the training could be
organized by nation, provinces, local governments and companies, so the cohesion among
those trainings is very important. All of those trainings should have possess common
knowledge and capacities when they keep their own features for the convenience of
assessment. Fourthly, the training contents and examination should be close to the needs
of practical teaching, and the testing methods should be more scientific to examine
teachers’ ICT competences. Fifthly, various training forms have been adopted. Based on
face-to-face training, distance training could be used for trainings in remote areas. In the
future, various training models , such as blending training, school-based training etc.
should be explored and promoted.
(2) Clarifying training contents
In the process of training, it is found that many principals, teachers and even heads of training
departments are still not quite clear about the training contents. For example, some of them don’t
know the relationship between ICT in education and IT, and even identify ICT capacity building
training with traditional IT training, and think ICT in education is IT, ICT competence is IT
ability, which has greatly depreciated the goals and objectives of “Standards”. Thus, it is quite
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necessary to help people understand training contents clearly and distinguish ICT in education
from IT, ICT competence training from IT training.
(3) Focusing on training quality
In the three-level training, some leaders in local authorities do not care about training quality;
they just have a high concern about the qualified rate in local region. Therefore, the leaders and
teachers should adjust their understanding about ICT capacity building and attach great
importance to the training quality.
The implementation of ICT Competence Standards for Primary and Secondary School Teachers
and the practical exploration of ICT Capacity Building Project for Primary and Secondary School
Teachers still have a long ways to go, and the achievements and difficulties in this process would
become the driving force and starting point of the next step. We believe that, under the guide of
national policies, “Standards” will be successfully implemented and ICT in education will have
bright future in China.
References [1] Information Guangzhou (2014). Updating data of Chinese population by the end of 2013.
http://gz.bendibao.com/news/2014225/content152598.shtml (Retrieved on April, 2014).
[2] National Bureau of Statistics (2014). Chinese population increasing steady and the status of employment is keeping smoothly. http://www.stats.gov.cn/ztjc/ztfx/kxfzcjhh/201208/t20120817_ 72839.html. (Retrieved on April. 2014)
[3] Education Institute for 21st Century. (2013). Education blue yearbook, in Chinese Education Development Report 2013. Beijing: Social Science Literature Press.
[4] China Net. (2014). the National Medium and Long Term Educational Reform and Development Plan (2010-2020). http://www.china.com.cn/policy/txt/2010-03/01/ content_ 19492625_3.htm. Retrieved on April, 2014.
[5] Ministry of Education. (2014). Chinese education status 2012. http://www.moe.gov.cn/ publicfiles/ business/htmlfiles/moe/s5990/201111/126550.html. Retrieved on May 2014.
[6] Baidu. (2014). Teachers qualification regulations. http://baike.baidu.com/view/438067.htm. Retrieved on June, 2014.
[7] Liu, J. (2004). Research on the phases of secondary school teachers’ professional development. Unpublished Postgraduate Dissertation, Central China Normal University, 2004.
[8] Ministry of Education. (2012). Ten-year development plan for ICT in education (2011-2020). http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3342/201203/xxgk_133322.html. Retrieved on June 2014.
[9] Ministry of Education. (2004). Educational technology competences standards for primary and secondary schools teachers. http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_496/ 201212 /xxgk_145623.html
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[10] Ministry of Education. (2013). Views on Implementation of Upgrading National Primary and Secondary School Teachers ICT Competence. http://www.moe.gov.cn/publicfiles/business/ htmlfiles/moe/s7748/201311/xxgk_159042.html. Retrieved on June, 2014.
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CASE STUDY:
NATIONAL ICT COMPETENCY
STATNDARDS FOR TEACHERS
September 2014
81
REPUBLIC OF KOREA
Teacher competencies for SMART education in Korea
ByHeeokHeo(SunchonNationalUniveristy)55
Abstract
The purpose of this case study is to document the process of which teacher competencies
were identified to fulfill SMART education in Korea, and how the corresponding
assessment tool of the teacher competencies was developed. Since 2011, Korean Ministry
of Education announced a master plan of ICT use in education, pursuing the vision of
‘SMART education’. SMART education may not be easily implemented in the traditional
educational setting. Rather, implementing SMART education may require to transform
educational systems, in which teachers are one of the critical components (Frost, 2012;
Lieberman & Pointer, 2008; UNESCO, 2008). So the teachers’ active participation and
professional development become more important than ever in actualizing SMART
education for educational reform. For improving the quality of the professional
development, it is a probable prerequisite that teacher competencies are identified and
diagnosed, and the professional development needs to be aligned along with the
competency diagnosis.
This study conducted literature reviews, and expert panel reviews and interviews for
identifying core competencies, and factor analysis for the validation of the diagnosis tool.
As results, 13 competencies and 61 indicators in 2 categories were identified as the
teacher competency for SMART education and a web-based online tool was developed
for diagnosing the teacher competency. More specifically, the teacher competencies for
SMART education consist of a fundamental domain and a practice domain. The
competencies in the fundamental domain refer to personal attributes which is the
foundations for SMART education implementation, consisting of six competencies
including creative problem-solving, social ability, flexibility, technology literacy, ethics,
and passion. The competencies in the practice domain relate to specific educational tasks
55Acknowledgement:ThisprojecthadbeenconductedinsupportofKERIS(KoreaEducationandResearchInformationService)andIwouldliketoexpressspecialthankstoco‐researchers:KyuYonLim,HyeonjinKimandHyeonWooLee.
82
and activities intended to implement SMART education, consisting of seven components
including understanding of the future education, contents expertise, building relationship
with learners, instructional design and development, building learning affordance,
evaluation and reflection, and building collaborative relationship with community. Four
to five performance statements were developed for each competency, and these
statements were revised for assessment questions. Accordingly, 61 questions were
developed for teacher competency assessment. The diagnosis tool may be used for self-
assessment by teachers and guiding professional development for successful SMART
education implementation.
1. Country Context/Background
1.1. Background information
TheRepublicofKoreaisacountryonthefareasternareaofAsia.Table1indicatesthebasicinformationaboutthecountry.AccordingtoKoreanStatisticalInformationService(KOSIS),thepopulationofKoreawas50,423,955peoplein31May2014.EducationinKorea,atanestimatedexpenditureof4.0%ofGDP,islargelymanagedbytheMinistryofEducation.
Table 1. Basic background information about Korea
NationalFlag TaegeukgiCurrency won(US$1=1,127won)(2012)Language Korean(Writingsystem:Hangeul)Literacylate 98.3%(2008) Primary
schoolsMiddleschools Highschools
Numberofschools 5,913 3,173 2,322Numberofteachers 181,585 112,690 133,414Numberofstudents 2,784,000 1,804,189 1,893,303
1.2. Educational policies and plans for school education
Recently,Koreangovernmentannouncesmajorpoliciesandvisionsforeducationin2011inordertoopenthefutureofKoreawithcreativetalentsandadvancedscienceandtechnologycapabilities.Therearesixmajortaskstofulfillthevisionsasfollows(MOE,2011):1)Expandingcreativeandcharacter‐buildingeducationtostrengthenpubliceducation,2)Establishinganadvancedvocationaleducationsystemthatlinkseducationandwork,3)Enhancingthequalityofeducationinhighereducation,4)Nurturingworld‐classscienceandtechnologycapabilities,5)Improvingnationalstrategicresearchanddevelopmentsystem,and6)Enhancingtheglobalizationofeducation,scienceandtechnology.
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TheschoolsystemofKoreaisa6‐3‐3‐4systemofinstitutionswhichcoverselementaryschool,middleschool,highschoolandcollegeoruniversity.Compulsoryeducationextendsfromage6to14.Figure1indicatestheschoolsysteminKorea.
Figure 1. School system of Korea
(source from http://english.moe.go.kr/web/1717/site/contents/en/en_0275.jsp)
1.3. Teacher Education System56
TheclassificationandqualificationsofteachersaredefinedinSection2ofArticle21oftheActonPrimaryandSecondarySchoolEducation.Teachersareclassifiedintoteachers(GradeIandGradeII),assistantteachers,professionalcounselors,librarians,trainingteachersandnursingteachers(GradeIandGradeII).TheyarerequiredtomeetthespecificqualificationcriteriaforeachcategoryandbelicensedbytheDeputyPrimeMinisterandMinisterofEducationasregulatedbyPresidentialDecree.
Therearetwodifferentsystemsfordevelopingteachersforprimaryandsecondaryeducation.Anindividualwhowantstobecomeateacherneedstoenterafour‐yearcollegeofeducationatuniversitylevel.Theteachertrainingsystemforprimaryeducationisdifferentthanthatforsecondaryeducation.Primaryschoolteachersaredevelopedatuniversitiesspecializedineducationandsecondaryschoolteachersinthecollegeofeducationatuniversitiesinmostcases.AnindividualwhowantstobecomeaschoolteacherinSouthKoreamusttakeovercertainamountofcreditsingeneraleducationandaspecificsubject,whichhasbeenarequirementforthe
56 Source from http://english.moe.go.kr/web/1701/site/contents/en/en_0213.jsp
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enrollmentofteachereducationprogramatuniversitylevelsince2009.Aftergraduatingfromuniversities,candidatestakeanation‐wideteacherqualifyingexam.Thepurposeoftheexamistorecruitandselectfullyqualifiedteachersbyobjectiveandfaircompetition.Fortakingtheexamtheymustselectcitiesorprovinceswheretheywanttogetateacherposition,andsubmitanapplication.Cityorprovincialauthoritiesareresponsibleforopeningnewpositionsandselectcompetentteachersforschoolswithvacanciesfromthecandidateswhoholdteachingcertificates.Thequalifyingexamisdividedintotwostages.Thefirststageistotestknowledgeaboutgeneraleducationandaselectedsubject.Doublethenumberofthefinalcandidatesrequiredisselectedduringthefirststageoftheexam.Thetestinthesecondstageincludesanin‐depthinterviewforexaminingteachingaptitude,andtheevaluationoflessonplansandteachingpractices.Afterpassingthefinalstageoftheexamthesuccessfulapplicantswillbeassignedtoschoolsinthecitiesandprovincesthattheychoseatthebeginning.
Specialschoolteachers,schoollibrarians,andnursingteachersarerequiredtobegraduatesoffour‐yearcollegesorjuniorcollegeswithpertinentmajorsandteachertraining.Part‐timetrainingteachersmustsatisfyaminimumstandardofeducationalbackgroundincluding2‐yearor4‐yearcollegedegreemajoringinpertinentfieldswithprofessionaltraining.
Teacherscanpromotethroughin‐serviceteachertrainingaftergettingteachingpositionsatschools,whichaimstoenhanceteachercompetencesinbasisofeducationaltheoriesandpractices.ThetrainingprogramsareavailableforGradeIandGradeIIteachers,librarians(GradeI),nursingteachers(GradeI),professionalcounselors(GradeI),vice‐principals,andprincipals.Teachertraininginstitutesareestablishedatuniversities,teacherscolleges,localeducationofficesorotherorganizationsdesignatedbytheMinistryofEducation.
2. The ICT Professional Development Strategy for Teachers57
Since1988,ICTshavebeenusedasimportantmediaatschools,andthetrainingofteachersinICTusewasperformedonafullscale.Priorto2000,ICTtraininghadtwocourses:aregularcourseforordinaryteachersandaspecialcourseforprofessorsandschoolinspectors.Theregularcoursewasinitiallyfocusedontheunderstandingofstructuresandtheprinciplesofcomputersandgraduallyadvancedtopromotetheimprovementofinformationcapabilitysuchaswordprocessors,spreadsheets,presentations,internetuse,etc.Thespecialcoursewasoperatedtotraininstructorsinregionaleducationoffices,designersofeducationalcontent,schoolinspectorsforcomputertraining,etc.In2001,theMinistryofEducation,Science&Technologyestablishedandannouncedthe“PlanforICTinEducation”toconsolidatepubliceducation.Thetraining
57 Source from White Paper of Adapting education to the information age in 2012 and 2013. Korea Education and Research Information Service.
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programsconsistedof‘MandatoryICTTraining’inwhichtheregionaleducationofficesprovidedtrainingcreditsand‘VoluntaryICTTraining’whichwasperformedbyschools.In2006,thetrainingcoursesweresystematicallyoperatedbasedontheteachers’lifecyclesandcapabilitylevels.Newcoursesindifferentareaswerebeingdevelopedcontinuouslyconsideringcoursedevelopments,ICTdevelopmentsandchangesintheeducationalenvironment.In2008,the“DevelopmentoftheNextGenerationTrainingProgramforTeachers”projectwaspromotedandcompleted.TheNextGenerationTrainingProgramforTeachersaimstostrengthentheteachers’capabilityinaneweducationalenvironmentcausedbyICTdevelopmentsandtheeducationparadigmshift.
Inaddition,“InformationStrategyPlanningfortheConsolidatedInformationSystemforTeachersTraining”wasestablishedastheneedforconsolidatedinformationsystemstostrengthentheteachers’capability.
Beginning2009,theconstructionoftheConsolidatedInformationSystemforTeachersTrainingwerepromotedinstages:constructionofinfrastructuretocollecttraininginformation,teacherstrainingstatusmanagement,andteachers’self‐diagnosisofcapabilityandconsultingfunction.Figure2indicatesaconceptualdiagramforICTtrainingbyTeacher’slifecycle.
Figure 2. Conceptual diagram for ICT training by Teacher’s life cycle
Source from ICT use in Education White paper (KERIS58, 2012)
58 KERIS (Korea Education and Research Information Service) is a leading institution in research and development of ICT use in education.
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Currently,professionaldevelopmentofICTfocusesondevelopmentofcompetenciesforusingDigitaltextbooksandimplementingSMARTeducation.Forexample,distancelearningprogramsforteachereducationhavebeendevelopedbasedonclassroomlearning.Oneforprimaryeducationandthreeforsecondaryeducationweredeveloped.Learninghoursofeachprogramis15classhours.Second,leaderteacherswhocandelivertrainingontheuseofdigitaltextbooksandmasterteacherwhocanleadimplementingSMARTeducationhavebeenfostered.Third,teachergroupsforresearchanddevelopmenthavebeenestablishedtodevelopandimplementavarietyoflearningmethodsandcasesindigitaltextbooksandSMARTeducation.
3. Development of ICT Competencies for Teachers
RecentlyastudyhasbeenconductedtodevelopteachercompetenciesforSMARTeducationsupportedbyKERISinKorea.Thisstudycarriedoutathree‐stageresearchanddevelopmentinordertoidentifytheteachercompetenciesforSMARTeducation.
3.1. Stage 1: Competency modeling of 21st century teachers in Korea
Thestudyinthisstageaimstoidentifycorecompetenciesofteacherstocopewiththeeducationalneedsin21stcentury.Basedontheanalysisofcurrentstatusonteachercompetencymodelingandexistingstudies,thisstudyconductedamodified3‐roundDelphiprocess.Delphiisastructuredcommunicationtechnique,originallydevelopedasasystematic,interactiveforecastingmethodwhichreliesonapanelofexperts(Keeney,McKenna,&Hasson,2011).Ingeneral,thequestionnaireofthefirstroundisdeliveredtoacquireresponsesrelevanttothetopic.Thenthesubsequentquestionnairesaredevelopedbasedonthereturnsgainedfromtheinitialquestionnaire,requiringjudgmentoneachitem.Forthisstudy,thefirstroundoftheDelphiwasreplacedbyafocusgroupmeetingandbehavioraleventinterviews(BEI)inordertoextractexpertisefromtheexemplaryfieldpractitionerswhilemaintainingefficiencyindatacollection.AssuggestedbyMcClelland(1987),researchersadoptedtheBEImethodinordertoidentifybehaviorsassociatedwithsignificantexperiencesofeachindividualteacherbyusinganumberofprobingquestions.Inaddition,aliteraturereviewwasconductedtoestablishanin‐depthunderstandingofteachercompetency.Existingstudiesrelatedtoteachercompetenciesandprofessionaldevelopmentinnationalandinternationallevelswerereviewedandanalyzedtounderstandcurrenttrendsofteachercompetencedevelopment.Commoncompetenciesandindicatorsforteacherswerederivedfromtheanalysisoftheexistingstudies.Theresultsfromthefirstroundproducedasetofcomprehensivelistofteachercompetenciesandrelevantperformanceandknowledgeindicators.ThesecondandthirdroundsoftheDelphiemployedstructuredsurveyquestionnairesinordertobuildaconsensusamongtheDelphipanel.
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Table 2. Overview information in Stage 1
Activities Participants/accountability
Methods Duration Output
Step1 Formingaresearchteam
MOE,KERIS,educationalexperts
2months Aresearchteam
Step2:Delphiround1
AnalyzingcurrentstatusonteachercompetencymodelingandfuturedirectionofeducationIdentifyingtheframeworkofteachercompetency
Educationalexperts,policymakers,schoolteachers
Focusgroupmeeting,Behavioraleventinterviews
2months Initialsetofteachercompetency
Step3:Delphiround2
Ratingimportanceofcompetency
Educationalexperts,policymakers,schoolteachers
Delphiquestionnaire
1month 1st Revisedsetofteachercompetency
Step4:Delphiround3
Makingconsensus
Educationalexperts,policymakers,schoolteachers
Delphiquestionnaire
1month 2ndrevisedsetofteachercompetencyset
Step5:confirmationbyKERIS
Confirmingthesetofteachercompetency
Educationalexperts,policymakers,schoolteachers
2months Finalversionofteachercompetencyset
3.1.1. Delphi round 1
Afocusgroupmeetingwasconductedinordertodiscusstheessentialabilitiesforcompetent21stcenturyteachersaswellasthecurrentstatesandfuturedirectionsofeducation.Theparticipantsforthemeetingwereselectedbasedontheirexpertiserelevanttothetopics.Themeetinglastedfor2hourswithan
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open‐endeddiscussion.Afterthemeeting,theparticipantswereaskedtoelaboratetheiropinionsrelatedtothetopics;theythensentthedescriptionsbacktotheresearchersviaemailwithinaweek.Forbehavioraleventinterviews(BEI),1‐hoursemi‐structuredinterviewwasconductedwitheachparticipant.TheparticipantswereselectedamongMasterteacherswhodesignatedbyMinistryofEducationbasedonthecurrentpoliciesforteacherqualification.Interviewersattemptedtouncovertheirpastexperiencesbyaskingprobingquestions.Thelistofthecoreinterviewquestionswasasfollows:
Pleasedescribeyourdailylifeinschool.Forexample,whatdidyoudoyesterday?
More specifically,what do you do to prepare, deliver, and follow‐upyourteaching?
Do you have any struggle in building a relationship with yourstudents?Whatdidyoudotoovercometheissues?
Doyouhaveanystrugglewithyourpeerteachersoradministrators?Whatdidyoudotoovercometheissues?
What are your success experiences or unpleasant experiences as ateacher?
What isyour teachingphilosophy?Whatdidyoudo topractice this?Diditwork?
Astheinterviewsusedthesemi‐structuredquestionsinordertoinitiatetheparticipants’reflection,thesubsequentquestionsweredifferentbycase.Theinterviewswerefullytranscribedandanalyzedinordertoseekanyindicatorsofbestteachers.Alloftherelevantbehavioralaswellasimplicitknowledgedescriptionswerelisted,inadditiontotheresultsfromthefocusgroupmeetingandliteraturereviewonfutureeducationandteachercompetency.Asaresult,15teachercompetencieswith77indicators,thatis,51performanceindicatorsand26knowledgeindicators,weresuggestedfromthefirstround.Teachercompetenciesweregroupedinto2domains:fundamentalandfieldpractice.Theformerincluded8competenciesofcreativity,problem‐solving,communication,collaboration,flexibility,technologyliteracy,integrity,andpassion,whilethelatterincluded7competenciesofexpertiseincontent,rapportbuildingwithlearners,instructionaldesignanddevelopment,classroommanagement,evaluationandreflection,networkbuilding,andperformancemanagement.ThisresultwasusedtodevelopastructuredquestionnaireforthesecondDelphiround.
3.1.2. Delphi round 2
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Inthesecondround,theexpertpanelwasaskedtoratetheimportanceofeachcompetencyandindicatorona6pointLikert‐typescalefrom‘veryimportant’to‘neverimportantatall.Thepanelwasalsoaskedtostatetheirpersonalopinionsforrevisionandimprovementofthecompetencymodel.Thesurveyquestionnairewasdeliveredviaemail(seeasamplepageofthequestionnaireinAnnex1).Finally,15competenciesand74indicatorswereidentifiedasaresultofDelphiround2,whichwereusedasaquestionnaireforthenextround.
3.1.3. Delphi round 3
Inround3,eachDelphipanelexpertreceivedaquestionnairethatincludeddescriptivestatisticalinformationabouthowthegrouprespondedinthepreviousround(seeasamplepageofthequestionnaireinAnnex2).Bypresentingtheactualresponsesfromothers,researcherssoughtconsensusamongthegroupofexperts(Jacobs,1996).Inthisroundallparticipantsmadeconsensustoallcompetencies.ResearchersdecidedtoendtheDelphiprocesswiththisround.
3.2. Stage 2: Investigation of exemplary performance of SMART education
ThestudyofthisstageaimstoinvestigateimportantbehaviorsandattitudethatteacherscanperforminSMARTeducation.Forthis,behavioraleventsinterviews(BEI)andsurveystudywereconductedinthisstudy.
Table 3. Overview information in Stage 2
Activities Participants/accountability
Methods Duration Output
Step1:CriticalIncidentAnalysis
Identifyingteachers’criticalexperiences
Schoolteachers
Behavioraleventinterviews
1months Listofcriticaleventsconductedbyteachers
Step2:Surveystudy
Confirmingthefindings
Educationalexperts,policymakers,schoolteachers
Questionnaire 2weeks Behavioralindicators
3.2.1. Critical incident analysis
BEIswerecarriedoutwithMasterteacherswhowereselectedasgoodperformingteachersinSMARTeducationbyMinistryofEducationandRegionalOfficesofEducationinKorea.
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Ittookoneandhalfhourswithsemi‐structuredquestions.Interviewersattemptedtouncovertheirpastexperiencesbyaskingprobingquestions.Thelistofthecoreinterviewquestionswasasfollows:
Whatisthegoodexperiencewhenyouapplyadvancedtechnologiesinyourclasses?Whydoyouthinkitwassuccessful?
Whatisunpleasantexperiencewhenyouuseadvancedtechnologiesinyourclasses?Whydoyouthinkitwasnotthatsuccessful?
Howdoyoustarttodesignyourlessonwithtechnologyuse? Whatareyourstrengthsandweaknessestousethetechnologyinyour
educationalpractices? What isyour teachingphilosophy?Whatdidyoudo topractice this?
Diditwork?Theinterviewswerefullytranscribedandanalyzedinordertoseekanyindicatorsofgoodperformingteachers.Alloftherelevantbehavioralaswellasimplicitknowledgedescriptionswerelisted.Asresults,40behavioralindicatorsofteacherperformanceinSMARTeducationandeducationalneedswereidentified.
3.2.2. Survey study
Anonlinesurveywasconductedinvolvingtheteacherstovalidateandconfirmthefindingofthefirststepofthisstudy.Thesurveyquestionnaireincludes40questionsaboutteachers’behavioralindicatorsderivedfromthecriticalincidentofStage2,and39questionsabouteducationalneedsforSMARTeducationwitha6pointLikert‐typescalefrom‘veryimportant’to‘unimportant’andopen‐endedquestions.Asaresult,29behavioralindicatorswasidentifiedandvalidated,especiallyforSMARTeducation.
3.3. Stage 3: Development of teacher competency for SMART education
IntegrationoftheoutcomesderivedfromStage1and2wascarriedoutinordertoidentifyteachers’corecompetencyforSMARTeducationinthisfinalstage.Toachievethisgoal,expertpanelreviewsandinterviews,andsurveywasemployedasmajormethods.
Table 4. Overview information in Stage 3
Activities Participants/accountability
Methods Duration Output
Step1:integration
Identifyingteachers’competencies
Educationalexperts,school
expertpanelreviewsandinterviews
1months Asetofteachercompetency
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forSMARTeducationthroughintegratingtheresultsfromStage1and2
teachers forSMARTeducation
Step2:Validation
Confirmingthefindings
Schoolteachers
Questionnaire 2months Finalsetofteachercompetencies
3.3.1. Integration
Thecompetencysetof21stcenturyteachersfromStage1andteachers’behavioralindicatorsfromStage2wereintegratedintoanewsetofteachercompetenciesforSMARTeducation.Torefinethecompetencyset,literatureonthetrendsofthefutureeducationandSMARTeducationfor21stcentury,competenciesofteacherssuggestedbypriorstudies,andthebestpracticesofteachertrainingprogramwerereviewedandanalyzed.Expertpanelreviewswerealsoconductedtorefinethecompetencyset.Expertsineducationfieldandteachersatschoolwereinvolvedinthereviewprocess.
3.3.2. Validation
Tovalidatethecompetencyset,asurveywascarriedouttwotimes.Inthefirstsurvey,aquestionnaireconsistsof13competenciesand67indicators(seeasamplepageofthequestionnaireinAnnex3).Participantswere299goodperformingteachersforSMARTeducation.Theywereaskedtorateimportanceandtheirownperformancelevelforeachindicatorona6pointLikert‐typescale.Thesurveywasconductedfor2weeksbyemail.Thesurveyresultswereanalyzedbyfactoranalysisandregressionanalysis.Asaresult,13competenciesand61indicatorswereidentified.
Thesecondsurveywasconductedwiththerevisedversionofthecompetencyset.Participantswere1066teachersatelementary,middleandhighschools.Theywereaskedtorateimportanceandtheirownperformancelevelforeachindicatorona6pointLikert‐typescale.Thesurveywasconductedfor3weeksthroughanonlinetool.Thesurveyresultswereanalyzedbyfactoranalysisandregressionanalysis.
Throughthethree‐stageresearchanddevelopment,theteachercompetenciesforSMARTeducationwasidentifiedandfinalized.
3.4. Final set of teacher competencies for SMART education
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TheteachercompetenciesforSMARTeducationisdefinedas“theessentialcharacteristicsrequiredforteacherswhoperformeffectiveeducationinordertoenhance21stcenturycorecompetenciesofstudentsandinnovateeducationforthefuture.”Thisdefinitionhasanintegratedpropertiesofknowledge,skills,andattitudes,andincludescompetenciesofteachersneededforeffectiveinnovationbyextendingtheconceptofSMARTeducationtothevisionandgoalforthefutureeducationratherthanconfiningtouseofcutting‐edgetechnologiessuchassmartdevicesineducation.Morespecifically,theteachercompetenciesforSMARTeducationconsistofafundamentaldomainandapracticedomain(seeFigure2).
Figure 3. Teacher competency for SMART Education
ThecompetenciesinthefundamentaldomainarepersonalattributeswhichisthefoundationsforSMARTeducationimplementation,consistingofsixcompetenciesincludingcreativeproblem‐solving,socialskills,flexibility,technologyliteracy,ethics,andpassion.ThecompetenciesinthepracticedomainarespecificeducationaltasksandactivitiesintendedtoimplementSMARTeducation,consistingofsevencompetenciesincludingunderstandingofthefutureeducation,contentsexpertise,buildingrelationshipwithlearners,instructionaldesignanddevelopment,buildinglearningaffordance,evaluationandreflection,andbuildingcollaborativerelationshipwithcommunity.IndicatorsforeachcompetencyarepresentedinANNEX4.
4. Conclusions
ThiscasestudyaimstointroducetrendsandissuesinICTteachercompetencies,andespeciallyidentifyteachers’corecompetenciesforSMARTeducationinKorea.Themaindevelopmentprocessoftheteachercompetencieswasdividedintothreestages.Asaresult,13competenciesand61indicatorswereidentifiedasthecorecompetencysetforteacherstoimplementSMARTeducation.
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ThecompetenciesintheFundamentalscategoryrepresenttheessentialskillsandabilitiesaswellaspersonalitywhichplayapivotalroleinbeingagoodteacher(Korthagen,2004;Tigelaar,Dolmans,Wolfhagen,&Vleuten,2004).ThecompetenciesintheFieldpracticecategorycontaintheskillsandabilitiesthatarerequiredinperformingSMARTeducationandeducationalpracticesinthe21stcentury.
Currently,KERIShasbeendevelopedanonlinediagnosisinstrumentusingtheteachercompetenciesforSMARTeducation.TheinstrumentwillbeaccessedthroughEDUNET59atJune,2014.Forfurtherprogress,teachers’professionaldevelopmentprogramshouldbedesignedinordertodevelop21stcenturyteachercompetency.Bothpre‐serviceandin‐serviceteachereducationmustfocusondevelopingthe21stteachercompetency,whichisrequiredtoeducatefuturegenerations.Whendevelopingthetrainingprograms,variouslearningandteachingmethodsshouldbeintegratedwithcompetencydevelopment.Forexample,actionlearningandcase‐basedlearningcanbeemployedforlearningcontentknowledgeaswellasfordevelopingproblem‐solvingcompetency.Also,peerconsultingandcounsellingbyexperiencedteachersoffercontinuingdevelopmentbeyondtraininginalimitedperiod.Second,thediagnosisinstrumentcanbeusedforassessingteachers’currentcompetenciesanddiscerningcompetenciesthatareneededfordevelopmentandenhancement.Diagnosingandevaluatingteachers’competenciesmaybeanessentialconditioninbuildinganadaptiveeducationalservice.Inmanycases,professionaldevelopmentprogramsforteachersaredevelopedinordertoenhanceteachers’knowledgeandabilitiesinspecificfields,andimplementedwithoutscientificanalysisoftheirreadinessandpreferences.Sothecompetencymodelandthediagnosisinstrumentmaybeusedtoprovideteacherswithatailoredtrainingprogramandsustainabledevelopment.Thecompetencysetshouldalsobecontinuouslyrefinedandvalidatedthroughtheprocessofinstrumentdevelopment.
59EDUNETisaneducationalinformationservice,whichisthelargesteducationportalinKoreaandadministratedbygovernmentalsupport.Pleaserefertohttp://www.edunet.net/redu/main/mainForm.doformoreinformation.
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Keeney,S.,McKenna,H.,&Hasson,F.(2011).TheDelphitechniqueinnursingandhealthresearch.UK:Wiley‐Blackwell.
KERIS(2012).ICTuseineducationWhitepaper.KoreanMinistryofEducation,ScienceandTechnology(2011).Implementationplansforsmart
learning:Thewaytothecountryoftalents.ReportpresentedatTheopenpolicyforumofKoreanMinistryofEducation,ScienceandTechnology,Seoul,Korea.
Korthagen,F.J.(2004).Insearchoftheessenceofagoodteacher:Towardsamoreholisticapproachinteachereducation.TeachingandTeacherEducation,20(1),77‐97.
McClelland,D.C.(1973).Testingforcompetenceratherthanfor“intelligence.”AmericanPsychologist,28,l‐14.
McClelland,D.C.(1987).Characteristicsofsuccessfulentrepreneurs.TheJournalofCreativeBehavior,21(3),219‐233.
Reimers,F.(2009).Enlighteningglobalization:Anopportunityforcontinuingeducation.ContinuingHigherEducationReview,73,32‐45.
Selvi,K.(2010).Teachers’competencies.InternationalJournalofPhilosophyofCultureandAxiology,7(1),167‐175.
Spencer,L.,&Spencer,S.(1993).Competenceatwork:Modelsforsuperiorperformance.NewYork,NY:Wiley&Sons.
Tigelaar,D.E.H.,Dolmans,D.H.J.M.,Wolfhagen,I.H.A.P.,&Vleuten,C.P.M.(2004).Thedevelopmentandvalidationofaframeworkforteachingcompetenciesinhighereducation.HigherEducation,48(2),253‐268.
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ANNEX1.Asamplepageofthequestionnaireinthe2ndroundofDelphistudy
Competenciesandindicators
Importance
Veryimportant
Neverimportant
atallFundamentalsCreativityGeneratemeaningfuloutcomebyapplyingnewideasorconcepts,orbyassociatingcurrentideasandnewideas.
1 2 3 4 5 6
1.Imagination:Formnewideastocombinepersonalexperiencewiththingswhichdonotexistorhavenotbeenexperienced.
1 2 3 4 5 6
2.Originality:Developnewideasthataredifferentfromexistingones. 1 2 3 4 5 63.Usefulness:Elaborateandevaluateanewidea,andunderstandthelimitationsofitsapplication. 1 2 3 4 5 64.Diversity:Developandpresentnewideasinvariousways. 1 2 3 4 5 6Problem‐solvingApplysolutionstothegivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectingtheappropriateapproach.
1 2 3 4 5 6
1.Understandingproblems:Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.
1 2 3 4 5 6
2.Systemsthinking:Analysehowpartsofawholeinteractwitheachothertoproduceoveralloutcomeswithincomplexsystems.
1 2 3 4 5 6
3.Criticalthinking:Analyseandevaluatethegivenconditions,andintegrateandinterprettheinformation.
1 2 3 4 5 6
4.Applyingsolutionstoproblems:Prioritisethesuggestedsolutionsandapplyittosolvetheproblems. 1 2 3 4 5 6
Pleasedescribeanycompetenciesandindicatorsneedtoberevisedordeletedinthisdomain.
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ANNEX2.Asamplepageofthequestionnaireinthe3rdroundofDelphistudy
Competenciesandindicators Median
Response
range(25%‐75%)
Answerfromthe2ndround
Importance
Veryimportant
Neverimportan
tatall
FundamentalsCreativityGeneratemeaningfuloutcomebyapplyingnewideasorconcepts,orbyassociatingcurrentideasandnewideas.
6 5‐6 6 1 2 3 4 5 6
1.Imagination:Formnewideastocombinepersonalexperiencewiththingswhichdonotexistorhavenotbeenexperienced. 5 4.8‐6 5 1 2 3 4 5 6
2.Originality:Developnewideasthataredifferentfromexistingones. 5 5‐6 6 1 2 3 4 5 63.Usefulness:Elaborateandevaluateanewidea,andunderstandthelimitationsofitsapplication.
5 5‐5.5 5 1 2 3 4 5 6
4.Diversity:Developandpresentnewideasinvariousways. 5 4‐6 6 1 2 3 4 5 6Problem‐solvingApplysolutionstothegivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectingtheappropriateapproach.
6 5‐6 5 1 2 3 4 5 6
1.Understandingproblems:Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.
5 5‐6 5 1 2 3 4 5 6
2.Systemsthinking:Analysehowpartsofawholeinteractwitheachothertoproduceoveralloutcomeswithincomplexsystems.
5.5 5‐6 6 1 2 3 4 5 6
Pleasedescribeanycompetenciesandindicatorsneedtoberevisedordeletedinthisdomain.
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ANNEX3.Asamplepageofthequestionnaireforvalidation
Competenciesandindicators
Performance Importance
Veryagree
Neveragreeatall
Veryimportant
Neverimporta
ntatall
FundamentalsCreativeproblem‐solvingGeneratenewideasorsolutions,applysolutionstogivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectappropriateapproach
1. Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.
1 2 3 4 5 6 1 2 3 4 5 6
2. Analyseandevaluatethegivenconditions 1 2 3 4 5 6 1 2 3 4 5 63. Providevariousideasandsolutions. 1 2 3 4 5 6 1 2 3 4 5 64. Prioritisethesuggestedsolutionsandapplyittosolvetheproblems. 1 2 3 4 5 6 1 2 3 4 5 6SocialskillsInteractwithothersinorderforproblemsolving,outcomegenerating,andlearning
1. Interpretthoughts,emotionsandopinions,andexpresspersonalthoughtsandopinions.
1 2 3 4 5 6 1 2 3 4 5 6
2. Understandandmanagepersonalemotion,motivationandactivitiesinsocialrelationship. 1 2 3 4 5 6 1 2 3 4 5 6
3. Shareknowledgeandskillswithothersinordertoachieveamutualgoal. 1 2 3 4 5 6 1 2 3 4 5 64. Establishvisions,setgoals,andinspireandleadpeopleforachievinga
sharedgoal.1 2 3 4 5 6 1 2 3 4 5 6
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ANNEX4.Definitionandindicatorsforteachercompetencies
Category Competency Definition Indicator
Fundamentals Creativeproblem‐solving
Generatenewideasorsolutions,applysolutionstogivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectappropriateapproach
1.Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.
2.Analyseandevaluatethegivenconditions3.Providevariousideasandsolutions.4.Prioritisethesuggestedsolutionsandapplyittosolvetheproblems.
Socialskills Interactwithothersinorderforproblemsolving,outcomegenerating,andlearning
1.Interpretthoughts,emotionsandopinions,andexpresspersonalthoughtsandopinions.
2.Understandandmanagepersonalemotion,motivationandactivitiesinsocialrelationship.
3.Shareknowledgeandskillswithothersinordertoachieveamutualgoal.
4.Establishvisions,setgoals,andinspireandleadpeopleforachievingasharedgoal.
5.Respectothersandworktogethertoaccomplishasharedgoal.6.Behaveresponsiblytakingintoconsiderationthebenefitsofcommunity
Flexibility Activelyembracediversitywhichexistsinsociety
1.Enjoyandtakeupthechallenges,andunderstandthenewchangesinroles,tasksandgivenconditions,andadapttothechanges.
2.Acknowledgeconditionsandincidentsthatarenotclearandunstable,andbehavewiselywithinthegivencontexts.
3.Embracedifferentcultures,acknowledgefailure,andkeepbalancedforbetterachievement.
4.Participateinanewculturewithadvancedtechnologiesincludingsmartdevices
Technologyliteracy
Selectanduseappropriatetechnologyforcollecting,
1.Understandcriticallymessagesinawidevarietyofmediamodesandforms.
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interpreting,using,andgeneratinginformation
2.Selectandusemediatoexpressmessagesrelevanttoacontext.3.Search,evaluate,use,andcreateinformationfortheissueorproblemathand.
4.Complywithcopyrightlawforthefairuseofeducationalcontents.5.Usesmartdevices(e.g.smartphones,SNS)togatherandusevariousinformation
Ethics Demonstratetruthfulandappropriatebehaviorsinvolvingconsistencyingoalsandmeans
1.Judgetherightandthewrongwithoutanydeceitandhypocrisy,anddotherightthings.
2.Actreasonable,rightandjust,recognizingindividuals’uniquenessandvalue.
3.Examinepersonalfeelingsandthoughtsinthepreviousexperience,andimprovecurrentperformanceinordertobeagoodteacher.
4.Dobestasateacherforthepublicgood.Passion Demonstrateaffectionanddevotion
asateacher1.Becertainofsomethinggoodandtrue.2.Continuewithanunpleasantordifficultsituation,experience,oractivityoveralongperiodoftime.
3.Preparethoroughlyforeverywork.4.Workwithastrongsenseofvocationineducation.5.Dobestjobperformanceasteachersforpubliccontribution.
PracticalExpertise
Understandingfutureeducation
UnderstandthedefinitionsoffutureeducationandthevisionsofSMARTeducation
1.ApplythedefinitionandscopeofSmarteducationineducationalpractices.
2.Recognize21stcenturyskillsforstudentsinaknowledge‐drivensociety.
3.Figureouteducationalneedsrelevanttofuturesociety.4.Predictthefeatureofeducationinfutureandinvestigatenecessaryinformation.
Expertiseincontent
Understandandapplyknowledgeinthesubjectdomain
1.Developandillustrateappropriatelearninggoals,andsharethemwithlearners.
2.Organizelearningcontentswiththeconsiderationofthegivenconditions,suchastheattributesofsubjectmatter,learners,and
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environment.3.Delivercontentseffectivelyusingappropriatepresentationmethods.4.Developexpertiseinsubjects5.Inquireandsearchlearningmethodsandstrategiesrelevanttosubjects
Rapportbuildingwithlearners
Buildapositiverelationshipwithstudentsinwhichteacherandstudentsareabletounderstandeachother
1.Facilitatelearnerstodiscovertheirownpotential,andletthemknowteacher’sexpectations.
2.Behelpfulandfriendlytowardlearners,andrespectlearners’perspectivesandbehaviours.
3.Beaffectionateandshowyourfondnessforlearners.4.Identifylearners’needsandconditions,andprovideappropriateadviceaccordingly.
5.Providesupporttolearners’digitalcultureandbehaviours.6.Utilizesmartdevicesforbuildingthepositiverelationshipsbetweenteachersandstudents.
Instructionaldesignanddevelopment
Designteachingstrategiesandtactics,anddevelopteachingmaterialsusingsmartdevicesandapplications
1.Designcoherentinstructionsintermsoflearningobjectives,content,methods,media,andevaluation.
2.Designinstructionsinvolvingeffectiveuseoftechnology,anddeveloprelevantmaterialsinordertoachieveobjectives.
3.Designformalandinformalteachingandlearningactivities,anddeveloprelevantmaterials.
4.SelectcurriculumandcontentrelevanttoSMARTeducation5.ImplementSMARTeducationdifferentiatedinstructioninsubjecteducation.
6.Useadvancedtechnologiesandinfrastructureinclass.7.UsevariouslearningmethodsfordesigninganddevelopingSMARTlearning.
8.Developandusedigitalmaterials(e.g.digitaltextbooks,videos,etc.).Learning‐affordance
Promotemeaningfullearningexperiencebyorganizingclassroom
1.Facilitateandmaintainlearnermotivationbyusingquestions,discussions,practicesinwhichthelearnerscanactivelyparticipate.
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building environment,teachingandlearningactivities,andsocialrelationshipsamongstudents
2.Establishandmaintainanatmospherewherelearnersareabletoconcentrateonlearning.
3.Makecarefulobservationoflearners,andprovidetimelyandmeaningfulfeedback.
4.Acquireandmanageavarietyofeducationalresourcesandenvironmentssystematically.
5.Helplearnerstopromoteasoundmindandbody.6.Maximizetheinteractionbetweenteachersandstudents,andamongstudents.
7.Usesmarttoolsforencouraginglearners’engagement.8.Copewithnegativeaspectsofsmartlearningenvironment.
Evaluationandreflection
Assesslearners’performanceandoutcomeofeducationalactivities,andutilizetheresultofassessmentforimprovement
1.Developstrategiesforevaluatingthelearningprocessandperformance,developmeasurementinstruments,andshareevaluationresultswithlearners.
2.Developstrategiesforevaluatingeducationalprogramoutcomes,developevaluationtools,andreflectontheresultsforimprovement.
3.Developandimplementevaluationforassessing21stcenturylearners.
4.Useavarietyofeducationalevaluationmethods5.Usesmarttoolsforevaluation.
Networkbuilding
Playaroleasamemberofcommunityandbuildrelationshipswithregionalstakeholdersandresources
1.Providelearnerswitharichlearningexperiencebyactivelyutilizingvariousresourcesfromthecommunity.
2.Establishpositiveandcooperativerelationshipswithparentsinordertoacquiresupportfromparents.
3.Practiceasenseofcommunitybyparticipatinginvariousvoluntaryservicesforthelocalcommunity.
4.Recognizecurrentinternationaleducationissuesrelevanttoteaching,andmakeanefforttobeapartofit.
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CASE STUDY:
NATIONAL ICT COMPETENCY
STATNDARDS FOR TEACHERS
September 2014
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TANZANIA AND KENYA
ImplementingICTCompetencyFrameworksforTeachersintheStrengtheningInnovationandPracticeinSecondaryEducation(SIPSE)
teacherdevelopmentprojectinTanzaniaandKenya
ByMaryHooker(Globale‐SchoolCommunitiesInitiatives(GeSCI))
AbstractTeacherdevelopmentremainsamajorchallengefortheimplementationoftechnologyenhancedlearningastheextremelyrapidgrowthandturnaroundinnewtechnologyandknowledgecontentmeanthatthisemergentfieldischangingfasterthaneducationpersonnelcantrackit(Coolahan2002;Chinein2003).TheUNESCOICTCompetencyFrameworkforTeachers(ICT‐CFT)launchedin 2008 and updated in 2011 presents a framework to help educational policy‐makers andcurriculum developers identify the skills teachers need to harness technology in the service ofeducation.
Since2010theGlobalE‐SchoolsandCommunitiesInitiative(GESCI)60hassupportedMinistriesofEducationinpartnercountriesofRwanda,Kenya,Tanzania,NigeriaandGhanainthecriticaltasksofcontextualizationandroll‐outoftheUNESCOICT‐CFTinvolvingforteachers,teachereducatorsandpolicymakersacrossmainstreamEducationandTVETsectors.
Thiscasestudyexamines thedevelopmentand implementationof theICT‐CFT inGESCIpartnercountries of Tanzania and Kenya in the Strengthening Innovation and Practice in SecondaryEducation (SIPSE)project thatwas launched in July 2013as a2 year pilot initiative.The SIPSEproject is a GESCI, Master Card and Ministry of Education partnership programme 61conceptualized to enhance teacher capacity in ICT competencies and skills to teach Science,Technology, English and Mathematics (STEM) subjects in secondary schools for a 21st Centurycontextandtoincreaseaccessto,andqualityofteachingandlearningmaterials.Theprojectusesblended learningmethodologies to build the capacity of 12 teacher educators (master trainers)and120secondarySTEMteachers from20schools (6STEMteachers ineachschool)across thetwoprojectcountriesduringitstwoyearpilotimplementation.
1. The Case Study Countries KenyaandTanzaniahavebeenmakingremarkableprogressputtinginplacenationalICTineducationpolicyframeworksandimplementationstrategiesthatspecifytheuseofICTinteachereducation.ItisinthiscontextthatopportunitiesandchallengesforthedevelopmentandimplementationofICTcompetencyframeworksforteachersinbothcountrieswillbeexamined.ThefirstsectionbrieflydescribesthebackgroundoftheKenyaandTanzaniacasestudycountries.Thecountryprofilesencompassingdemographicandsocio‐economicindicatorsarebrieflyexamined.Theaimistoexploreinthisandthefollowingsectionsthe
60Global e-Schools and Communities Initiative (2013) Home page. GESCI is an International Non-Government Organization (INGO) set up under the auspices of a United Nations (UN) Information and Communication Technology (ICT) Task Force in 2004 as a designated body to provide demand-driven assistance to developing countries seeking to harness the potential of ICT to improve access to and quality and effectiveness of their education systems 61ReadmoreontheGESCI,MasterCardFoundationandMinistryofEducationSIPSEPartnershipProgrammeat:http://www.gesci.org/mastercard‐foundation‐and‐gesci‐introduce‐stem‐teachers‐to‐new‐mobile‐learning‐platform1.htmlandhttp://www.mastercardfdn.org/Projects/global‐e‐schools‐and‐communities‐initiative‐gesci
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factorsthatareleadingtoorinhibitingtheadoptionofICTineducation,inteachereducationandindevelopment.
1.1. General overview
KenyaandtheUnitedRepublicofTanzania(alsoknownsimplyasTanzania)arebothlocatedinEasternAfricawithbordersontheIndianOcean.Kenyaoccupiesalandmassof569,250sq.kmwithapopulationin2013ofalmost44millionandanannualpopulationgrowthrateof2.7%.Tanzaniacoversanareaof945,087sq.kmwithapopulationin2013estimatedat49millionandanannualpopulationgrowthrateof3.1%(UIS,2011;UNESCO2013/2014).Thereisacommonpatternofpopulationbreakdownbetweenbothcountrieswhere:inKenyasome42%ofthepopulationisbelow15yearsand2.7%above65years(CIA,2013);andinTanzaniasome44%ofthepopulationisagedbelow15years,some4%isaged65yearsandaboveandthemedianageofTanzania’spopulationis18years(TanzaniaNationalBureauofStatistics,2012).
1.2. Kenya
KenyaisconsideredtobethelargestandmostdiversifiedeconomyinEastAfricaanddescribedbysomesourcesasa“linchpincountryforthegrowthandstabilityoftheentireregion”(USAID,2013).62Thecountryisamajoreconomic,financial,communication,andtransportationcentreinEastAfrica.Agriculture,tourism,manufacturingindustryandinvestmentandgrowthintherapidlyexpandingtelecommunicationssectorarethemainstayanddriversoftheeconomicbase(SwartsandWachira,2009;OpenDataInitiative2011).63
1.3. Tanzania
Tanzaniaisacountrythatisrichlyendowedwithnaturalresources,pursuessoundeconomicpoliciesandhasattractiveinvestmentpolicies.Theagriculturalsectorplaysanimportantroleintheeconomyinemployingapproximately80%oftheworkforce,accountingforhalftheGDPandproving85%ofexports.Theroleofcommunications,financialservices,tourism,construction,manufacturingandretailtradeareemergingasexpandingsectorsanddriversofeconomicgrowthanddevelopment(WorldBank,2014).
Table1presentssomeselectedsocio‐economicindicatorsofthecasestudycountriesbasedontheHumanDevelopmentIndex(HDI)fromtheUNDPHumanDevelopmentReportfor2013.
Table 1: Key Socio‐Economic Indicators for Kenya and Tanzania
KeyEducationIndicatorsfortheCaseStudies
Kenya Tanzania
Population 43,924,000(2013est.) 49,153,000(2013est.)Languages English,Swahili,and
some42localdialectsKiswahili,English,andsome100differentlocaldialects
GDP(inUSDollars) 62.7 59.8GDPpercapita(inUSDollars) 1,541(2012) 1,383(2012)HumanDevelopmentIndex 145(outof186
countries)153(outof186countries)
62USAID(2013)KenyaG‐Youth,retrievedfrom:http://www.g‐youth.org/main/index.php/partners/usaid.html63FiguresfromtheKenyaOpenDataInitiative(2011)indicatethatnearly30%ofKenyansareinternetusersandmorethan80%usemobilephones–aphenomenonthatis‘changingthewayKenyanscommunicateanddobusiness’
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KeyEducationIndicatorsfortheCaseStudies
Kenya Tanzania
Populationvulnerabletopoverty 27.4(2011) 21.0(2011)Internetusers(per100people) 25.9(2010est) 11.0(2010est.)Sources:UNDPHumanDevelopmentReport(2013)
2. Enabling Education Policy Environments
TheintegrationofICTineducationandteacherdevelopmentrequiresenablingvisionandpolicyenvironmentswheretechnologyisusedaspartofaholisticapproachforeducationanddevelopment.TheeducationandICTpolicyenvironmentsofthecountrycasestudiesarebrieflyexaminedbelow.Table2presentssomeselectededucationindicatorsofthecasestudycountriesbasedontheEducationindicatorsfromtheUNDPHumanDevelopmentReportfor2013andtheUNESCOEducationGlobalMonitoringReportfor2013/2014.
Table 2: Key Education Indicators for Kenya and Tanzania
KeyEducationIndicatorsfortheCaseStudies Kenya TanzaniaYouthliteracyrate(bothsexes)(%agedbetween15and24) 82(2011) 75(2011)Combinedgrossenrolmentfromprimarytotertiary(bothsexes)(%)
66.78(2012) 56.41(2012)
Expenditureoneducation(%ofGDP)(%) 17.2 18.3Meanyearsofschooling(ofadults)(years) 7.0 5.1Expectedyearsofschooling(ofchildren)(years) 11.1 9.1Satisfactionwitheducationquality 59.6 45.8Sources:UNDPHumanDevelopmentReport(2013);UNESCOGlobalMonitoringReport2013/2014
2.1. Kenya Education and Development Vision and Policy
Kenya is working towards becoming a Knowledge‐based economy and society byimplementing its Vision 2030 for social, cultural, political and economic development(GoK, 2007). Education and training in Kenya lie at the heart of national vision anddevelopmentandareseenasthecorestrategyforbuildinghumanresourcesnecessaryforemployment and wealth creation (Swarts & Wachira, 2009). The launch of the KenyaEducation Sector Support Programme (KESSP) (2005 – 2010), free primary education(FPE) (started in 2003) and free secondary education (FSE) (started in 2008) haveresultedinmajorbreakthroughsinexpandingeducationaccessandequityatprimaryandsecondary levels – with primary net enrolment moving from 62% to 83% and lowersecondarygrossenrolmentmovingfrom65%to91%between1999and2010(UNESCO,2012a).As canbeseen from table2above thesuccessesof theFPEandFSEandKESSPinterventionsaremanifestedinthelevelofyouthliteracy,theexpectedyearsofschoolingandthelevelofsatisfactionwiththequalityofprovisionwhicharequitehighineachcase.ChallengesremainhoweverwithalmostonemillionchildrenstilloutofprimaryschoolinKenya and growing concerns about the quality of provision under pressures of rapidexpansion(UNESCOGMR,KenyaFactSheet,2012b).
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2.2. Tanzania Education and Development Vision and Policy
In Tanzania the National Vision 2025 envisages development towards a society of highqualitylivelihoodsandastrongandcompetitiveeconomy–whereeducationisconsideredas ‘a strategicagent formind‐set transformationand for thecreationof awell‐educatednation’ (URT 2002 p19). In recent decades Tanzania like Kenya has made remarkableprogress in education provision and outreach. The launch of the Primary EducationDevelopmentPlan(PEDP)in2001andtheSecondaryEducationDevelopmentPlan(SEDP)in2004haveresultedinexpandingeducationaccessandequityatprimaryandsecondarylevels.Therehasbeensignificantprogressinyouthliteracythathasincreasedfromaround60%in1980to75%in2011andalsoineducationgrossenrolmentsrecordedin2010at106.4% in primary education and a comparative 47.3% in secondary education (BEST,2010).HoweverTable2showsaperformancethatisalittlelowerthanKenyainrelationto the combined gross enrolment ration, themean years of schooling for adults and theexpected years at schooling for children. In Tanzania like in Kenya there are growingconcernsofthecapacityoftheeducationsystemtoprovideinclusiveandqualityeducationand to train adequate and competent teachers under the pressures of rapid expansion.(WorldBank,2010).
2.3. Opportunities and challenges
The biggest challenge for Kenya and Tanzania may lie in their greatest asset – theburgeoningpopulationofyouth.ThesuccessofEducationforAllpolicieshavecreatednewproblemswhereunprecedentedlargecohortsofyoungpeoplearenowcompletingthefirstcycle of basic education. The pressure on governments is to provide either furtheropportunitiesforeducationortocreateemploymentforthethousandsofgraduateswhoenterthelabourforceeveryyear.Thereisafurtherurgentneedforaccesstoappropriateskillstrainingtoenablepeopletofindwork/ortocreateworkintheformalorinformal21stcenturyeconomies(PalmerandKing2010;UNESCO2012;WorldBank2012/2013).
3. Education Systems and Teacher Education Provision
TheeducationandtrainingandteachereducationstructuresinKenyaandTanzaniaarepresentedbelowwithdetailsofprogressionandprovision.
3.1. The Kenya Education System
TheformaleducationsysteminKenyacomprisesofEarlyChildhoodEducation,8yearsofcompulsoryschoolinginprimaryeducation,4yearsinsecondaryeducationandaminimumoffouryearsintheUniversitydependingonthedegreepursued.Thisiswidelyreferredtoasthe8‐4‐4systemwhichhasbeenoperationalsince1985.OthereducationandtrainingprogrammesincludetheTechnicalIndustrial,VocationalandEntrepreneurshipTraining(TIVET),SpecialNeedsEducation,AdultandNon‐formalEducation(MoE,2008).ProgressionfromprimarytosecondaryschoolandfromsecondarytouniversityisthroughselectiononthebasisofperformanceinthenationalexaminationsfortheKenyaCertificateofPrimaryEducation(KCPE)andtheKenyaCertificateofSecondaryEducation(KCSE)respectivelywhichareadministeredbytheKenyaNationalExaminationsCouncil.Figure1belowisagraphicalrepresentationofgraduationatvariouslevelsandagesinthe
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educationsystemwherethedifferentlevelsintegratebothhorizontallyandvertically(Swarts&Wachira,2009).
Figure1:StructureandOrganizationofEducation&TraininginKenyaSource:GoK2005,SessionalPaperNo.1of2005–APolicyFrameworkforEducation,TrainingandResearch
3.2. The Tanzania Education System
TheformaleducationsysteminTanzaniaconsistsof7yearsofprimaryeducation,4yearsin lower secondary (Ordinary or O Level), 2 years in senior secondary (Advanced or ALevel) and a minimum of 3 years in tertiary or university education. Early childhoodeducation liespartlywiththeMinistryofCommunityDevelopment,GenderandChildrenand theMinistry of Educationwith the latter focusing on the pre‐primary level. SpecialEducationisofferedaspartoftheformalsystemthrough:specialschoolswhichcaterforchildrenwithspeciallearningneeds;integratedunits,whichcaterforchildrenwithspeciallearningneedsbutareattachedtoregularschools;and inclusiveschoolswhichcater forchildren with special learning needs in a regular classroom but children with speciallearningneedsareassistedbyaspecializedteacher.
TheNon–FormalEducation(NFE)systemcomprisesmostlyofadultliteracyimplementedunder the IntegratedCommunityBasedAdult Education (ICBAE). Programmes targetingout‐of‐school childrenandyouthareoffered throughComplementaryBasicEducation inTanzania (COBET) Centres. COBET graduates have the opportunity to join in the formaleducation.
ECCD (THREE YEARS)
ECCD (ONE YEAR)
THE PRIMARY CYCLE
(EIGHT YEARS)
SECONDARY CYCLE
(FOUR YEARS)
BASIC TIVET
ARTISAN AND CRAFT(FOUR
YEARS)
UNIVERSITYUndergraduate
TIVETARTISAN AND CRAFT
DIPLOMA AND UNDERGRADUATEBachelor of Technology
Master of ArtsMaster of Science
MA, MSc
Master of Technology
M.Tech
Doctorate
Ph.DTechnical Doctorates
Ph.D
HIGHER DOCTORATE
0 - 3
3 - 4
4 - 6
6 - 14
15 - 18
Above 18
SeniorScientists
ECCD (TWO YEARS)
EC
CD
PR
IMA
RY
ED
UC
AT
ION
TIV
ET
BA
SIC
ED
UC
AT
ION
HIG
HE
R E
DU
CA
TIO
N
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3.3. Teacher Education in Kenya and Tanzania
Teacher education in Tanzania and Kenya can be broadly categorized in pre‐service(PRESET)andin‐service(INSET)modalitiesofprovision.Inbothcountriesthetwomaininstitutionsinvolvedinthepre‐servicepreparationofteachersaretheUniversitiesandtheTeacherTrainingColleges.Theseareexaminedbelow.
Universities:
InKenyathepublicandprivateuniversitiesofferBachelorofEducationdegreesinArtsandSciencesaswellaspost‐graduatetrainingforsecondaryschoolteachers.Inthis4‐year training, trainee teachersarerequiredtospecialize in twosubjectsthey can effectively teach once deployed to schools. There are student teacherswhotakeICTasoneoftheirspecializationsubjects.However,ICTintegrationintheteachingprocessisyettobefullyimplementedeventhoughtheuniversitiesoffere‐learning.
In Tanzania the universities train graduate teachers who are posted to teach insenior secondary schools and in TCs. Itwas reported that graduate teachers areprone to leave teaching for other forms of employment early in their careers(Swarts&Wachira,2010).Attritionrates in thiscadreof teachergraduateshavebeen noted to be in the range of 15% or greater. This means that although asubstantialnumberofteachersmaybegraduatingfromtheuniversities,thesemaynot all take teaching jobs.This alsomeans that themajority of secondary schoolteachersarediplomaholders.
TeacherTrainingColleges(TTCs):
InKenyatherearesome22publicand50privateprimaryteacher‐trainingcollegesoffering two year certificate courses for teaching in primary schools and oneoffering a two year diploma course to non‐graduates for teaching in secondaryschools. Around 18,700 trainees graduate from public colleges every two years.TeachersfrompublicTTCsaresupposedtobepostedtopublicprimaryschools.Ashiftfromhavingprimaryschoolteachersteachallsubjectstoaspecializationin2subjectswaseffectedfrom2005inanefforttoimprovequalityofteachertraining.The curriculumhas since been tailored to child‐cantered approaches to teachingandlearning.
In Tanzania there are 34 public Teacher Colleges of which 18 offer certificatecoursesineducationforprimaryschoolteachingand16offerdiplomasinteachereducationforteachinginlowersecondaryschools.Howeverduetotheshortageofteachers in the country, teachers in the latter category usually end up teachingsenior secondary as well. Student teachers destined for secondary schoolsspecialize intwosubjectswhereas inthecertificatecoursetheyaretrainedinallsubjects. Teacher competencies have not been defined at the Certificate andDiplomalevelsofteachereducation.
In‐serviceProvision: InKenya in‐serviceof school teachers structurally fallsunder theDirectoratesof
Primary and Secondary Education. The biggest provider is the Institute forCapacityDevelopmentofTeachersinAfrica(ICDTA).TheInstituteco‐ordinatesin‐service education and training (INSET) activities for teachers geared towards
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Strengthening of Teaching in Mathematics and Science Education (SMASSE) inPrimary,Secondary,TeacherTrainingColleges,andTVETinstitutions.The ICDTAruns 108 District INSET Centres for its Secondary INSET programme and 18RegionalINSETCentresforitsPrimaryINSETprogrammesinKenya.
In Tanzania the in‐servicing of teachers does not tend to be regularized and isreportedtobetakingplaceinanadhoc,anduncoordinatedmanner(KombaandNkumbi,2008).Professionaldevelopmentofteachershasnotbeenincorporatedinthestrategicplansatanylevelandhasnotbeenbudgetedfor.
Inbothcasestudycountries therearenosystematicefforts in the in‐servicingofteachers in ICT skills other than a tendency for one‐off training of teachers inparallelwithsmallorlargescaletechnologydeployments.Theskillsupgradingthattake place in such training tend to be fragmented and not geared towardsaddressing the identified needs of practicing teachers for ICT integration inprofessionalandclassroompractices(SwartsandWachira2009/2010).
3.4. A Summary Overview of Institutions and Provision
Tables3and4provideasummaryofkeystatistics intheKenyaandTanzaniaeducationandtrainingsectorsinrelationtothenumberofschools,teachersandstudentsatalllevelsoftheeducationsystems.
Table 3: Kenya key statistics in the Education and Training sector
LevelofEducation No.ofinstitutions TotalNumber
2011 2012 Students/Pupils
Grossenrolmentrate(%)
NumberofTeachers
Pre‐Primary 38,000+(2009)(public&private)
2,370,000(2009)
N/A 78,230(2009)
PrimarySchools 28,567 29,161(20,301public)
9,970,000(2012)
115.8% 176,243(2012)
SecondarySchools 7,297 8,197 2,023,000(2013)
49.3% 59,273(2012)
TeachersTrainingCollegesPrimary
18 50 17,922 N/A N/A
TeachersTrainingCollegesDiploma
2 ‐ 1,800 N/A N/A
Universities 65public/privateuniversities2012/2013
271,142(public)90,246(private)
Source: Statistics in the Education and Training Sector, EMIS, MoE, 2009; Economic Survey Highlights,
MDP, 2013
N/A* = Not Available
Table 4: Tanzania key statistics in the education and training sector
LevelofEducation No. ofinstitutions
TotalNumber
Public Non‐governmental
Students/Pupils
Male(%)
Female(%)
Teachers/Educators/Lecturers
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LevelofEducation No. ofinstitutions
TotalNumber
Public Non‐governmental
Students/Pupils
Male(%)
Female(%)
Teachers/Educators/Lecturers
Qualified Unqualified Total
Pre‐PrimaryEducationCentres
925,465 461,628 463,837 11,980(81%)
2,799(19%)
14,779
Public PrimarySchools
15,265 551 8,419,305 4,203,269
4,216,036
156,733(94.5%)
9,123(5.5%)
165,856
SecondarySchools 3397 869 1,638,699 910,171 728,528 N/A* N/A* 40,517TeachersColleges 34 58 25,814 14,578 11,236 1,665 80 1,745AdultandNon‐formalEducation
625,973 311,817 33,4156 2580 3431 29701
Technical andVocationalInstitutions
21 900 166,786 91,688 75,098
Universities 11 20 169,124 106,615 62,509 Source: Basic Education Statistics in Tanzania (BEST), 2010 N/A* = Not Available
Thetablespresentasummaryoverviewofeducationsystemsthatareinrapidexpansion.Theyreflecttrendsmovingtowardsashiftindemandfromuniversalprimarytouniversalsecondaryeducation.Inparalleltheyrevealemergingscenariosforgrowingdemandsformoreteachersandformoreoptionsforteachereducationprovision.InKenyatheMinistryof Education Statistics in 2008 recorded a shortfall of some 47,000 teachers at primarylevel and 17,000 teachers at secondary level (MoE 2008). In Tanzania governmentestimates in 2007 recorded a requirement of some 45,000 additional teachers to meetdemand resulting from the exponential growth in student populations from primary tosecondarylevel(Hare,2007).TeachersofMathematics,ScienceandLanguage(especiallyEnglish) are inparticular short supply.Many schoolshaveno teachers for some sciencesubjects,andfailureratesforthesesubjectsarehigh(WorldBank,2010).
In this context many experts in the national and international fields of TeacherDevelopment and Information and Communication Technologies (ICT) believe that thethoughtfuluseofnewformsofICTscanbeexploitedtostrengthenandenhanceTeacherDevelopmentprogrammes,addressaccessandimprovethequalityofeducationaldelivery(Leach 2008;Nihuka&Voogt, 2009; Gacicio, 2013). Yet effective technology integrationinto teachers’ classroom practice has not been widespread (McDonough and Le Baron,2010).Theissueiscomplexwheretheneedistoequipeducatorsandadministratorswithexpertise for ICT integration from a systems perspective to support both whole schooldevelopment that will in turn support the pedagogical integration of ICT in classroompractice(Gakuuetal.,2011).
InthefollowingsectionICTpolicyandstrategyframeworksareexaminedintermsoftheirscopeandlimitationsforICTuseineducationandteacherprofessionaldevelopment.
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4. Context of the ICT Professional Development Strategies and Frameworks
ICTteacherprofessionaldevelopmentpoliciesandstrategywhetherdefinedorindevelopmentarecriticaltoolsformappingaholisticapproachforICTuseinteachereducation.ThefollowingsectionsexaminetheparametersofemergingICTeducationandteachereducationpoliciesandstrategiesinthecasestudycountries.
4.1. ICT in Education Policy
TheGovernmentsofKenyaandTanzaniaseethepotentialfortheuseofICTtoimproveaccessto,quality,relevanceandmanagementofeducationprovision.BothcountrieshavedevelopedpoliciesandstrategiesforintegratingICTintheireducationsystems.
InKenyatheICT4EpolicyisintegratedintheboththeNationalICTandEducationPolicies.TheNationalICTPolicy(2006)emphasizestheuseofICTtomodernizeandimproveitseducationandtrainingsystembyexpandingaccesstotrainingresources,acceleratingthespreadofscienceandtechnology,improvingthequalityoftrainingandthelevelofICTliteracyaswellasresponsivenesstosocietalrequirementsinKenya.InadditionKenyahasbeenimplementingtheNationalICTstrategyforEducationandTrainingdevelopedin2006inresponsetoeducationalprioritiesoutlinedintheNationalICTPolicyandtheKenyaEducationSectorSupportProgrammeandtheneedtorecognizeICTasauniversaltoolforeducationandtrainingthatcanprovide‘capabilitiesandskillsneededforaknowledge‐basedeconomy’(GOK,MoE,2012,p5).
InTanzaniatheNationalICTPolicyof2003recognizestheroleofICTcanplayto‘enhanceeducation, including curriculum development, teaching methodologies, simulationlaboratories,life‐longlearninganddistanceeducationandforteachingofnotonlyICT,butofallsubjectsandspecializations.’Furthermore,adistinctframeworkforlinkingICTandBasic Education has been developed in the form of the ICT Policy for Basic Education(2007)whichrecognizestheuseofICTineducationasatoolthat‘willempowerlearners,teachers, educators, managers and leaders to use ICT judiciously and effectively forexpandinglearningopportunities’(MoE,2007,p2).
4.2. Building Teacher Capacity
Teacherqualityisthemostimportantfactorfordeliveryoflearningoutcomes.AMcKinsey(2008)reportobservesthat“thequalityofaneducationsystemcannotexceedthequalityofitsteachers”(p16).Theurgentneedisforpre‐serviceandin‐serviceproviderstoequipteacherswithexpertizeforICTintegrationinteachingandlearningthatgoesbeyondtheacquisitionof technological skills.This sections looksat the strategiesand initiatives forbuildingteachercapabilityinICTuseinadministrationandclassroompracticeinthecasestudycountries.Kenya
In Kenya the National ICT Strategy for Education and Training (2006) includes criticalfeatureswhichspecifyhowICTsaretobeusedforbuildingcapacityinpre‐serviceandin‐serviceteachereducation.Thefocusistoestablishmodelinstitutionsthatwillbeusedtodemonstrate integrationof ICT in teachingand learning; to train teacherson integrationtechniques in the contextof classroompractice; and to sensitize educationmanagersontheimportanceofICTintegration.Theaimistobuildcapacityofuniversitiesandcolleges
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toequipteachersinpre‐serviceprogrammeswithICTskillsuptocertificate,diplomaanddegree level. In in‐service the focus is to develop school‐based capacity for at least oneteacher in each school to teach ICT, support ICT literacy and integration and basicmaintenanceofICTequipment.
KenyahasimplementedanumberofICTinteachereducationtraininginitiativesincluding:the multi‐partnership education programme lead by USAID (2006 – 2012) for ICTIntegration in Pre‐Service Teacher Training in Primary Teacher Training Colleges ‐integrating infrastructure inputs from CISCO for networking of TTCs, INTEL Teach andMicrosoft curricula that have been vetted by the Kenya Institute for Curriculum andDevelopmentforuseinICTsandtrainingoftechnicians;64theAfricanUnionNEPADmulti‐partner demo project that equipped 6 secondary schools with state‐of‐the art ICTs andprovidedteachertrainingandlearnercontent;65themassivein‐serviceprogrammebeingconductedin2013‐2014bytheKenyaEducationManagementInstitute inthetrainingof150MasterTrainerswhowillinturntrainsome60,000teacherstokickofftheintegrationofICTinthePresidential‘LaptopProgramme’initiativeforprimaryschools66;theMinistryofEducationScienceandTechnology(MoEST)collaborationwithGeSCIforplanninganddevelopingICTinEducationandTraininginitiatives, including ICTuse intheTVETsub‐sector where: in 2011 a TVET ICT baseline survey was carried out; in 2012 acontextualized framework of ICT‐Competency Standards for Teachers in Kenya’s TVETinstitutions was developed; and in 2013, a strategy for integration of ICT in TVETprogrammeswasdeveloped(MoEST&GESCI,2011).
Tanzania
In Tanzania there have been concerted and on‐going efforts to build teacher ICTcompetenciesandskillsinpre‐serviceandin‐service.In2005thedeploymentofICTintheTeachers Colleges (TCs) was prioritized by the Ministry of Education and VocationalTraining (MOEVT) and ICT use in TC programmes was first implemented as a jointinitiative with the support of the Swedish International Development Agency (Sida).CurrentlyICTprogrammesarebeingimplementedin34Teachers’Colleges(TCs)withtheaimof facilitatingtutorsandstudentteachersto integrateanduseICTasa teachingandlearning tool. Diploma Colleges offer courses on ICT at Diploma level which areInformation and Communication Technology (Academic) and Information Computerstudies(Methodology).
InTanzaniatherehavebeenseveralon‐goinginitiativesthathavebeenintegratingICTinteacher development inclusive of the following examples: theMinistry of Education andVocational Training (MoEVT) and IICD partnership collaboration project on TeacherProfessionalDevelopmentusingICT(BEFT)todevelopschool‐basedcapacityonnewwaysof teaching and administrating with ICT;67 the ICT‐Connect and national TeacherEducationDepartmentpartnershipprojectthathasenabledinformalprofessionallearningopportunitiesandcommunitiesofpracticethroughconnectingtheteachertrainingcollegenetwork toaplatform formutualactivities;68the ‘Badiliko’BritishCouncil andMicrosoft
64http://pdf.usaid.gov/pdf_docs/pdacx751.pdf65http://www.eafricacommission.org/projects/127/nepad‐e‐schools‐initiative66http://www.humanipo.com/news/34207/kenyan‐government‐picks‐trainers‐for‐laptops‐programme/67http://www.iicd.org/projects/tanzania‐betf68http://www.iicd.org/projects/tanzania‐ict‐connect‐ted
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project that uses a digi‐hub model to provide resource outreach and a professionaldevelopment cascade programme for educators to hundreds of schools;69the multi‐partner collaboration between the MoEVT, the Open University of Tanzania (OUT), theUniversity of Dar‐es‐Salaam (UDSM) and the Mid Sweden University (MiUn) on an m‐learning secondary teacher education project providing access to pedagogy and subjectspecializededucationtraining.70Inthiscontextthegovernmenthasmadeeffortstodefinearoadmapforstreamliningthemultiple ICT in teacher education initiatives. In 2009 the MoEVT with assistance fromGESCI facilitated the development of a “Framework for ICT use in Teacher ProfessionalDevelopment in Tanzania” elaborating a development path with vision, goals, resourcerequirements and outcomes for ICT integration in teacher education. In 2013 thepartnershipfacilitatedamulti‐stakeholderdevelopmentoftheTanzaniaBeyondTomorrowstrategy71with a HumanResource Development component that clarifies the need for aclearframeworkforpre‐service,inductionandin‐serviceICTprofessionaldevelopmentofeducators.
4.3. Towards a Framework for ICT Use in Teacher Professional Development
The Kenya and Tanzania case study ICT professional development strategies andprogrammes describe in broad terms national and local efforts for building teacher ICTcapability: from basic literacy skills to ICT use in management and administration tocontent development and the pedagogical integration of ICT in practice. However thedesiredoutcomesforICTinteachereducationcanonlybeachievediftheoverallstrategiesarecomprehensiveandrealistic.Whatisneededisaframeworkthatcanalignnationalandlocalinitiativesandprogrammesintoacontinuumapproachforbuildingteachercapacitysystematically through different levels of ICT competency from pre‐service to in‐serviceprogrammes.In 2013 GESCI in partnership with the Master Card Foundation and working incollaboration with theKenya and the Tanzania Ministries of Education, introduced theglobally benchmarked UNESCO ICT Competency Framework for Teachers (ICT‐CFT)(2011)intothepartnershipteacherdevelopmentprojectforStrengtheningInnovationandPractice in Secondary Schools (SIPSE) in Kenya and Tanzania. The SIPSE project wasconceptualizedtoenhanceteachercapacityinICTcompetenciesandskillstoteachScience,Technology, English and Mathematics (STEM) subjects in secondary schools for a 21stCenturycontextandtoincreaseaccessto,andqualityofteachingandlearningmaterials.TheadoptionoftheUNESCOICTcompetencyframeworkinSIPSEpresentedanumberofadvantages forpromoting the innovativeand transformativepractices thatunderpin theSIPSEprojectaslistedintable5.
Table 5: Advantages of an ICT Competency Framework for Teachers in Professional Development
Innovationat AcompetencyframeworkintheSIPSEprojectcanfocusICTintegrationoninnovativeandtransformativepracticeatthe
69http://www.britishcouncil.org/partner/corporate/our‐stories/project‐badiliko‐microsoft70http://matsdeutschmann.files.wordpress.com/2013/01/e‐learning‐africa‐2009.pdf71http://www.elearning‐africa.com/eLA_Newsportal/%E2%80%98tanzania‐beyond‐tomorrow%E2%80%99‐soon‐ready/
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classroomlevel
classroomlevelofSTEMteachingandlearning;wheretechnologyintegrationchangescontentaswellaspedagogy(whatstudentslearnaswellashowtheylearn)
InnovationatSystemiclevel
AcompetencyframeworkintheSIPSEprojectcanfocusICTintegrationontransformativepracticesatthesystemiclevel:leadingtochangesintheorganizationalandstructuralfeaturesofICTcourseprovisioninpre‐serviceandin‐serviceincasestudycountries
Clarity ItwillbeclearforallintheSIPSEcoursecountrieswhatisrequiredforcertificationintermsofcompetenciesandskillsforICTuseinSTEMteachingandlearning.
Confidenceincoursematerials
Theministry,partnersandcoursestakeholderscanbeconfidentincoursedevelopmentandmaterialsthatarealignedtoagreedandtransparentICTteachercompetencystandards
ThefollowingsectionoutlinestheprocessesinvolvedinoperationalizingtheICT‐CFTinSIPSEandmoreexplicitlytheprocessesinvolvedincontextualizing,prioritizingandoperationalizingICTCompetencyFrameworksforTeachersinKenya(ICT‐CFTK)andTanzania(ICT‐CFTT)in‐serviceprogrammes.
5. Development of ICT Competencies for Teachers
Competencewithtechnologyintegrationisthebasisforeffectivechange.ICTcompetenciesorstandardsaredescriptionsofwhataqualifiedteachershouldknowandbeabletodowithtechnologyineducationalsettings.
5.1. An Overview of the SIPSE ICT‐CFT National Task Forces – Kenya and Tanzania
Thenationaltaskforceineachcountryismadeupofrepresentativesfromnationalandschoollevelsaffiliatedtoteachereducationpolicyandprogrammes,e.g.educationalpolicymakersintheareasofteachereducationandcurriculumdevelopmentforScience,Technology,EnglishandMathematics(STEM)subjectsandteachereducatorsintheareasofSTEMspecialistareasfrompre‐serviceandin‐serviceinstitutions(Universities,TEIsandSchools).Thenationaltaskforcestogetherwithotherkeyexpertpartiesareresponsibleforvalidatingthecontextualizedcompetencyrecommendations,andprovidingassistancetoon‐goingdevelopmentofcurriculummapping,totheidentificationofOERsandthedevelopmentofmodulesfortheprojectteacherdevelopmentblendedlearningcourses.
KenyaNationalTaskForce
1. MinistryofEducation(MoE)–1representative2. KenyaInstituteofCurriculumandDevelopment(KICD)inchargeofTeacher
EducationCurriculum–1representative3. TeacherServiceCommission–1representative
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4. CentreforMathematics,ScienceandTechnologyEducationinAfrica(CEMESTEA)inchargeofin‐serviceteachereducationcurriculuminMathematicsandScienceforprimaryandsecondary–1representative(andSIPSEmastertrainer)
5. SecondaryschoolICTChampionteachersandspecialistsinScience,Technology,MathematicsandEnglishsubjectteaching–5representatives(andSIPSEmastertrainers)
TanzaniaNationalTaskForce
1. MinistryofEducationandVocationalTraining(MoEVT)–1representative2. TanzaniaInstituteofEducation(TIE)inchargeofTeacherEducationCurriculum–
1representative3. TeacherCollegesteachereducationspecialistsinScience,Technology,Mathematics
andEnglishTeacherEducation–6representatives(andSIPSEmastertrainers)
5.2. An Overview of the UNESCO ICT‐CFT
Competencewithtechnologyintegrationisthebasisforeffectivechange.ICTcompetenciesorstandardsaredescriptionsofwhataqualifiedteachershouldknowandbeabletodowithtechnologyineducationalsettings.
TheUNESCOICTCompetencyFrameworkforTeachers(ICT‐CFT)(2011)promotesateacherdevelopmentmodelforeffectiveICTintegrationacrosssixeducationsystemdomainsofPolicy,CurriculumandAssessment,Pedagogy,ICT,OrganizationandAdministrationandTeacherDevelopment.Itprovidesacontinuumofapproachestoenableteacherstomovefromapplying(technologyliteracy)toinfusing(knowledgedeepening)totransforming(knowledgecreation)stagesofICTintegration.ItisaframeworkthatgraduallydevelopsteachercapabilitytouseICTasanaturaltoolforsupportingandtransformingeverydaypractice(UNESCO,2011;CommonwealthofLearning,2012).
Figure2:ICTCompetencyFrameworkforTeachersSource:UNESCO2011
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5.3. Development of ICT‐Competency Frameworks for Teachers in Kenya and Tanzania
TheICT‐CFTpresentsaholisticviewofICTteachercompetenciesthatgoesbeyondbasice‐literacy.Itprovidesacomprehensiveframeworkofcompetenciesneededby21stcenturyteachers.HowevertheICT‐CFTisatheoreticalframework.ThissectionpresentstheprocessesinvolvedintheoperationalizationoftheICT‐CFTinSIPSEin‐serviceprogrammesforteachersinKenyaandTanzania.Theoperationalizationprocessesinvolved5principalstages:needsassessmentandsituationalanalysis,contextualizationandprioritizationofcompetencies,curriculummappingbasedonICT‐CFTpriorities,moduledevelopmentbasedonICTcompetencyprioritiesandassessmentandevaluationofthecompetencypilotinginin‐servicecourses(SeeTable6foranoverview).
Table 6: Stages of ICT‐CFT Operationalization
Activities Participants/accountability
Methods Duration
Output
Stage1 Situationalandneedsassessmentanalysis
Ministries&Departments,Universities,TEIs,TVEs,Schools,etc.
Literaturereview,Questionnaire,FocusGroupDiscussion,Interview,Surveys
2monthsperiod
InstrumentsSituationanalysisreport
Stage2 Contextualization&prioritizationofICTcompetencies
PolicymakersTeachereducation,TeacherServices,teachereducatorsTEIs&Universities
ICT‐CFTRoadmaptool;Development‐prioritysurveyandmatrixtools
2daysperiod
ICT‐CFTRoadmapContextualizedcompetencyframeworkforteacherinKenya(ICT‐CFTK)andinTanzania(ICT‐CFTT)Prioritizedcompetenciesformoduledevelopment
Stage3 CurriculumMappingUsingICT‐CFTPriorities
Nationaltaskforce&partnerexperts
ICT‐CFTcurriculumreviewandmappingtools
2weeksperiod
NationalCurriculumreviewsCurriculummappingforin‐servicetraining
Stage4 ModuleDevelopmentusingICT‐CFT&TPACK
Nationaltaskforce&partnerexperts
OERsandICT‐CFT&TPACKframeworks
4monthsperiod
Modulesfor2levelsofICTcompetencies
Stage5 Assessment&Evaluation
MasterTrainerteamfromnationaltaskforce
LessonobservationLessonplanassessmenttools
Ongoing Certificationfor2levelsofcompetencyattainment
SummaryofactivitiesforSIPSEICT‐CFTImplementation:
SIPSEyear1implementation
1) Situationalandneedsanalysis,2) ICT‐CFTcontextualization&prioritization,
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3) Preandin‐servicecurriculumreview&SIPSEcurriculummappingbasedonprioritizedICT‐CFTcompetencies,identificationofOERS,developmentofSIPSEmodulesfortechnologyliteracyandknowledgedeepeninglevels,
4) DeploymentofSIPSEmodulesfortechnologyliteracy(TL)level–workshops,e‐learningandm‐learningandschoolbasedprojectbyteacherteams(schoolreview)
5) Monitoringof3levelsofSIPSEprofessionaldevelopmentimpactinyear1 Level1‐teacherreactiontoTLmodulartrainingdeliveredviaworkshopsand
online Level2‐teacherself‐assessmentpreandpostTLmodules Level3‐teacherapplicationofTLlevellearning(measuredviaobservationof
classroompractice,lessonreview)
SIPSEyear2implementation
1) DeploymentofSIPSEmodulesforknowledgedeepening(KD)level–workshops,e‐learningandm‐learningandschoolbasedprojectsbyteacherteams(lessonplanning,teachingandreflectioninteacherdesignteams,schoolplanningforICTintegration)
2) Monitoringof5levelsofSIPSEprofessionaldevelopmentimpactinyear2 Level1‐teacherreactiontoKDmodulartrainingdeliveredviaworkshopsand
online Level2‐teacherself‐assessmentpostKDmodules Level3‐teacherapplicationofKDlevellearning(measuredviaobservationof
classroompractice,lessonreview) Level4‐schoolorganizationandculture(schoolsupportforICTintegration–
leadership,schoolculture,ICTacrossthecurriculum,teacherprofessionaldevelopmentresourcesandinfrastructure)
Level5–studentattitudesanddispositionstowardsICTuseinSTEMteachingandlearning
3) Evaluation–externalevaluationofprojectimpactat5levelsofteacherprofessionaldevelopment
TheprocessofcompetencyframeworkoperationalizationinTanzaniaandKenyawassetuptobeamorecollaborativeprocessofcompetencyconsensusthatisthenormofcompetencysettingineducationsystems.TheflowofthecompetencyframeworkoperationalizationisshowninFigure3.
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Figure3:FlowChartofICT–CFTImplementationRoll‐out
Stage 1: Needs assessment and situational analysis
GESCIhasconductedICTinEducationneedsassessmentsandsituationalanalysisinKenya(SwartsandWachira2009;MoEST2010)andinTanzania(SwartsandWachira,2010;Hookeretal.2011).ThefollowinggoalswerespecifictotheassessmentoftheteachereducationlandscapeineachcountrywithaviewtopilotingtheICTCompetencyFrameworkforTeachers:a) AscanoftheICTteacherdevelopmentlandscapelookingatexistingICTteacher
trainingpolicies,strategies,programs,standards(ifany),curriculum,content,deliverymechanisms,evaluationandassessmentamongothersbothatin‐serviceandpre‐servicelevels.ThisscanwouldbeusedtodeterminethecontributionofICTcompetencystandardsinKenyaandTanzania
b) AstakeholderanalysisanddeterminationofkeynationalcounterpartsfortheICTinTeacherEducationinitiativesinconsultationwiththeMinistriesofEducation
c) Determiningatwhatlevel(primary,secondaryortertiaryincludingvocationaltraining)topilottheICTTeacherCompetencyFrameworkinalignmentwithcountryneedsandobjectives
d) IdentifyingteachertraininginstitutionstotargetforpilotingtheICT–CFTframeworkandtools
Theneedsanalysiswasconductedintwophases:adeskstudyfollowedbycountryfieldstudies.
DeskReview: The purpose of this stage was to generate a knowledge base about thegeneralstatusof ICT ineducationandteacherdevelopment inKenyaandTanzania.Thisstage consisted of reviewing existing literature, reports, comparableworkdone inothercountries,websitesandavailabledata.
Stage2:Contextualization&prioritizationofICT‐CFT
Stage 3: Curriculummappingagainstpriorities
Stage1:Needsassessmentandsituationalanalysis
Stage4:Moduledevelopment usingICT‐CFT&TPACK
Stage5:Assessmentandevaluation
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FieldSurvey:Thisstage,conductedoveraperiodoftwoweeks,collectedmorein‐depthdataandinformationabouttheICTineducationandteacherdevelopmentlandscapesinKenyaandTanzania,gatheringinformationthroughinterviewsandconsultationwithactorsfromtheeducationandteacherdevelopmentnationalsectors,agenciesandinstitutions.Thekeytoolsusedduringfieldresearchwere:
Interviewsconductedwithkeyinformantsinministries,nationalinstitutionsandagencies,statecollegesandlocalschoolsforadurationofbetween45minutestoonehour.
Focus group discussions conducted with lecturers, teachers, student teachers
and students
Surveys on stakeholder importance and prioritization ratings of UNESCO ICT
teacher competency standards
Questionnaires to verify status of ICT infrastructure in Colleges of Education
and schools
SeethecompletefieldresearchtoolsetinAppendix1.
Stage 2: Contextualization of the UNESCO ICT‐CFT framework
ThecontextualizationoftheICT‐CFTinvolvedatwo‐stepprocess:(1) FormulationofaroadmaptoolforICTcompetencystandardsforteachers
ThegoalofdevelopingaroadmaptoolwastohaveabaselineframeworkreadyforfacilitatingcontextualizationprocessesinTanzaniaandKenya.Theroadmapwasthusthestartingpointofcontextualizationprocess.Thestepsinvolvedincreationofroadmapwere:
a) Reviewingcompetenciesfromaroundtheworld:Variousinternationaland
nationalframeworkswereconsultedduringthecreationofroadmaptool.Theframeworksreviewedduringroadmapdevelopmentwere:
‐ ISTE:NationalEducationalTechnologyStandardsforTeachers(NETS‐T)‐ UNESCO:ICTCompetencyFrameworkforTeachers‐ Australia:ICTCompetencyFrameworkforTeachers‐ DutchICTKnowledgeBase‐ TeachersCompetenciesandQualificationsFrameworkforEUcountries‐ ICT‐enhancedTeacherStandardsforAfrica‐ SouthAfricanICTTeacherDevelopmentFramework72
72CommonwealthDepartment of Education Science andTraining (2002). RaisingtheStandards:AproposalfortheDevelopmentofanICTCompetency Framework for Teachers. Retrieved from: http://pandora.nla.gov.au/pan/32689/20030102‐0000/www.dest.gov.au/schools/publications/2002/RaisingtheStandards/RaisingtheStandards.pdfeQSF(2010).AQualityStandardsFrameworkforICTinLearning.Retrievedfrom:http://www.eqsf.eu/index.php?homeGovernment of Australia, Department of Education (2013). ICT Professional Standards and Indicators. Retrieved from:http://www.det.wa.edu.au/curriculumsupport/ocs/detcms/navigation/ict‐professional‐learning‐and‐pedagogies/developing‐skills‐for‐using‐ict/?oid=Category‐id‐3727005#toc1Government of South Africa (2007). Guidelines for Teacher Training and Professional Development in ICT. Retrieved from:https://www.google.co.uk/?gfe_rd=cr&ei=df1AU8nLN6LY8gf3y4GYDg#q=www.thutong.doe.gov.za%2FResourceDownload.aspx%3Fid%3D35998VanderLinde,D.,VanderHoeff,A.,Pronk,H.andVanAst,M.(2009)ICTKnowledgeBase.Retrievedfrom:http://www.edusummit.nl/fileadmin/contentelementen/kennisnet/EDUSummIT/Documenten/ICT_Knowledge_Base.pdf
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b) ICTTeacherCompetencyRoadmap:TherestructuringoftheUNESCOICT
CompetencyFrameworkforTeacherstocreateanICTTeacherCompetencyRoadmaptool.ThisworkinvolvedanalysingeachoftheUNESCOcompetencydevelopmentapproaches(technologyliteracy,knowledgedeepeningandknowledgecreation)andsystemdomains(policy,curriculum,pedagogy,ICT,organization&management,teacherdevelopment). Eachcompetencydomainwasdividedintosub‐domains(e.g.policy‐policy
awareness;classroompractice). Aprogressionpathwasmappedofkeyperformanceindicatorsand
benchmarkstodescribeincreasinglevels(beginning,applying,proficient&transformativelevels)ofteacherattainmentinthefullimplementationofeachcompetencysub‐domainandapproach.
AnumberofgapswereidentifiedwheretherewasnotarelevantUNESCOstatementforaparticularsub‐domain.NewstatementsweredraftedwhichwereconsistentwiththenearestUNESCOcompetencystatement.
Anew“emergent”levelwasaddedtotheICT‐CFTframeworksothattheroadmapwouldbemoreinclusivetoschoolsandinstitutionsthatwerejustbeginningtoengagewithICT–astagethatwasevidentinasignificantnumberofeducationinstitutionsandschoolsduringtheneedsanalysis(Table7).
Table7:ExtractfromtheICTTeacherCompetencyRoadmap
Emergent TechnologyLiteracy KnowledgeDeepening KnowledgeCreation
Competencydomains&
sub‐domains
Performance
Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
Policy&Vision
Policyawareness
research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas.
identifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment
contributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.
collaboratewithotherstoplanandimplementnewandmoreeffectiveapproachtointegratenewICTacrossallsubjectareas
embed,school,districtandnationalpolicyinICTintegrationbyapplyingitintheirdailyworkandengagingwithstudentsininnovativeandexemplarypractice.
Classroom
Practice
design,adaptanddevelopclassroompractices
createlessonplanswithabasicreferencetoschooland/or
identifykeycharacteristicsofclassroompracticesandspecifyhow
explainandanalysetheprinciplesofusingICTineducation‐
design,implement,andmodifyschool/institutionalleveleducation
UNESCOInternational Institute for Capacity Building in Africa (IICBA) (2009) ICT‐enhanced Teacher Standards for Africa (ICTeTSA). Retrieved from: http://unesdoc.unesco.org/images/0021/002161/216105e.pdf UNESCO(2008,2011).ICTCompetencyFrameworkforTeachers.Retrievedfromhttp://unesdoc.unesco.org/images/0021/002134/213475e.pdf
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andschoolprogrammestoimplementnationalICTandeducationreformpolicies
nationalICTpolicyandpractice.
thesecharacteristicsservetoimplementpolicies(TL.1.a.)
describehowtheseprinciplescanbeputintopracticeintheirownteaching‐analysewhatissuesariseinimplementingtheseprinciplesandhowthoseissuescanbeaddressed.(KD.1.a.)
reformprogramsthatimplementkeyelementsofnationaleducationreformpolicies.(KC.1.a)
Note:EnumeratedstatementsrefertocompetenciesintheUNESCOICT‐CFT
c) Fourlevelsofcompetencies:Allinall,theroadmaphasfourlevelsofteachercompetencies: Intheemergingstage,theteacherdevelopmentfocusisontheuseofICTasan
add‐ontothetraditionalcurriculaandstandardizedtestsystems.TeachersandlearnersarediscoveringICTtoolsandtheirgeneralfunctionsanduses,andtheemphasisisonbasicICTliteracyandskills.
Intheapplyingstage,thefocusisonthedevelopmentofdigitalliteracyandhowtouseICTforprofessionalimprovementindifferentdisciplines.ThisinvolvestheuseofgeneralaswellasparticularapplicationsofICT.
Intheproficientstage,theteacherdevelopmentfocusisontheuseofICTtoguidestudentsthroughcomplexproblemsandmanagedynamiclearningenvironments.TeachersaredevelopingtheabilitytorecognizesituationswhereICTwillbehelpful,andchoosingthemostappropriatetoolsforaparticulartask,andusingthesetoolsincombinationtosolverealproblems.
Inthetransformativestage,thelearningsituationistransformedthroughtheuseofICT.ThisisanewwayofapproachingteachingandlearningsituationswithspecializedICTtools.Teachersarethemselvesmasterlearnersandknowledgeproducerswhoareconstantlyengagedineducationalexperimentationandinnovationtoproducenewknowledgeaboutlearningandteachingpractice.
TheroadmapisatoolthatcanbeusedtocontextualizeortailordevelopmentpathsforICTuseinprofessionaldevelopmenttoaparticularcountry,itspoliciesanditscurrenteducationalconditions.SeethecompleteroadmapandperformanceindicatorsinAppendices2and3
(2) ContextualizingcompetenciesthroughaconsensusbuildingprocessInKenyaandTanzanianationaltwo‐dayworkshopswereheldaspartoftheSIPSEpartnershipproject,foranintroductiontoandcountrycontextualizationoftheICT‐CFTroadmap.
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a) Theworkshopswereattendedbyparticipantsrepresentingkeystakeholdersinteachereducationineachcountry,e.g.educationalpolicymakersintheareasofteachereducation,teacherservicecommissionsandcurriculumdevelopmentforScience,Technology,EnglishandMathematics(STEM)subjectsandteachereducatorsintheareasofSTEMspecialistareasfrompre‐serviceandin‐serviceinstitutions(Universities,TEIsandIn‐serviceproviders).DuringtheworkshoptheMOEandGESCIpartnerteamsservedasinformants,facilitatorsandresourceprovidersratherthanhavingadirectroleincontextualizingthecompetencies.
b) Thekeyworkshopactivitiesforcompetencycontextualizationandprioritizationwereasfollows:
‐ Familiarization:Facilitationteaminteractivepresentationanddiscussionof
theICT‐CFTroadmap;thefocusinthediscussionwastoexaminetheICT‐CFTroadmapdomainsandperformanceindicatorsinthecontextofglobaltrendstowardsICTcompetenciesandstandardsineducationandteachereducation(seeroadmapandperformanceindicatorsinappendices2and3)
‐ Review:ParticipantreviewofvariousinternationalandregionalICTcompetencyframeworks;thefocusinthereviewwastoexamineanddiscusscompetencyfeaturesandcharacteristicsthatwouldbeappropriateforcountrycontexts;whetherthecompetenciesshouldbegenericorsubject‐specific;whethertheyshouldbetargetedatpre‐serviceorin‐service;whethertheyshouldbedevelopedforteachers,administratorsorteachereducators,oranyothergroup;howthecontextualizedcompetenciesmightbeusedandownedaswellasobstaclestotheiruse(seethecompetencyreviewtoolsinappendix4).
‐ Contextualization:ParticipantuseofStandardsforStandardstoolfor
contextualizingICT‐CFTroadmapcompetencies:thefocusinthecontextualizationwastousethetoolcriteriaofclarity,scopeandrelevancetoassesswhethertheRoadmapICTTeacherCompetencieswereclear,sufficientintermsofcontent,andapplicableandrelevanttotheparticipantteacherdevelopmentcontexts;andthentomodifythecompetenciesbasedontheparticipantassessmentandsuggestionsforimprovementandlocalizationofthecompetencies(seethecontextualizationtoolinappendix5)
‐ Prioritization:ParticipantuseofaDevelopment‐PriorityScantoolcontaining
26performancecriteriadrawnfromtheICT‐CFTroadmap;thefocuswastoenableparticipantstoidentifywheretheythinktheirteachersareintermsoftheirICTdevelopmentleveloneachperformancecriterion(emerging,applying,proficientortransforminglevel)andwheretheywanttheirteacherstobeintermsofselecting3or4priorityperformancecriteria(outofthe26)thatshouldbethefocusofprofessionaldevelopmentcourses(seethedevelopment‐prioritytoolinAppendix6).
‐ CompetencyPriorityMatrix:Amatrixwasdevelopedfromananalysisofthedevelopment‐priorityscanningamongstakeholders(policymakers,educators,teachers,principals)inthenationalworkshopsandsurveys;thematrix
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presentedamappingofcompetenciesratedbystakeholderstobeathigh/lowlevelsofdevelopmentandpriority.Seetable8ICT‐CFTprioritycompetenciesidentifiedfortheSIPSEcourseimplementationinKenyaandTanzania.Allthecompetenciesthatwereratedashighinpriority(whethertheywerehighorlowindevelopment)wereselectedasthefocuscompetenciesfortheSIPSEteacherin‐servicecourseonICTusetosupportSTEMteachingandlearning.
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Table8:ICTteachercompetencyprioritiesforSIPSEcoursefocusinKenya&Tanzania
QuadrantIII:HighDevelopment.LowPriority
QuadrantIV:HighDevelopment,HighPriority
LowDevelopmentHigh
• ICT‐Internet• ICT‐Communication&collaboration• ICT‐Educationalsoftware• Org‐LeadingICTintegration• Org‐Acceptable&appropriateuses
• Curriculum‐CurriculumPlanning• Pedagogy‐Planning• Pedagogy‐Problembasedlearning• ICT‐Productivitytools• Org&Management‐Classroom
management
QuadrantI:LowDevelopment,LowPriority
QuadrantII:LowDevelopment,HighPriority
• Cur‐Communication&collaboration• Cur‐SpecialNeedsEducation• Pedagogy‐Communication&
collaboration• ICT‐Administration• ProfessionalDev‐Informallearning
• Policy‐Policyawareness• Policy‐Classroompractice• Curriculum‐LearningEnvironment• Curriculum‐• ProfessionalDevelopment–
Planning• ProfessionalDev‐Teacher
awareness
Low PriorityHigh
Stage 3: Curriculum Review
Thenextstagefocusisoncurriculumreviewofpre‐serviceandin‐serviceteacherdevelopmentprogrammesusingcurriculummappingtoolsthatdrawoncontextualizedandprioritizedcompetencies.
a) Curriculumreviewandimprovement:Curriculumreviewcanbealengthyandeven
expensiveprocess,dependingonhowitisstructured.Inaworldwherechangeisaccelerating,itisdesirabletohaveshortercurriculumreviewcyclesinformedbycontinuousinformalreviewsasthecurriculumisa‘work‐in‐progress’andneedstoberesponsivetochangingcircumstancesandemergingneedsofstudentsandsociety.
b) UNESCOICT‐CFTReviewTool:IntheKenyaandTanzaniaSIPSEprojecttheadoptionoftheUNESCOICT‐CFTwasausefultooltocarryoutshortandfocusedinformalcurriculumreview.Anexampleofthecurriculumreviewtemplatecanbefoundinappendix7.Thetemplatepresentsareviewprocessthatrequiresanexaminationofteacherdevelopmentcurriculumandsyllabusgoals,priorities,learningoutcomes,pedagogy,assessmentpracticesandteacherpreparationinrelationtohowthesecouldbeenhancedorimprovedwiththeintegrationanduseoftheICT‐CFTandits6systemcompetencydomains.
c) STEMCurriculumReview‐Kenya&Tanzania:Theexistingcurriculumfor
secondaryteachereducationinKenyaandTanzaniawasreviewedbythenationalteams,asin:thepre‐servicediplomacoursecurriculumoftheKenyaInstituteofCurriculumDevelopment;73thein‐servicecurriculumforMathematicsandScienceoftheKenyaCentreforMathematics,Science&TechnologyEducation;74andthediploma
73http://www.kicd.ac.ke/74http://www.cemastea.ac.ke/
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courseforsecondaryeducationoftheTanzaniaMinistryofEducationandTraining.75TheteamsidentifiedatendencyforseparateguidelinesincurriculumsyllabusesforICTuseinsubjectteachingandtheneedforICTtobeintegratedintocurriculumorientationsforsupportingcontentandpedagogy.SeeTable9exampleofcurriculumreviewandimprovementforICTintegrationinKenyaIn‐serviceMathematic&ScienceSyllabuses.
75http://www.moe.go.tz/index.php?option=com_docman&task=cat_view&gid=369&Itemid=618
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Table9:CurriculumReviewandImprovement–In‐serviceScienceandMathematics
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Stage 4: Module Development and Deployment
ThefollowingphasesofmoduledevelopmentwerecompletedoverafourmonthperiodduringandafterthenationaltaskforceteamconsultationworkshopsinKenyaandTanzania.The development phases involved processes that built on the analysis coming out of
the ICT Teacher Competency contextualization, prioritization and curriculum review. The
module development and deployment phases involved processes of module curriculum
mapping, identification and assessment of appropriate open education resources, guided
writing and review, and piloting and evaluation of the first iteration of the SIPSE modules.
The following section presents an overview of these phases.
a) CurriculumMappingforModuleDevelopment:
BasedontheanalysisoftheICTcompetencyprioritizationandnationalteachereducationICTcurriculummappinggaps,afirstdraftofacurriculumframeworkcanbemappedtooutlinebroadthemesandcompetenciesforthedevelopmentofpre‐serviceorin‐servicemodularcoursesthatareinformedbyprioritiesandneeds.Table10showspartoftheSIPSEcurriculumframeworkthatwasdevelopedfromthestakeholderprioritizedcompetenciesforin‐serviceprofessionaldevelopment.Theframeworkscaffolds‘curriculumpathways’totaketeachersthroughthreelevelsofICTcompetencies–startingfromalevelofICTbasiccompetency(‘emerging’),toanapplyingICTcompetencylevel(‘technologyliteracy’)toaproficientICTlevel‘knowledgedeepening’.
Table10:SIPSECurriculumpathwaysmapping3levelsofteacherICTcompetencydevelopment
KeyCurriculumAreas
Emerging TechnologyLiteracy KnowledgeDeepening
PolicyAwareness
Teachersidentifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment
TeacherscontributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.
TeachersdiscussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.
Curriculum&Assessment–CurriculumPlanning
Teachersexplainhowexistingcurriculumobjectivesandassessmentprocedurescanincludetheuseoftechnologytosupportstudentlearningandoutcomes.
Teachersmatchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsanddescribehowthesestandardsaresupportedbytheseapplications.(TL.2.a.)
TeachersdesignunitsandclassroomactivitiesthatintegrateinastructuredwayarangeofICTtoolsanddevicestosupportstudentlearning.
Pedagogy‐Planning
Teachersselectandusehardwareandsoftwarebestsuitedtoparticularlearningexperiencesandplanstudentlearningexperiencesforappropriateuseofthese
TeachersdescribehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofschoolsubjectmatterKnowledge(TL.3.a.),incorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionof
Teachersdesignunitplansandclassroomactivitiessothatstudentsengageinreasoningwith,talkingabout,andusingkeysubjectmatterconceptswhiletheycollaboratetounderstand,
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tools. schoolsubjectmatterknowledge.(TL.3.b.)
represent,andsolvecomplexreal‐worldproblems,aswellasreflectonandcommunicatesolutions.(KD.3.d.)
ICT‐Internet Teachersexploreand
demonstratetheuseoftheinternetforsearchandretrievalofinformation.
TeachersdescribetheInternetandtheWorldWideWeb,elaborateontheiruses,anddescribehowabrowserworksanduseofURLtoaccessawebsite(TL.4.e.),useasearchengine.(TL.4.f)
TeachersevaluatetheaccuracyandusefulnessofWebresourcesinsupportofproject‐basedlearningwiththesubjectarea.(KD.4.b.)
Organization&Administration–ClassroomManagement
Teachersusewholeclassinstructionaspredominantteachingstylefortechnology‐basedlearningactivities.
Teachersidentifytheappropriateandinappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.(TL.5.c.)
Teacherscreateflexibleclassroomlearningenvironmentsthatintegratestudentcentredactivitiesandflexiblyapplytechnologytosupportcollaboration.
TeacherDevelopment‐Planning
Teachersinvestigateandreflectonresearchandprofessionalpracticeforusingdigitaltoolsandresourcestosupportstudentlearningneeds.
TeachersuseICTtoenhancetheirproductivity.(TL.6.a.)
TeachersuseICTtoaccessandshareresourcestosupporttheiractivitiesandtheirownprofessionaldevelopment.(KD.6.a)
b) MappingModuleCurriculumObjectives,ContentandPedagogyStrategies:
Thenextphaseofmodulecurriculummappingoutlinestheidentificationofhigh‐levelobjectives,proposalsforcontentandpedagogicalstrategiesforeachcurriculumcompetencydomain.Table11illustratesapartofthetechnologyliteracylevelcurriculummappingofobjectives,contentandpedagogyproposalsbynationalteamsineachdomainoftheSIPSEprioritizedcompetencies.TheICTcompetencydomainunderpinsalldomainsandwasthereforenotspecifiedasaseparateareaforcurriculummappingbynationalteams.
Table 11: Technology Literacy Module Curriculum Objectives,
Content and Pedagogical Strategies Mapping
Module&UnitTitle Objectives ProposedContent Teaching&learningstrategieswithproposedactivities
Policyawareness TeachersshouldbeabletodiscussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.
Identificationofpolicydocuments,
methodsofcollaboration,
approachesforICTintegration.
Explanationofpolicydocuments,discussiononmethodsofcollaboration,agroupactivityonapproachesforICTintegration.
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Curriculum&Assessment‐CurriculumPlanning
Teachersmatchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsanddescribehowthesestandardsaresupportedbytheseapplications.(TL.2.a.)
ConceptsandprocessesintheSTEMsubjectareas.
functionandpurposeofsubject‐specificsoftwaretools.
DiscussionofkeyconceptsandprocessesinrespectiveSTEMsubjectareas.PlanningactivitiestoexploreonthefunctionsandpurposeofSTEMsubject‐specifictools.
Pedagogy–Planning TeachersshouldbeabletodescribehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofschoolsubjectmatterKnowledge(TL.3.a.),incorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionofschoolsubjectmatterknowledge.(TL.3.b.)
Whatitmeanstobeanexemplaryteacher;
RoleofICTinteachingandlearning,
UnderstandingtheTechnology,PedagogyandContent(TPACK)modelanditsapplicationtoteachingandlearning;UseofICTinworkplanningandlessonpresentation
Teacherexpositionontheconceptofgoodteachingstrategieswithtechnology,TPACK.throughthink‐pairandshare,cumulativetalk,discussionstrategies,5levelsofquestioningtopromotehigherorderthinkingetc.
Organdadmin‐classroommanagement
Teachersshouldbeabletoidentifytheappropriateandinappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.(TL.5.c.)
ConceptandmeaningofappropriatesocialarrangementsinICTuse;Howstudentslearn;andtheroleofgroupwork,pairwork,individualworkinrelationtoICT
Facilitatorsexpositiononbasicunderstandingoftheconceptssocialarrangements;Discussiontasksandreporting,demonstrationsandsimulationsofsomeofthesocialarrangements
TeacherDevelopment‐Planning
TeachersshouldbeabletouseICTtoenhancetheirownproductivity(TL.6.a)
TeacheruseICTresourceinpreparationofcontentintheirteachingareas.
StrategiestobuildICTintodailyroutinessuchthateverysubjecthasICTintegratedlessonatleastoneaweek,test&assignmentpreparation,etc.studentstoaccessmoreinformationonsamecontentexploringmoreskillsusingblendedICTtoolslikeInternet.
Thisprocessallowsformoduledevelopmentinthenextphasetoweighthedifferentpriorityfocusareasanddeterminethenumberofmodulesandnotionalhoursforcoursedevelopmentwhetherinonlineorworkshoporblendedlearningmodalitiesofpre‐serviceand/orin‐servicedelivery.
c) OpenEducationResourcesIdentification:Guidedbythecurriculummapping,the
nationalteamsandexpertscanconductinternetsearchesforpotentialresources.Thefocusinsuchsearchesistolocateopeneducationandfreeresources(OERs)thatcan
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bealignedtothemoduleobjectives,contentandpedagogystrategiesidentifiedbythecurriculummapping.SeveralexistingOERwebsitesandteacherdevelopmentcoursewareweresharedtomakethesearcheasierforidentifyingOERSfortheSIPSEmoduledevelopmentandrelatedmaterialsforICTuseinSTEMsubjectteaching.
d) CourseGuidedWriting:Userguidesofinstructionaldesignaredevelopedtoguide
teamsinthedevelopmentofthecoursemodulesto:a)layouttherecommendedlearningpathwaythroughtheselectedICTteachercompetencyprioritiesandOERresourcesidentifiedbythenationalteams;andb)toidentifyasequenceofteacherlearningandapplicationactivities.TheSIPSECoursecentredonmodulardevelopmentforashortfive‐monthin‐serviceprogramme.Fromthenationalteamcurriculummapping,fivemodulesweredevelopedonthebroadthemeofICTuseinScience,Technology,EnglishandMathematics(STEM)attwolevelsofICTteachercompetency(technologyliteracylevel–3modules;knowledgedeepeninglevel–2modules).Teachersweregivenapre‐courseworkshoptocovertheemerginglevelofICTcompetencybasisskills.
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The5coursemodulescoveredthefollowingtopicareas: Module1–ICT&DidacticTeaching–focusonpracticeanddrillICTtoolsand
introducingpresentation,spreadsheetandwordproductivitytools Module2–ICT&STEMCurriculumStandards–focusonpresentationICTtools Module3–ICTintheClassroom&theComputerLab–focusonsimulationtools;
specialunitonnationalpolicies&theirimpactoneducation Module4–Problem‐basedlearning–focusonconceptandmindmappingICT
tools Module5–Project‐BasedLearning–focusonSTEMSubjectSpecificICTTools&
Webquest
SeeAppendix8foramoredetailedoverviewofthe5SIPSEmoduletopicsandcontent.AkeycomponentoftheSIPSEinstructionaldesignwastheintegrationofTechnology,PedagogyandContentKnowledge(TPACK)76featuresinthemoduledevelopment.EachofthefivemodulescontainsinformationandactivitiesthatarestructuredintofourunitsforbuildingteachersTechnological,PedagogicalandContentknowledge(TPACK)attechnologyliteracyandknowledgedeepeningcompetencylevels‐asin:‐ Unit1presentsexemplarycurriculummaterialsintheformoftechnology
enhancedSTEMcasestudiesandlessonplans(ContentKnowledgefocus);‐ Unit2examinespedagogicalstrategiesthatcansupportstudentunderstanding
andknowledgearoundSTEMconcepts(Pedagogicalknowledgefocus);‐ Unit3buildsteachercapacityintheuseofthecourseICTtoolkit–frombasicto
advancedskillslevels(TechnologyKnowledgefocus);‐ Unit4centresonteachersapplicationoftechnology,pedagogyandcontent
knowledgeinclassroomactivities,lessonplanningandresourcedevelopment(Technology,PedagogyandContentKnowledgeapplicationfocus).
TheoverallpurposeistoassistteacherstoseewhatICT‐CFTcompetenciescanlooklikeinpracticeandtoputthemintopractice.SeeFigure4andappendix9foramoredetailedexampleandoverviewofaSIPSEmoduleunitsetillustratingtheunderpinningTPACKinstructionaldesigntodevelopICT‐CFTteachercompetenciesthatcansupportSTEMteachingandlearninginpractice(TPACK‐ICT‐CFT‐in‐Practice).
76http://www.tpack.org/
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Figure4:SIPSECDOverviewofModuleunits‐TPACK&ICT‐CFTinpractice
e) Modulepiloting:The5moduleshavebeenpilotedinKenyaandTanzaniain2014overaperiodof15weeks(3weeksforeachmodule)intwocyclesofprofessionaldevelopmentfora)technologyliteracylevelcompetencydevelopment(modules1,2and3)andb)knowledgedeepeningcompetencydevelopment(modules4and5).Feedbackbasedonmastertrainerandteacherfeedbackontheonlinecourse,workshops,schoolvisitsandclassroomobservationshasbeencollectedandcollatedtoinformrevisionstothecoursemodulesandresources.
f) PlatformDevelopment:Asthecoursemoduleshavebeendesignedtobedelivered
throughablendedapproachofface‐to‐faceworkshopsandonlinelearning,e‐learningandm‐learningplatformsandCDsweredevelopedtoenablevariousconduitsofaccessbyteachersandmastertutors/trainerstothemodules.Communicationtools(discussionsforums/chats)wereusedontheplatformstoencourageandnurtureSIPSEteacherpeer‐to‐peerengagement,knowledgeexchange,networkingandprofessionallearningcommunitieswithinandbetweenSIPSEschoolsandacrosscasestudycountries.
Stage 5: Assessing/Evaluating Acquired ICT Competencies
TheSIPSEContextualizedICTCompetencyFrameworkforTeachersinKenyaandTanzaniadefinewhatteachersshouldknowandbeabletodowithtechnologyinSTEMteaching.Outcomesaredefinedbyperformanceindicatorsordescriptorofachievementatthedifferentstagesofapplying(technologyliteracy)andproficient(knowledgedeepening)stagesoftheteacher’sprogressionpathofcompetencydevelopmentoverthe5modules.
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Howeveritisimportanttoclarifythatsuccessinattainingthegeneralprogressindicatorswilldependontheteachers’supportsystemattheSIPSEsecondaryschoollevel.ThiswoulddescribeasupportsystemthatisbasedonsharedvisionandstrongleadershipforICTintegrationintheschoolcurriculumandassessmentthatislinkedtonationalpolicyforICTineducationandteacherprofessionaldevelopment.ThiswouldrequiresupportivepoliciesonICTplanningandbudgets,technicalsupportandothersuchconditionstobedefinedandclarifiedbyschoollevelstakeholders.Withoutsuchasupportsysteminplace,itisverydifficultforteacherstoattainatransformativecompetencylevelforICTuseinclassroompractice.AnimportantcomponentintheSIPSEassessmentisthewholeschooldevelopmentforICTschoolpolicyandplanningthatislinkedtotheICT‐CFTcompetencydomainsonawarenessandapplicationofICTpolicyinschoolandclassroompractice.
Assessment Framework
TheSIPSEcoursewillprovideteachercertificatesasevidencethatteachershavecompletedeachcycleof‘technologyliteracy’and‘knowledgedeepening’competenciessuccessfully.ThecertificateswillbecreditedwithinthenationalTeacherServiceCommission(Kenya)andTeacherEducationDepartment(Tanzania)standardsframeworksofevidenceforrenewalofprofessionalregistrationandforpromotion.77
Tothisendthecourseassessmentwillfocusonminimumrequirementsofteacherparticipationoncourseonlineactivitiessuchasdiscussionforumsandchats,formativeassessmentofteachercourse‘portfolios’,classroomobservations,andschoolreviewandpolicyprojectsasfollows:
1) TheminimumcriteriatocompletetheSIPSEcoursearethefollowing:
a) Teacherparticipationinandcontributiontoonecontenttopicchatpermoduleb) Activeparticipationinandcontributiontoonediscussionforumtopicpermodule.
2) Theformativeassessmentcoversthefollowingassessmentactivitiesa) A minimum of one classroom observation for each cycle – where the
observationisassessedusingaTPACKobservationframeworktool(Appendix10).Each teacherreceivesaminimumofoneclassroomobservationtobecarriedoutbytheMasterTrainertaskforceteamineachcycleofcompetencytraining. Eachindividual teacher classroom observation accounts for 25% of marks (2observationsintotalcovering2cyclesofcompetencydevelopment)
b) Ateacherportfolioforeachcompetencycycle–teacherscollatethetwo“best”itemstheyhavepreparedfromeachmodule‐lessonplans/activities/teachingandlearningmaterials/reflectionjournal.Thematerials formthefinalportfoliotobeassessed using a technology, pedagogy and content knowledge lesson reviewframework(Appendix10).Eachindividualteacherlessonreviewaccountsfor20%ofmarks(2lessonreviewspercycle).
c) A teacher group school project to assist whole school review anddevelopmentofICTpolicy,visionandplanning‐theprocessesinvolvedifferentstages of ICT school visioning, review, SWOT analysis, priority identification and
77TeacherServiceCommission,Kenyaat:http://www.tsc.go.ke/index.php/our‐services/hr/promotionTeacherEducationDivision,Tanzaniaat:http://www.moe.go.tz/index.php?option=com_content&view=article&id=1594&Itemid=592
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planning based on SIPSE ICT School of Excellence criteria domains for Schoolleadership and vision, ICT across the school curriculum, ICT school culture, ICTprofessional development and ICT infrastructure and resources (Appendix 10).Eachteachergroupschoolreviewprojectaccountsfor10%ofthemarks.
Evaluation Framework
The evaluation of the SIPSE professional development for ICT use in STEM sets out tomeasuretheimpactofthecourseworkICT‐CFTandTPACKframeworksthathavedefiendmodule development and impelementation. The proejct uses an adaptation of Guskey’s(2002) framework for evalauting professioanl development programmes whereinformation is collected and analysed at five levels of implementation. The focus is tosystematicallyassesstheimpactoftheSIPSEcoursefromthef2fteachercapacitybuildingworkshopstotheonlinecourseandteachercommunityplatform(level1),totheteacherself‐assessmentoftheirICT&TPACKcompetencies(level2),toschoolsupport(level3),toteacher application of competencies in classroom practice (level 4), to student learning(level 5). Teacher self‐assessment and student survey tools form part of the additionalassessmenttoolstomeasureimpact(Table12).
Table12:Evaluationof5levelsofprjectprofessioanldevelopmentimpact
M&ELevel M&EToolsFirstlevel–teacherreaction Workshop&onlinemoduleevaluationonlinesurveyto
gatherinformationonteachers’initialsatisfactionSecondlevel–qualityoflearning
Teacheronlineself‐assessmentande‐diary/e‐portfolioartifacttoolsprogrammeintheirprofessionalpractice
Thirdlevel–schoolorganizationsupport
• Aschoolvisitprotocolwhichisaninterviewprotocolforschooladministrators(SchoolHeadsandHeadsofDepartment)
• SchoolreviewbasedonSIPSESchoolsofExcellenceCriteria
Fourthlevel–teacherapplication
TPACKclassroomobservationprotocolisatooltoassessteacherapplicationoftheirTPACKinclassroompractice
Fifthlevel–studentlearningandattitude
StudentsurveytoolisaquestionnairetoassesstheprojectinfluenceonstudentlearningandattitudestowardstechnologyuseinSTEMclasses.
Adapted:Guskey2002
6. Impacts and issues
6.1. Impacts
TheSIPSEcourseisstillinimplementationandtheassessmentandevaluationprocessesofdatacollectionandanalysishavenotbeenfinalized.TheexpectedendoftheSIPSEcourseandmodelevaluationwillbeMay2015.Howeveritispossibletopresentsomeimpactassessmentbasedontheevaluationofthefirstcycleofmoduleimplementationtodevelopteachers’ICTcompetenciesattechnologyliteracylevel.
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TheSIPSEcourseprovisiononlineviae‐learningandm‐learningplatforms,off‐lineCDsandPDFoptionsforprintingthemodules,theintensiveprocessofschoolvisits,classroomobservationandco‐reflectionwithteachersbythemastertrainerteamshavecreatedasignificantimpactonteachers’perceptionsandpracticeonthevalueoftechnologyintegrationandthepotentialforchangeinschoolpractice.Theteacherworkshopandonlineevaluationfeedbackaswellasthechatsanddiscussionforumengagementbytheteacherswouldsuggestthatthecoursematerialsinthefirstcycleseemtobeappropriate.ThematerialsseemtoenableteacherstoengagemeaningfullywithexploringtheuseofICTtosupporttheirSTEMteachingandlearning.TheevidencefromschoolvisitsandclassroomobservationsconfirmsbothteachersemergingconfidencewithanduseofICTintheclassroomandschoolmanagementadjustmentstosupporttheuseofICTacrossthecurriculum.ThelatterwasevidencedinanumberoftheprojectschoolsshowingmanagementcommitmenttorevampingICTinfrastructureandresourcestofacilitateteacheruseofICTinthelabandclassroomsandtosupplyingteacherswithresourcesofmodemsandinternettimetosupportteachersonlinecourseattendance.
6.2. Issues and solutions
“Teachersouttherearedoinggreatworkdespitetheirbusyschedules.WhatIsuggestisthatoneoftheoutputsofthispartoftheSIPSEprojectistocollect,makeafewadjustmentsandconsolidatetheselessonsplans,togetherwiththeiraccompanyingresources/URLsandmakeamanualofSIPSEICTintegratedlessonplans”.
MasterTrainer1‐ObservationfromSchoolVisits“Iwasobservinglessonsinoneschoolwhichhadproblems.ButIamhappythattheteachershavenowembracedtheuseoftechnology.IthinkmanyofourschoolsweweredealingwithwereattheemergingstageofICTandfewoftheteacherswereahead.HowwillwesustainICTIntegrationaftertheendofthetrainingandproject?Youcouldthinkoftheimpactafterfiveyearsweseeiftheyhavereachedtheinfusionstageofknowledgedeepening”.
MasterTrainer2‐ObservationfromSchoolVisits
Formanyschoolheadsandteachersthefirstcycleof‘technologyliteracy’courseimplementationhasbeenafast‐trackedexperience–wheretheyaretryingtocopewithnewideaswhilemaintainingtheirworkpracticesforalignmentwithschoolrequirements.Thelessonplanreviewsandclassroomobservationsinthefirstwaveofschoolvisitsdemonstrateteacherswhoaretryingtoapplyknowledgeandskills–butwhomayneedmoresupport–whetherfrommastertrainersorfromotherteachersintheirschools,orfromschoolheads.TheissuemayalsobeoneofbetteraccesstocoursematerialsviatraditionalhardcopiesorCDsofthecoursemodulesaswellastheonlinee‐learningandm‐learningplatforms.Manyteacherssimplydonothavetimetoaccesscoursesonlineandmaynotbecomfortablewithmultiplelearningpathformatsassociatedwithonline
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instructionaldesign.Thenon‐mandatorystatusofcontinuousprofessionaldevelopmentcoursesalsopresentschallengesforteachercommitment.Theschoolculturesdonotnecessarilyprovidespaceforteacherstoexperimentwithnewtoolsandmaterials–wherethereisconstantpressuretopreparestudentsforexamsandtocopeswithlargeclassesandheavyteachingloads.Preparationofclassmaterialsusingtechnologyisalsodemandingonteachersinaninitialphaseandrequiresenablingconditionstosupportteachersthroughthechangeprocess.ThespecialmoduleadditionattheendofthefirstcycleforwholeschoolreviewandvisionforICTintegrationhashadapositiveimpactinbringingtogethermanagementandteacheractionsandsynergiesforICTintegrationatschoollevel.TheICTschoolreviewandplanningactivitywillbekeytoaddressingquestionsonshiftingteachers’capacityfromanemergingstagetothetechnologyliteracyandknowledgedeepeningstagesoftheICT‐CFT.Theteachersneedadequateandsustainedsupportandresourcesatschoollevelsothattheycancontinuetoexperimentandtaketherisksnecessaryforinnovativepractice.ThiswouldputastrongemphasisonschoolreviewandplanningascriticaltoolsforsupportingbothcourseimplementationandthelongertermsustainabilityoftheICT‐CFTteacherdevelopmentmodelandapproach.
7. Conclusions TeachersplayapivotalroleinadoptingICTintoclassroompractice.Howeververyoftenteacherdevelopmentfortechnologyintegrationhastendedtobeneglectedorfocusedmoreonimmediateconcernswhennewtechnologiesareintroducedintoeducationsystems(Muellaretal.,2008).ThereisaneedforadeeperdevelopmentandevaluationfocusonframeworkssuchastheUNESCOICTCompetencyFrameworkforTeachers(ICT‐CFT)thatcanenablemorerigorousapproachesfortheadoptionofICTinteacherdevelopmentprogrammesandclassroompractices.ThiscasestudyhasexploredhowtheUNESCOICT‐CFTcanbeadapted,contextualizedandimplementedinin‐serviceprovisionbasedontheexperiencesoftheICT‐CFTimplementationintheStrengtheningInnovationandPracticeinSecondarySchools(SIPSE)projectinKenyaandTanzania.SeverallessonsemergedfromthefirstphaseoftheICT‐CFTimplementationintheSIPSEproject.SomeoftheselessonsareoutlinedbelowandsomelessonscontinuetoemergeastheSIPSEprojectentersthesecondphaseofICT‐CFTimplementation.‐ TheUNESCOICT‐CFTframeworkisanexcellentpointofreferencetoprovideguidelines
forplanningICTteachereducationprogrammeswhethertopreparepre‐serviceteachersortofacilitatein‐serviceteachers’professionaldevelopment.
‐ ThecountrylevelneedsassessmentresearchandstakeholderconsultationworkshopsarecriticalprocessesforbuildingownershipandcapacityforcontextualizingandaligningtheICT‐CFTtonationaleducationandteacherdevelopmentpoliciesandobjectives.
‐ ThereisaneedformoreelaboratecapacitybuildingontheICT‐CFTasitcannotbeassumedthatteachereducationstakeholdershavethenecessarycapabilitiesto
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contextualize,adaptanddevelopmodulesandimplementcoursesthatarealignedtotheframework.
‐ TheintegrationofaTPACKinstructionaldesignintheICT‐CFTmodulardevelopmenthelpstosituateteachers’competencydevelopmentfirmlyinpedagogicalpractice(TPACK&ICT‐CFT‐in‐practice).
‐ Thereisaneedtorecognizethenationalandschoollevelessentialconditionsthatarenecessarytoenableteacherstoexplore,applyanddevelopICTcompetenciesandskillsinteachingandlearningpractice.
‐ Inthecaseof‘knowledgedeepening’and‘knowledgecreation’ICTteachercompetencylevels,nationalandschoollevelICTpolicyandcultureenvironmentsarecriticalfactorsinsupportingteacherstodothenecessaryexperimentationandrisktakingfordevelopingthesehigherorderICTcompetenciesandinnovativepractices.
‐ Thedevelopmentofthecoursematerialsisenhancedifthemoduleoutputsmeettherealneedsofteachersastheyattempttoapplytheirknowledgeandskillsintheoftencomplexandmessyenvironmentsofschoolandclassroomcontexts.TheSIPSEfivelevelmonitoringandevaluationprocesseswithin‐builttoolsforcontinuousreviewandlearningcanenabletimelyfeedbackforcoursere‐adjustmenttomeettheneedsofteachersandthechallengesofthecontextsinwhichtheywork.
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Appendix1:Situational&NeedsAnalysisSurveyInstruments
APPENDIX1A:INTERVIEWPROTOCOLICTCompetencyStandardsforTeachersinTanzania/Kenya
Purposeoftheinterviews
PrimaryobjectiveofmissionisaneedsassessmentistounderstandthelandscapeofICTinEducationandTeacherDevelopment
InterviewProtocol
1. Sixareasa. Mandate–institutional/organizationalrelatedtoEducation,TeacherDevelopment&
ICTb. Actors–Whoisinvolved?c. Policyandobjectives–Education,TeacherDevelopment&ICTd. Resources–ICT/non‐ICTavailable/requiredforICTinEducation/Teacher
Developmente. Regulatoryframeworks–formal&informalforICT/TeacherDevelopmentf. Community–public/privatenetworksinICTinEducation&TeacherDevelopment
2. TrainingneedsInyouropinion,whatisthemostimportantICTtrainingneedforateacherinTanzania/Kenya?
3. ICTCompetenciesforTeachersIfyouwentintotheclassroomofagoodteacherwhoisusingICTinhis/herpractice,whatwouldyousee?
4. Wrapup
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APPENDIX1B:FOCUSGROUPPROTOCOL
Lecturer/TeacherFocusGroupDiscussions StudentTeacher/SecondaryStudentFocusGroupDiscussion
Question1‐Policyissues
WhatarethemostimportantfactorswhichencourageyoutouseICTinyourinstructional/courseactivities?
Question1‐
PolicyissuesonICTaccess
‐ HowimportantisICTinyourdailylives/inyourlearning?
‐ WhatdoyouthinkabouttheuseofICTsinteachereducation/learningtoday(Isitanecessityoraluxury?
Question2‐Curriculum
HaveyouexploredopportunitiestouseICTinyourcurriculum/forinstructionalpurposes?
Howdoyouuseit?
Question2‐ Curriculum
IstheICTonofferintheCollegeofEducationprogrammes/schoolprogrammesrelevanttoyourfutureprofessionalneeds?
Question3–Pedagogy
Ifyouwentintoalecturehall/classroomofagoodlecturer/instructorwhowasusingtechnology,whatwouldyousee?
Question3– TeachingandLearning
DoyouuseICTinyourcourses/subjects?
WhatICTsareusedinyourcourses/subjects?(collectonflipchart)
Question4–Infrastructure
WhatarethenonICT/ICTresourcesthatyouuseinteachingandlearning?Whatresourcesthatyouneed?
Question4– Infrastructure
‐ HowfarisittheCollegeofEducation/schooljobtohelpyoutoworkwithtechnology?
‐ Whydoyouthinkthat?
Question5–Organization&administration
HowdoestheadministrationsupportICTuseforyourteachingfunction/yourspecializedarea?
Question5– Organization&administration
HowdoyouthinktheCollegeofEducation/schoolshouldsupportyouinusingtechnology?
Question6–ProfessionalDevelopment
CanyougetaccesstoICTspecifictrainingsupport?
HaveyoubeenonICTcoursesforteachers?
Whatfurthertrainingdoyoufeelyouneed?
Question6– StudentDevelopment
‐ Whattechnologyapplicationsdoyouunderstandeasily/notunderstand?
‐ Isthereanytechnologyinyourcourseworkthatyoudonotgetinvolvedwith?Why,whynot?
‐ Whathelpdoneedtoimproveyourskillsinusingtechnologyinyourcourse‐work/learning?
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APPENDIX1C:IMPORTANCE‐PRIORITIZATIONSURVEYICTTeacherCompetencyStandardsforTanzania
ThetablebelowliststhesixICTTeacherCompetencyStandarddomainsofpolicy,curriculum,pedagogy,ICT,organization&managementandteacherdevelopmentwhicharebasedontheUNESCOframework.
PrioritizingICT‐TeacherCompetencies
1. HowimportantareeachoftheICTteachercompetencystandardsforyouasalecturer/teachers?(Pleasetickasappropriate).
2. UsethestickersprovidedtoidentifythetopthreeprioritiesyouwouldliketheICTTeacherCompetencyStandardsforTanzaniaprojecttofocusoninthepilotphase(Redsticker1stpriority;Greensticker2ndpriority;Yellowsticker3rdpriority)
ICTTeacherCompetencyStandardDomains Important Moderatelyimportant
Notimportant
Policy
PolicyawarenessAwarenessofnational/institutionalICTineducationpolicy
ClassroompracticeApplyingnational/institutionalICTpolicyintheclassroom
CurriculumandAssessm
ent
CurriculumPlanningUsingICTtoolsforcoursedesignandlessonplanning
LearningEnvironmentUsingICTtoolsindesignofteaching&learningactivities
StudentexperienceUsingICTtoolstosupportstudentunderstandingofsubjectconcepts&theirapplications
AssessmentUsingICTforformative&summativeassessmentandtoprovidestudentswithfeedbackonprogress
Communication&collaborationUsingICTcommunicationandcollaborationtoolstoaccessandsourceinformationandtoconnectstudentstotheworldoutsidetheclassroom
SpecialNeedsEducationUsingICTresourcesandassistivetechnologiestoaddressspecialeducationalneeds
Peda
gogy Planning
UsingICTtodesignteaching&learningunitplansandactivities
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ICTTeacherCompetencyStandardDomains Important Moderatelyimportant
Notimportant
ProblembasedlearningUsingICTtoidentifycomplex,real‐worldproblemsandstructuretheminawaythatincorporateskeysubjectmatterconceptsandservesasthebasisofstudentprojects.
StudentexperienceUsingICTtodesignandimplementcollaborative,project‐basedunitplansandclassroomactivities
ProjectbasedlearningUsingproject‐basedlearningandICTtoolstosupportstudentthinkingandsocialinteraction
Communication&collaborationUsingopen‐endedtoolsandsubject‐specificapplicationstosupportstudentcollaboration
ICT
ProductivitytoolsUsingopen‐endedsoftwarepackagesappropriatetosubjectmatterareas
AuthoringtoolsUsinganauthoringenvironmentortoolstodesignofflineand/orwebresources
InternetUsingwebresourcesinsupportofproject/problem‐basedlearning
Communication&collaborationUsingsearchengines,socialmediawebsitesandemailtofindpeople&resourcesforcollaborativeprojects
AdministrationUsingICTtomanage,monitorandassessprogressofstudentprojects&progress
StudentlearningUsingICTtoenablestudentcommunicationandcollaborationwithstudents,peersandthewidercommunity
Organizationand
Administration
TeacherunderstandingUsingcomputers,radio,televisionandotherdigitalresourceswithintheclassroomand/ortheschoolsoastosupportandreinforcelearningactivitiesandsocialinteractions.
LeadingICTintegrationPlayingaleadershiproleinsupportinginnovationandcontinuouslearningintheschoolcommunity
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ICTTeacherCompetencyStandardDomains Important Moderatelyimportant
Notimportant
ClassroommanagementIdentifyingtheappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.
Acceptable&appropriateusesDevelopingproceduresandpoliciesforethical,responsibleandappropriateuseofICTtosupportteaching&learning
TeacherDevelopment
PlanningUsingICTtoenablestaffaccesstoe‐learningcoursesforprofessionaldevelopment
TeacherawarenessUsingVirtualLearningEnvironmentstolinkstafftoexternalexperts&communities
InformallearningUsingICTtoenablestafftoactivelycontributeknowledgeandtoshareinformationandresourcesthatcanbeusedtosupportclassroompractices,researchandprofessionaldevelopment.
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APPENDIX1D:ICTINFRASTRUCTUREQUESTIONNAIRE1. Facilities and hardware
How many computers are in the institution? (total approximate number) ____________
How many computer labs are there? ____________
How many computers in average per computer lab? _____________
What % of them is connected to the internet? _____________
1.1) Computers
Brand and specifications Numbers % functioning Branded
(i.e. Compaq, IBM)
Clones (unbranded)
Desktops Pentium I and below
Desktops Pentium II or III
Desktops Pentium IV and above
Others (i.e. Macs)
Laptops, notebooks or netbooks
Don’t know
1.2) If you have servers please describe them (brand, hardware specifications)
1.3) How were the computers acquired? Through (Select all applicable)
NGO(s) Private vendor(s) School
Church Private donor(s) PTA
Ex‐students
Donations I do not know
Other (specify): ______________________________________________________
1.4) Which operating Software(s) are in use in the institution? (Select all applicable)
Windows (specify): 95 98 ME
XP Vista
Dual boot operating system
Linux Specify distribution(s): ____________
Others (Specify): ______________________________________________________
I do not know
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1.5) Which office application software is in use in the Institution?
Office 97 Office 2000 and above Open Office
Others (Specify): ______________________________________________________
I do not know
1.6) Are the operating systems (Software) licensed?
Yes
No
Some
Don’t know
1.7) How were the Operating Systems (Software’s) and Application Software Acquired?
Bought by school
Donated
Came with the machine
Installed by the Technician from a personal copy
Don’t Know
Others (Specify): __________________________________________________
1.8) Are there any set standards (minimum versions, languages, technical, etc) for software and or digital content? If so, please describe
1.9) Which of the following software are used in your institution?
Software in use Yes (Please name some if the answer is Yes) No`
Educational softwares
School management software
Statistical software
Engineering software
Accounting software
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2. Connectivity
2.1) Are the computers networked? _____________________________
If yes, which is the network operating system? ____________________
2.2) Is there a central server or more? YES/NO
If yes, what is it used for? (tick all that apply)
Data storage
Content and software storage
Proxy server
Security
Data cache
Centralized network management
Content filtering
I do not know
2.3. Internet
Are the computers connected to the internet? YES/NO ________________
All the PCs have access or Some of the PCS have access
Only teachers have access
Only admin have access
Access is available only some days or for limited time
I do not know
If yes, what is the technology type?
Internet connection arrangement Speed/ bandwidth
dial up(telephone)
leased line(fiber optics)
3G (cell phone)
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ISDN/ADSL
broadband via cable
Wireless
Satellite
3. Policy
3.1) Does your school/ department have formal (written policies or plans) regarding:
Policy, plan or guideline regarding
Yes No
User password, security recommendations, etc
Content filtering
Correct use of the equipment
Rules for the use of the equipment (i.e. teachers have priority, etc)
Preventive maintenance
Users rights and duties
IT technician duties
Use of ICTs in other subjects other than ICT
4. Maintenance
4.1) How often are the computers maintained (tick below as appropriate)
Routine schedule Preventive maintenance Curative maintenance
Monthly
Quarterly
Half yearly
Yearly
When the break down
Never
4.2) Who repairs and maintains the equipment?
Me / My team
An external company
The hardware providers
5. Professional development
5.1) What type of training do you have in order to perform your job? (check all that apply)
Self‐taught
Learned by doing
Took Private courses without certification
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Took Private courses with certification (i.e. MS, Cisco)
Tertiary level diploma
University level diploma
5.2). How do you keep your skills up‐to‐date?
Self‐learning and learn by doing
School/ Institution provides training
Pay for courses privately
I am doing or continuing my formal education (university level)
6. ICT Usage
6.1) Do you have ICT tools for ICT Integration in teaching in learning in your institution?
YES NO
If Yes which are the tools available?
6.2) In your opinion, how are ICT used by teachers and students for the purpose stated below?
ICT use in teaching & learning By teachers By students
Communications
Content development
Instructional purposes
Lesson preparation
Personal use (emails)
Professional development (online
courses)
Project based learning
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ICT use in teaching & learning By teachers By students
Research
Other
Support for Assignments
6.3) Is the computer lab open after schools hours or over the weekends?
Yes No
After school hours
Over the weekends
7. Funding of ICT related activities at the institutional level
7.1 Is there a budget line for ICT related activities? _____________
If yes which ones:
Software acquisition
Hardware maintenance
Hardware acquisition
Professional development
Other
I do not know
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APPENDIX2:ICT‐CFTRoadmapPOLICY PERFORMANCE
INDICATORTeachers…EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
PolicyAwareness
research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas
identifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment
contributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.
discussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.
helpembedschool/district/nationalpolicyandvisionforICTintegrationbyapplyingitintheirdailyworkandengagingwithstudentsininnovativeandexemplarypractice.
ClassroomPractice
contributetodiscussionofeducationreformpoliciesandparticipateinthedesign,implementationandrevisionofprogrammestoimplementthesepolicies
createlessonplanswithabasicreferencetoschooland/ornationalICTpolicyandpractice.
identifykeycharacteristicsofclassroompracticesandspecifyhowthesecharacteristicsservetoimplementpolicies(TL.1.a.)
ExplainandanalyzetheprinciplesofusingICTineducation.Describehowtheseprinciplescanbeputintopracticeintheirownteaching.Analysewhatissuesariseinimplementingtheseprinciplesandhowthoseissuescanbeaddressed.(KD.1.a.)
design,implement,andmodifyschool/institutionalleveleducationreformprogramsthatimplementkeyelementsofnationaleducationreformpolicies.(KC.1.a)
StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)
CURRICULUM PERFORMANCE
INDICATORTeachers…EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
CurriculumPlanning
usetheirknowledgeoftheirsubjectarea,ofteachingandlearningstrategiesand
explainhowexistingcurriculumobjectivesandassessmentprocedurescanincludetheuseoftechnology
matchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsand
designunitsandclassroomactivitiesthatintegrateinastructuredwayarangeofICTtoolsanddevicesto
designunitsandclassroomactivitiesthatintegratearangeofICTtoolsanddevicestohelpstudents
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technologytoadvancestudentlearning,creativityandknowledgebuilding
tosupport studentlearningandoutcomes.
describe howthesestandardsaresupportedbytheseapplications.(TL.2.a.)
support studentlearning. acquirethe skills ofreasoning,planning,reflectivelearning,knowledgebuildingandcommunication.(KC.2.c.)
LearningEnvironment
identifyauthenticproblemsandtechnologytoolsthatcansupportlearningenvironmentsforenablingstudentunderstandingofkeysubject‐specificconcepts
researchanddiscusswaysinwhichtechnologytoolsandresourcescanenablestudentstoexplorequestionsandissuesinareasofinterestandsubjectspecificareas.
selectanddemonstratetheuseoftechnologyresourcesthatenablestudentstoexploreissuesandkeyconceptsandprocessesinareasofinterestandsubjectspecificareas.
identifykeyconceptsandprocessesinthesubjectarea,describethefunctionandpurposeofsubject‐specifictoolsandhowtheysupportstudents’understandingofthesekeyconceptsandprocessesandtheirapplicationtotheworldoutsidetheclassroom.(KD.2.a.)
identifyanddiscusshowstudentslearnanddemonstratecomplexcognitiveskills,suchasinformationmanagement,problemsolving,collaboration,andcriticalthinking.(KC.2.a.)
StudentExperience
designoradaptrelevantlearningexperiencesthatusedigitaltoolstorespondtostudentlearningneedsandanticipatedifficulties
researchanddiscusswaysthatdigitaltoolsandresourcescanhelpstudentsplanandmanagetheirworkandrelatedresearch
helpstudentsacquireICTskillswithinthecontextoftheirsubjectsorcourses.(TL.2.b.)
helpstudentsuseICTtoacquiretheskillsofsearchingforandmanaginginformationintheirsubjectsorcourses.
helpstudentsuseICTtoacquiretheskillsofsearchingfor,managing,analyzing,evaluatingandusinginformation.(KC.2.b.)
Assessment providestudentswithtechnology‐basedformativeandsummativeassessmentstoassesstheirunderstandingofkeysubjectmattercontentandICTskills
researchtechnologybasedformativeandsummativeassessmentsandexplainhowtheycanbeusedtoinformteachingandlearning.
useICTtoassessstudents’acquisitionofschoolsubjectmatterknowledgeusingbothformativeandsummativeassessments.(TL.2.c.)
developandapplyknowledge‐andperformance‐basedrubricsthatallowteacherstoassessstudents’understandingofkeysubjectmatterconcepts,skillsandprocesses.(KD.2.b.)
helpstudentsdevelopbothknowledge‐andperformancebasedrubricsandapplythemtoassesstheirownunderstandingofkeysubjectmatterandICTskills.Helpstudentstousetheserubricstoassessotherstudents'work.(KC.2.e.)
Communicationand
Collaboration
selectandusedigitalmediatocommunicateandcollaboratewithstudents,peersandparents
researchanddemonstratetheuseofdigitalresourcesforbasiclevelsofcorrespondenceandcommunicationwith
usedigitalmediatocommunicationinformationandideastostudents,peersandpeers
selectandusethemostrelevant,facilitativeandeffectivemediaforenablingstudentstocommunicatetotheworldoutsidethe
helpstudentsuseICTtodevelopcommunicationandcollaborationskills(KC.2.d.)
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students,parents andpeers
classroom
SpecialEducational
Needs
useICTdiagnostictools,assistivetechnologiesandICTresourcestoaddressstudentswithspecialeducationalneeds
demonstratetheuseofICTtoenhancethelearningopportunitiesofstudentswithspecialeducationalneeds.
useICTtosupportdevelopmentofliteracyandnumeracyforstudentswithspecialeducationalneeds.
useICTdiagnostictools,assistivetechnologiesandICTresourcestoaddresscurriculumobjectiveswithstudentswithspecialeducationalneeds.
embedICTinallaspectsofspecialeducationalneedsteachingandlearninganduseICTinallaspectsofspecialeducationalneedsassessment.
StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)
PEDAGOGY PERFORMANCE
INDICATORTeachers…
EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
Planning designoradaptunitplansandclassroomactivitiestoengagestudentsinexploringrealworldissuesandsolvingauthenticproblemsusingtechnologytoolsandresources
selectandusehardwareandsoftwarebestsuitedtoparticularlearningexperiencesandplanstudentlearningexperiencesforappropriateuseofthesetools.
describehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofschoolsubjectmatterKnowledge(TL.3.a.),incorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionofschoolsubjectmatterknowledge.(TL.3.b.)
designunitplansandclassroomactivitiessothatstudentsengageinreasoningwith,talkingabout,andusingkeysubjectmatterconceptswhiletheycollaboratetounderstand,represent,andsolvecomplexreal‐worldproblems,aswellasreflectonandcommunicatesolutions.(KD.3.d.)
designonlinematerialsandactivitiesthatengagestudentsincollaborativeproblemsolving,research,orartisticcreation.(KC.3.b.)
ProblemBased
Learning
promote,supportandmodelproblem‐solvingandknowledgecreationwhileteachingstudentswiththesupportoftechnologytoolsandresources
researchandexplaintechnology‐basedlearningactivitiestoengagestudentsinauthenticproblemsolvingbasedonreal‐worldissues.
identifyordesigncomplex,real‐worldproblemsandstructuretheminawaythatincorporateskeysubjectmatterconceptsandservesasthebasisofstudentprojects.(KD.3.b.)
designonlinematerialsthatsupportstudents'deepunderstandingofkeyconceptsandtheirapplicationtorealworldproblems.(KD.3.c.)
explicitlymodeltheirownreasoning,problem‐solving,andknowledgecreationwhileteachingstudents.(KC.3.a.)
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StudentExperience
engagestudentswiththesupportoftechnologyinprojectplansandactivitiesforcollaborativeproblemsolving,research,creativethinkingandinnovation
researchanddemonstratehardwareandsoftwareresourcesbestsuitedtoparticularsubjectareas.
usepresentationsoftwareanddigitalresourcestosupportinstruction.(TL.3.c.)
implementcollaborative,project‐basedunitplansandclassroomactivities,whileprovidingguidancetostudentsinsupportofthesuccessfulcompletionoftheirprojectsandtheirdeepunderstandingandkeyconcepts.(KD.3.f.)
helpstudentsdesignprojectplansandactivitiesthatengagethemincollaborativeproblem‐solving,researchorartisticcreation.(KC.3.c.)
ProjectBasedLearning
promoteprojectbasedlearningusingtechnologytoolsandresourcestosupportstudentsocialinteraction,collaborationandreflectionontheirownlearning.
explainhowexistinglearningresourcesandstudentsuseofdigitaltoolstoresearchandcollectinformationonlinecouldbeusedtosupportproject‐basedlearning.
usecollaborative,project‐basedlearningandICTtoolstosupportkeysubjectmatterconceptsandprocesses.
describehowcollaborative,project‐basedlearningandICTtoolscansupportstudentthinkingandsocialinteraction,asstudentscometoadeeperunderstandkeyconcepts,processes,andskillsinthesubjectmatterandtheirapplicationandusetosolverealworldproblems.(KD.3.a.)
helpstudentsreflectontheirownlearning(inproject‐basedcollaboration).(KC.3.e)
Communicationand
Collaboration
structurelessonstoincorporatemulti‐mediaproduction,webproductionandpublishingtechnologiestosupportstudentknowledgeproductionandcommunicationwithotheraudiences
exploretheuseofdigitaltoolsandresourcesforsharinginformationandprojectsamongstudentgroupsinsideandoutsideoftheschool
communicateandcollaboratewithstudentsandotherstakeholderstoshareinformationandtopromoteprojectsforenhancingcreativity,innovationandimprovedlearning
structureclassroomactivitiessothatopen‐endedtoolsandsubject‐specificapplicationswillsupportstudentsintheirreasoningwith,talkingabout,anduseofkeysubjectmatterconceptsandprocesseswhiletheycollaboratetosolvecomplexproblems.(KD.3.e.)
helpstudentsincorporatemultimediaproduction,webproduction,andpublishingtechnologiesintotheirprojectsinwaysthatsupporttheirongoingknowledgeproductionandcommunicationwithotheraudiences.(KC.3.d.)
StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)
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ICT PERFORMANCE
INDICATORTeachers…
EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
ProductivityTools
demonstrateabilitytouseICTproductiontoolfunctionstosupportstudents'innovationandknowledgecreation
describehowexistinglearningcouldbedesignedoradaptedtoincludestudent'suseoftechnologytoolstoresearchandcollectinformationonlineandtocreateadigitalproduct
describeanddemonstratethebasictasksandusesofwordprocessors,suchastextentry,editingtext,formattingtextandprinting(TL.4.b),describeanddemonstratethepurposeandbasicfeaturesofpresentationsoftwareandotherdigitalresources(TL.4.c.)
operatevariousopen‐endedsoftwarepackagesappropriatetotheirsubjectmatterarea,suchasvisualization,dataanalysis,role‐play,simulationandonlinereference.(KD.4.a.)
describethefunctionandpurposeofICTproductiontoolsandresources(multimediarecordingandproductionequipment,editingtools,publicationsoftware,webdesigntools)andusethemtosupportstudents’innovationandknowledgecreation.(KC.4.a.)
AuthoringTools
setupauthoringenvironmentstopromotestudentknowledgeconstructionanddevelopmentofinnovativeproducts
Researchanddiscusswaysstudentscanusedigitaltoolsandresourcestoenhancecreativeandinnovativethinking.
describethepurposeandbasicfunctionofgraphicsoftwareanduseagraphicsoftwarepackagetocreateasimplegraphicdisplay.(TL.4.d)
useanauthoringenvironmentortoolstodesignofflineand/oronlinematerials.(KD.4.c.)
enablestudentstouseICTauthoringtoolstodemonstratecreativethinking,constructknowledgeanddevelopinnovativeproducts
Internet developstudentcapacitytocriticallyevaluatetheaccuracyandusefulnessofwebresourcestosupportlearninggoalsandstrategies
exploreanddemonstratetheuseoftheinternetforsearchandretrievalofinformation.
describetheInternetandtheWorldWideWeb,elaborateontheiruses,anddescribehowabrowserworksanduseofURLtoaccessawebsite(TL.4.e.),useasearchengine.(TL.4.f)
evaluatetheaccuracyandusefulnessofWebresourcesinsupportofproject‐basedlearningwiththesubjectarea.(KD.4.b.)
empowerstudentstocriticallyevaluatetheaccuracyandusefulnessofWebresourcesinsupportoftheirownlearninggoalsandlearningstrategies.
CommunicationandCollabration
usecommoncommunicationandcollaborationtechnologiestoaccessinformation,
researchanddemonstrateeffectiveuseofICTresourcesforcommunicatingandcollaboratingwithstudents
createanemailaccountanduseitforasustainedseriesofemailcorrespondence(TL.4.g.),usecommon
usesearchengines,onlinedatabases,(socialnetworks),andemailtofindpeople,resourcesforcollaborative
engagestudentstousethenetworktosupportstudentcollaborationwithinandbeyondtheclassroom.(KD.4.h)
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peopleandresourcesforsolvingselectedproblemsandfordevelopinglocalandglobalcollaborativeprojects
and peers. communicationandcollaborationtechnologies,suchas(email),textmessaging,videoconferencing,andweb‐basedcollaborationandsocialenvironments.(TL.4.K.)
projects.(KD.4.g)
Administration usetechnologysoftwaretomanage,monitorandassessdevelopmentandprogressofstudentlearningandprojects
exploreanddemonstratetheuseandbenefitsofstudentmanagementsystemsforattendanceandstudentrecords.
usenetworkedrecordkeepingsoftwaretotakeattendance,submitgrades,andmaintainstudentrecords.(TL.4.j.)
useanetworkandappropriatesoftwaretomanage,monitor,andassessprogressofvariousstudentprojects.(KD.4.d.)
describethefunctionandpurposeofvirtualenvironmentsandknowledgebuildingenvironments(KBEs)andusethemtosupportincreasedknowledgeandunderstandingofsubjectmatterandthedevelopmentofonlineandface‐to‐facecommunities.(KC.5.a.)
EducationSoftware
evaluateanduseeducationalsoftwaretosupportstudentsknowledgeacquisition,thinking,reflection,planningandcreativeprocesses
describethefunctionandpurposeoftutorialanddrillandpracticesoftwareandhowtheysupportstudents'acquisitionofknowledgeofschoolsubjects.(TL.4.h.)
Locateoff‐the‐shelfpackages,tutorial,drillandpracticesoftwareandWebresourcesfortheiraccuracyandalignmentwithcurriculumstandardsandmatchthemtotheneedsofspecificstudents.(TL.4.i.)
useICTtocommunicateandcollaboratewithstudents,peers,parents,andthelargercommunityinordertonurturestudentlearning.(KD.4.e.)
describethefunctionandpurposeofplanningandthinkingtoolsandusethemtosupportstudents’creationandplanningoftheirownlearningactivitiesandtheircontinuousreflectivethinkingandlearning.(KC.5.b.)
StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)
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ORGANIZATION&MANAGEMENT PERFORMANCE
INDICATORTeachers…EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
TeacherUnder‐standing&leadership
exhibitaleadershiproleincreatingavisionfortechnologyinfusionintocurriculumandclassroompractice
usetechnologytoolsandresourcesforresearchandlessonplanninglinkedtoclassroompractice.
integratetheuseofacomputerlaboratoryintoongoingteachingactivities.(TL.5.a.)
placeandorganizecomputersandotherdigitalresourceswithintheclassroomsoastosupportandreinforcelearningactivitiesandsocialinteractions.(KD.5.a.)
playaleadingroleincreatingavisionofwhattheirschoolmightbelikewithICTintegratedintothecurriculumandclassroompractices.(KC.6.a.)
ICTIntegration seekandparticipateinshareddecisionmakingforuseofICTinschoolplanningandthedevelopmentoftechnologyskillsinothers
usesupplementarytechnologybasedlearningresourcestoengagestudentsincriticalthinking,creativityandproblemsolvingactivities.
managetheuseofsupplementalICTresourceswithindividualsandsmallgroupsofstudentsinregularclassroomsoasnottodisruptotherinstructionalactivitiesintheclass.(TL.5.b.)
managestudentproject‐basedlearningactivitiesinatechnology‐enhancedenvironment.(KD.5.b.)
playaleadingroleinsupportinginnovationintheirschoolandcontinuouslearningamongtheircolleagues.(KC.6.b.)
ClassroomManagement
addresslearnerdiverseneedsbyusinglearnercentredstrategiesandmanagingindividual,groupandclassaccesstoICTresources
usewholeclassinstructionaspredominantteachingstylefortechnology‐basedlearningactivities.
identifytheappropriateandinappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.(TL.5.c.)
createflexibleclassroomlearningenvironmentsthatintegratestudentcentredactivitiesandflexiblyapplytechnologytosupportcollaboration.
enablestudentstoindependentlyusetechnologyresourcestomanagetheirownlearninggoals,planlearningstrategies,andevaluatetheirprogressandoutcomes.
Acceptable&
AppropriateUse
advocate,modelandteachproceduresandpoliciesforsafe,ethicalandresponsibleuseoftechnologyandtheinternet
researchanddiscusseffectivepracticesforthesafe,ethical,legalandhealthyuseoftechnologyandtheresponsiblecareandhandlingofhardware,softwareandinformationresources.
modelacceptableusepoliciesfortechnologyresourcesincludingstrategiesforaddressingthreatstosecurityoftechnologysystems,dataandinformation
advocate,developandteachproceduresandpoliciesforsafe,ethical,responsibleandappropriateuseoftechnologyandtheInternet,includingcopyright,privacyissues,cyperbullyingandsecurity
facilitate andengagestudentsindevelopingasystemforpromotingandmonitoringsafe,legalandethicaluseofdigitalinformationandtechnology
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ofsystems, data andinformation.
StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)
PROFESSIONALDEVELOPMENT PERFORMANCE
INDICATORTeachers…EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
Planning evaluatecurrentresearchandpracticetomakeeffectiveuseofICTinsupportoftheirownprofessionaldevelopmentandstudentlearning
investigateandreflectonresearchandprofessionalpracticeforusingdigitaltoolsandresourcestosupportstudentlearningneeds.
useICTtoenhancetheirproductivity. (TL.6.a.)
useICTtoaccessandshareresourcestosupporttheiractivitiesandtheirownprofessionaldevelopment.(KD.6.a)
Continuallyevaluateandreflectonprofessionalpracticetoengageinongoinginnovationandimprovement.(KC.6.c.)
TeacherAwarenessandParticipation
participateinlocalandgloballearningcommunitiestoexplorecreativeapplicationsoftechnologyandshareanddiscussgoodpractices
shareideasandresourceswithotherteachersintheschoolonusingICTandrelatedteachingandlearningstrategiestoenhancestudentlearningandtheteachingprofession.
activelyparticipateinonlineprofessionalcommunitiesforteacherstodiscussandshareeffectiveusesoftechnologyresourcesinteachingandlearning.
useICTtoaccessoutsideexpertsandcommunitiestosupporttheiractivitiesandtheirownprofessionaldevelopment.(KD.6.b.)
useICTresourcestoparticipateinprofessionalcommunitiesandshareanddiscussbestteachingpractices.(KC.6.d.)
InformalLearning
support,experimentwithandcontinuouslylearnanduseICTtobuildprofessionallearningcommunitiesworkingtowardcreatingnewknowledge
identifyICTresourcesandstrategiesforcontributingtotheeffectiveanddynamicteachingandlearningandthereformandself‐renewaloftheteachingprofessionandeducationalcommunitytosupportvarioussubjectareas.
useICTresourcestosupporttheirownacquisitionofsubjectmatterandpedagogicalknowledge.(TL.6.b.),identifyandmanageinternetsafetyissues(TL.6.c.)
useICTtosearchfor,manage,analyze,integrate,andevaluateinformationthatcanbeusedtosupporttheirprofessionaldevelopment.(KD.6.c.)
contributetotheeffectiveuseoftechnologytoenhanceteachingandlearningbyconductingactionresearch,evaluatingoutcomesandsharingtheresultslocally,nationallyandglobally.
StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)
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Appendix3:ICT‐CFTPerformanceIndicators
OVERVIEWICT‐CFTPERFORMANCEINDICATORSThecompetencesareorganisedundersixdomains:Policy,Curriculum,Pedagogy,ICT,OrganizationandManagementandTeacherDevelopment.1.POLICY
Teachersexhibitknowledgeandunderstandingoftheintentionsoflocal,nationalandglobalpoliciesregardingthegoals,objectives,standardsandstrategiesforICTuseineducationandclassroompractice.Teachers…
a) research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas
b) contributetodiscussionofeducationreformpoliciesandparticipateinthedesign,implementationandrevisionofprogrammestoimplementthesepolicies
2. CURRICULUMANDASSESSMENT
Teachersusetheirknowledgeofcurriculumcontent,assessmentandtechnologytofacilitateexperiencesforenablingstudentunderstandingofsubject‐specificconcepts,research,collaborationandcommunication.Teachers…
a) usetheirknowledgeoftheirsubjectarea,ofteachingandlearningstrategiesandtechnologytoadvancestudentlearning,creativityandknowledgebuilding
b) identifyauthenticproblemsandtechnologytoolsthatcansupportlearningenvironmentsforenablingstudent'sunderstandingofkeysubject‐specificconcepts
c) designoradaptrelevantlearningexperiencesthatusedigitaltoolstorespondtostudentlearningneedsandanticipatedifficulties
d) providestudentswithtechnology‐basedformativeandsummativeassessmentstoassesstheirunderstandingofkeysubjectmattercontentandICTskillse. selectanduseICTeffectivelytocommunicateandcollaboratewithstudents,peersandparents
e) useICTdiagnostictools,assistivetechnologiesandICTresourcestoaddresscurriculumobjectivesandstudentswithspecialeducationalneeds
3.PEDAGOGY
Teachersusetheirknowledgeofmethodsandprocessesofteachingandlearningandtheuseoftechnologiestoengagestudentsinauthenticproblemsolving,inquiryandprojectbasedlearningexperiencesthatsupportsocialinteraction,collaborativeknowledgeproduction,innovationandcommunication.Teachers…
a) designoradaptunitplansandclassroomactivitiestoengagestudentsinexploringrealworldissuesandsolvingauthenticproblemsusingtechnologytoolsandresources
b) promote,supportandmodelproblem‐solvingandknowledgecreationwhileteachingstudentswiththesupportoftechnologytoolsandresources
c) engagestudentswiththesupportoftechnologytoolsandresourcesinprojectplansandactivitiesforcollaborativeproblemsolving,research,creativethinkingandinnovation
d) promoteprojectbasedlearningusingtechnologytoolsandresourcestosupportstudentsocialinteraction,collaborationandreflectionontheirownlearning
e) structure lessons to incorporatemulti‐mediaproduction,webproduction and
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publishing technologies to support student knowledgeproduction andcommunicationwithotheraudiences
4. ICT
Teachersusetheirknowledgeaboutvarioustechnologies,fromlow‐techtechnologiessuchaspencilandpapertohigh‐techtechnologiessuchastheInternet,digitalvideo,radioandsoftwareprogrammestosupportteachingandlearningstrategies,studentknowledgeconstructionandcontinuousreflectivelearning.Teachers…
a) demonstratefluencyinICTproductiontoolfunctionsanduse tosupportstudents'innovationandknowledgecreation
b) setupauthoringenvironmentstopromotestudentknowledgeconstructionanddevelopmentofinnovativeproducts
c) developstudentcapacitytocriticallyevaluate theaccuracyandusefulnessofwebresourcestosupportlearninggoalsandstrategies
d) usecommoncommunicationandcollaborationtechnologiestoaccessinformation,peopleandresourcesforsolvingselectedproblemsandfordevelopinglocalandglobalcollaborativeprojects
e) usetechnologysoftwaretomanage,monitorandassessdevelopmentandprogressofstudentlearningandprojects
f) evaluateanduseeducationalsoftwaretosupportstudentsknowledgeacquisition,thinking,reflection,planningandcreativeprocesses
5.ORGANIZATION&MANAGEMENT
Teachersexhibitleadershipintheschoolandprofessionalcommunitiesbypromotingeffectiveuseoftechnologyforstudentcentredlearninginindividualgroupandwholeclassteachingandlearning.Teachers…
a) exhibitaleadershiproleincreatingavisionfortechnologyinfusionintocurriculumandclassroompractice
b) participateinshareddecisionmakingforuseofICTinschoolplanningandthedevelopmentoftechnologyskillsinothers
c) addresslearnerdiverseneedsbyusinglearnercentredstrategiesandmanagingindividual,groupandclassaccesstoICTresources
d) advocate,modelandteachproceduresandpoliciesforsafe,ethicalandresponsibleuseoftechnologyandtheinternet
6.TEACHERDEVELOPMENT
Teacherscontinuouslyevaluateuseoftechnologytoimprovetheirownprofessionallearning,participateinlocalandgloballearningcommunitiesandbecomelifelonglearnerscontributingtotheeffectivenessandregenerationoftheteachingprofession.Teachers…
a) evaluatecurrentresearchandpracticetomakeeffectiveuseofICTinsupportoftheirownprofessionallearning
b) participateinlocalandgloballearningcommunitiestoexplorecreativeapplicationsoftechnologyandshareanddiscussgoodpractices
c) support,experimentwithandcontinuouslylearnanduseICTtobuildprofessionallearningcommunitiesworkingtowardcreatingnewknowledge
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Appendix4:ReviewICTStandardsfromaroundtheWorld
GroupExercise1a:ExaminingICTStandards/CompetencyDocuments
In small groups, lookat the standards/ competenciesgiven toyourgroup–Africa (SA&Regional),Europe(eTQF&DCU),US&Australia(ISTE&Australia)andconsiderthesequestionsforreviewingthestandards:
Whoarethesestandardswrittenfor?
Whatarethestrengthsofthestandards?
Whataretheweaknesses?
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GroupExercise1b:AnICTCompetencyFrameworkforTeachersinKenya
In small groups, examine the general ICT Competency Standards for Teachers Framework andconsiderthesequestionsforcontextualizingstandardsforteachersinKenya:
KeyIssues/DiscussionPoints
1. WhichICTstandardsdowewanttodevelopinKenya—genericstandardsortechnical/subjectspecificstandards?Why?
2. Couldacontinuumofstandards‐technologyliteracy,knowledgedeepening,knowledgecreation‐provideanappropriateprofessionaldevelopmentpathwayforteachersinKenya?Explainwhyitwouldorwouldnotbeappropriate.
3. DowewantacontinuumofICTstandardstocoverdifferentteacherlevelsfrombeginningteachers,topracticingteachers,toadvancedteacherstootheractors/roles?Howwouldthiswork?
4. Dowewantstandardsthatareapplicablefornationallevel,regionalleveland/orinternationallevelaccreditation?Explainwhichlevelwouldbeappropriateandwhy
5. Whowouldbethecustodianandimplementersofthedevelopedstandardsatnationallevel?
ReportingOnegroupgivesabriefaccountdiscussion.Eachoftheothergroupsinturnmaypointtopointsofagreementanddivergence.Itmaybeusefultodiscussreasonsfordivergence.
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Appendix5:ContextualizationStandardsforStandardsStandardsforstandards–TowardsaContextualizedICTCompetencyFrameworkforTeachers
GroupExercise2:Undereachdomain,therearecompetencyperformancestatementswhichdescribewhatateachershouldknowandbeabletodoinaprogressionpathofICTuseinteachingandlearning.
Step1:Pleasereviewthedomainsassignedtoyourgroupusingcriteriaofrelevance,clarityandcoveragetoassesseachgroupofcompetencyperformancestatementsandprogressionpaths
Step2:Pleaseprovidecomments/suggestionsformodificationofthestatementsandprogressionpathsfortheKenyacountrycontext.
DOMAINREVIEWED Policy
Step1:Relevance,clarityandcoverage
RelevanceComments
Examinethedomainbycompetencyperformanceindicatorsandstatementsforthedifferentlevelsofprogression:
DothecompetencieshaverelevancefortheKENYAcountrycontexts?
Arethestatementsadequatetowhatteachersneedtoknow/needtobeabletodowithtechnologyinschoolandclassroompractice?
YourgroupcouldthinkofwhatanidealteacherusingICTwouldlooklikeandbrainstormthatteacher’sICTcompetenciesforthedomainunderreview.Checkthesequalitiesagainstthecompetenciesinthedomain.
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Clarity Comments
Arethestatementprogressionsbetweenthedifferentlevelsofemerging,technologyliteracy,knowledgedeepeningandknowledgecreationclear?
Willthecompetencystatementsbeclearandunderstandabletostudentteachers,newteachers,practisingteachers,administratorsandteachereducatorswhowillusethem?
Inyourgroupyoucouldreadthecompetencystatementsforthedomainunderreviewinpairs–asifyouareastudentteacherorapractisingteacheroranadministrator.Youcanthenhighlightanywordsortermsthatareunclearandthatmayneedmodificationforyoureducationalcontext.
Willitbepossibleforteachereducatorstousethecompetenciestoevaluateteacherpractice?
Willitbepossibleforteacherstousethecompetenciesforself‐assessmentoftheirpractice?
Coverage Comments
Istheresomethingmissing?Aretherecompetencies/domainsthatshouldbeaddedfortheKENYAeducationalcontext?
Aretherecompetencies/domainsthatarenotusefulfortheKENYAcountrycontextsandshouldbeexcluded?
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Step2:Suggestionsformodification
Ifyouhaveanysuggestionsformodificationsand/orrewording(changes,additions,ordeletions)tomakethecompetencystatementsandprogressionsclearer,morerelevantormorecomprehensivefortheKENYAcountrycontext,usethehighlightedspacebeloweachcompetencysub‐domainsettoenterthegroupsuggestions:
CompetencySub‐Domains
PERFORMANCEINDICATORTeachers…
EMERGINGTeachers…
TECHNOLOGYLITERACYTeachers…
KNOWLEDGEDEEPENINGTeachers…
KNOWLEDGECREATIONTeachers…
PolicyAwareness
research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas
identifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment
contributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.
discussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.
helpembedschool/district/nationalpolicyandvisionforICTintegrationbyapplyingitintheirdailyworkandengagingwithstudentsininnovativeandexemplarypractice.
Suggestionsformodifications
OtherRemarks:
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Appendix6:ICT‐CFTDevelopment–PriorityScan
TheICTCompetencyFrameworkforTeachers–Development/PriorityScan RateeachcompetencystatementintermsofhowyouseetheICTprofessional
developmentlevelofteachersinyourcountrybycirclingthecorrespondingnumber CircleandnumberthetopthreeICTteachercompetencyprioritiesthatyouwouldwant
tofocusoninaninitialphaseofprofessionaldevelopmentinyourcountry
(1=1stpriority;2=2ndpriority;3=3rdpriority) UsethestickersprovidedtopostyourtopthreeICTteachercompetencyprioritiesonthe
wallcharts
(Redsticker=1stpriority;Greensticker=2ndpriority;Yellowsticker=3rdpriority)
CompetencyStatements
DevelopmentLevel
EmergentLevel
TechnologyLiteracyLevel
KnowledgeDeepeningLevel
KnowledgeCreation
Policy Beginning Applying Proficient Transformative
PolicyawarenessTeachersresearch,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas
1 2 3 4
ClassroompracticeTeachersdesign,adaptanddevelopclassroompracticesandschoolprogramstoimplementnationalICTandeducationreformpolicies
1 2 3 4
CurriculumandAssessment Beginning Applying Proficient Transformative
CurriculumPlanningTeachersdesignoradaptunitsorclassroomactivitiesthatincorporatearangeofICTtoolsanddevicestopromotestudentlearning
1 2 3 4
LearningEnvironmentTeachersidentifytechnologytoolsthatcansupportlearningenvironmentsforenablingstudent'sunderstandingofkeysubject‐specificconcepts
1 2 3 4
StudentexperienceTeachersdesignoradaptrelevantlearningexperiencesthatincorporatedigitaltoolstopromotestudentresearchandunderstanding
1 2 3 4
AssessmentTeachersprovidestudentswithtechnology‐basedformativeandsummativeassessmentstoassesscontentandtechnologyskillsandknowledgeanduseresultstoinformlearningandproductdevelopment
1 2 3 4
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CompetencyStatements
DevelopmentLevel
EmergentLevel
TechnologyLiteracyLevel
KnowledgeDeepeningLevel
KnowledgeCreation
Communication&collaborationTeachersselectandusedigitalmediatocommunicateandcollaboratewithstudents,peersandparents
1 2 3 4
SpecialNeedsEducationTeachersuseICTdiagnostictools,assistivetechnologiesandICTresourcestoaddresscurriculumobjectivesandstudentswithspecialeducationalneeds
1 2 3 4
Pedagogy Beginning Applying Proficient Transformative
PlanningTeachersdesignoradaptunitplansandclassroomactivitiestoengagestudentsinexploringrealworldissuesandsolvingauthenticproblemsusingtechnologytoolsandresources
1 2 3 4
Problem‐basedlearningTeacherspromote,supportandmodelproblem‐solvingandknowledgecreationwhileteachingstudentswiththesupportoftechnologytoolsandresources
1 2 3 4
StudentexperienceTeachersengagestudentsinprojectplansandactivitiesforcollaborativeproblemsolving,research,creativethinkingandinnovation
1 2 3 4
Project‐basedlearningTeacherspromoteprojectbasedlearningusingtechnologytoolsandresourcestosupportstudentsocialinteraction,collaborationandreflectionontheirownlearning
1 2 3 4
Communication&collaborationTeachersstructurelessonstoincorporatemulti‐mediaproduction,webproductionandpublishingtechnologiestosupportstudentknowledgeproductionandcommunicationwithotheraudiences.
1 2 3 4
ICT Beginning Applying Proficient Transformative
ProductivitytoolsTeachersdemonstratefluencyinICTproductiontoolfunctionsandusetosupportstudents'innovationandknowledgecreation
1 2 3 4
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CompetencyStatements
DevelopmentLevel
EmergentLevel
TechnologyLiteracyLevel
KnowledgeDeepeningLevel
KnowledgeCreation
AuthoringtoolsTeacherssetupauthoringenvironmentstopromotestudentknowledgeconstructionanddevelopmentofinnovativeproducts
1 2 3 4
InternetTeachersdevelopstudentcapacitytocriticallyevaluatetheaccuracyandusefulnessofwebresourcestosupportlearninggoalsandstrategies
1 2 3 4
Communication&collaborationTeachersusecommoncommunicationandcollaborationtechnologiestolocateinformation,peopleandresourcesfordevelopinglocalandglobalcollaborativeprojects
1 2 3 4
AdministrationTeachersusetechnologysoftwaretomanage,monitorandassessdevelopmentandprogressofstudentlearningandprojects
1 2 3 4
EducationalsoftwareTeachersevaluateanduseeducationalsoftwaretosupportstudentsknowledgeacquisition,thinking,reflection,planningandcreativeprocesses
1 2 3 4
Organization&Management Beginning Applying Proficient Transformative
TeacherunderstandingTeachersexhibitaleadershiproleincreatingavisionfortechnologyinfusionintocurriculumandclassroompractice
1 2 3 4
LeadingICTintegrationTeachersparticipateinshareddecisionmakingforuseofICTinschoolplanningandthedevelopmentoftechnologyskillsinothers
1 2 3 4
ClassroommanagementTeachersaddresslearnerdiverseneedsbyusinglearnercentredstrategiesandmanagingindividual,groupandclassaccesstoICTresources
1 2 3 4
Acceptable&appropriateusesTeachersadvocate,modelandteachproceduresandpoliciesforsafe,ethicalandresponsibleuseoftechnologyandtheinternet
1 2 3 4
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CompetencyStatements
DevelopmentLevel
EmergentLevel
TechnologyLiteracyLevel
KnowledgeDeepeningLevel
KnowledgeCreation
TeacherDevelopment Beginning Applying Proficient Transformative
PlanningTeachersevaluatecurrentresearchandpracticetomakeeffectiveuseofICTinsupportoftheirownprofessionaldevelopmentandstudentlearning
1 2 3 4
TeacherawarenessTeachersparticipateinlocalandgloballearningcommunitiestoexplorecreativeapplicationsoftechnologyandshareanddiscussgoodpractices
1 2 3 4
InformallearningTeacherscontributetotheeffectiveuseoftechnologytoenhancetheteachingprofessionandtheschoolcommunity
1 2 3 4
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Appendix7:CurriculumReviewCurriculumReviewCurriculumreviewwillbeusedtosituatelearningwithandlearningthroughICTsinthelargercurriculumlandscapeofteacherdevelopmentinSTEMsubjectsforSecondarySchoolsinKenyaandTanzania.Thepurposeistoidentifyconnectionsacrosssubjectsandtheoveralllearningoutcomeforaricherlearningexperience.WorkshopGroupTaskThetablebelowliststhedomainstobeexaminedandmappedtoarriveatabetterinformedpictureofthepurpose,placeandroleofICTstosupportcontentandpedagogyintheTeacherDevelopmentCurriculumingeneralandacrosstheSTEM(Science,Technology,EnglishandMathematics)subjectsinparticular.ThetabledrawsfromtheTPACKandtheprioritizedICTCompetencyFrameworkstoassistyouinexaminingthetechnologytoolsandteachercompetenciesneeds&gaps.
TPDCurriculumGuide
CurriculumGuide ReferencetoICT(Policy,curriculum,pedagogy,ICT,org&management,TPDdomains)
ICTGapsHowcanICTbeimproved/strengthened?
OverallTPDcurriculumgoals&objectives
OverallTPDcurriculumpriorities
OverallTPDlearningoutcomes
GeneralTPDPedagogy/Methodologystrategies
Assessmentpractices,procedures&tasks
Teacherpreparationrequirements
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STEMSubjectSyllabuses
Subjectsyllabus ReferencetoICT(Policy,curriculum,pedagogy,ICT,org&management,TPDdomains)
ICTGapsHowcanICTbeimproved/strengthened?
TPDsubjectsyllabusobjectives
TPDsubjectsyllabuspriorities
TPDsubjectsyllabuslearningoutcomes
TPDPedagogy/Methodologystrategies
Assessmentpractices,procedures&tasks
Teacherpreparationrequirements
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Appendix8:OverviewoftheSIPSEModules
FivemodulescoveringTechnologyLiteracy(3modules)andKnowledgeDeepening(2modules)ICTTeacherCompetencylevels
TechnologyLiteracyModules1,2and3
Module1.1ICTUseinDidacticTeachingICTTeacherCompetencies
TeachersdescribehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterKnowledge(TL.3.a.), TeachersincorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionofSTEMsubjectmatterknowledge.
(TL.3.b.)
Inthisunityouwilllearnabout
HowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge
Improvingyourskillsinbasicsoftwareofwordprocessororpresentationorspreadsheet
ExploringICTtoolsfor‘practiceanddrill’inyourplanningactivitiesforyoursubjectteaching
ActivitytemplatesforintroducingtechnologyinyourpracticeandhowthesecanbeusedalongsideyourlessonteachinginSTEM
Tomeetthelearningintentionsandobjectivesyouwill
ExploretheuseofICTpracticeanddrillactivitiestosupportcontentandpedagogystrategiesinaSTEMdidacticlesson(introduction/mainactivities/assessment)
CompleteanactivitytemplateforapracticeanddrillthathasaclearlinktoaSTEMtopicobjectivethatyouareteaching
Dothisactivityintheclassroom Sharetheactivitywithyoursubject
teachersinyourschoolandwithyoursubjectteachergroupintheSIPSEgroupworkspace
TheICTcomponentsyouwillfocusonare
ICTbasic–familiarizationwithbasicusesofwordorpresentationorexcelsoftware;Internetuse
ICTexploration–Practiceanddrillexerciseswithwordorpresentationorexcelorspecializedsoftware
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Module2.1ICTandSTEMCurriculumStandardsICTTeacherCompetencies
Teachersshouldbeabletomatchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsanddescribehowthesestandardsaresupportedbytheseapplications.(TL.2.a)
TeachershelpstudentsacquireICTskillswithinthecontextoftheirsubjectsorcourses.(TL.2.b.)
Inthisunityouwilllearnabout
Finding,evaluating,organizingandadaptingtherightICTresources(e‐content)tomeetyourteachingandlearningrequirementsinyoursubjectteaching
UsingICTresourcesinthedidacticlessonstopromoteinteractivelearningandengagestudentsinusingtheresources
UsingdifferentquestioningtechniquestopromoteinteractivelearningwithICTinyourdidacticlessons
IdentifyingICTresourcesappropriatetothedifferentcharacteristicsandneedsofyourlearners
Exploringtheuseofpresentationsoftwaretopromoteinteractiveactivatesandstudentlearning
Tomeetthelearningintentionsandobjectivesyouwill
Practiceusingpresentation,evaluatingandusinge‐resourcesandusingeffectivequestioningtechniques
Planactivitiesusingpresentation,e‐resourcesandquestioningtechniquestoincreasestudentparticipationandinteractioninyoursubjectteaching.Youcanplanyouractivitiesforanypartofthedidacticlesson–teacherexposition,students’activitiesorstudentandteacherreview.
Completeanactivitytemplateforyourpresentation&questioningactivitythathasaclearSTEMsubjectlearningobjective
Dothisactivityintheclassroom Reflectiononyouractivityusingyour
journal(andreviseifnecessary)
TheICTcomponentsyouwillfocusonare
ICTexploration–presentationsoftware‐basic&advanced
Internet–search,retrieveandevaluatee‐resources
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Module3.1ICTintheClassroomandComputerLabICTTeacherCompetencies
Teachersintegratetheuseofacomputerlaboratoryintoon‐goingteachingactivities.(TL.5.a)
Inthisunityouwilllearnabout
Howproblembasedlearning&teachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge
Posingrealandproductivequestionstogetthemostformproblem‐basedlearning
ManagingandcreatingapositiveclassroomenvironmentforICTuse
UsingConceptMappingsoftwaretopromoteproblem‐basedlearning
Tomeetthelearningintentionsandobjectivesyouwill
Planaproblembasedlearningactivitywithquestioningtechniquesandconceptmappingtoengagestudentsinobservations,discussionsandquestionsinordertosolveaproblem
CompleteanactivitytemplateforaproblembasedlearningandsimulationactivitythathasaclearSTEMsubjectlearningobjective
Dothisactivityintheclassroom Reflectonthisactivity(andreviseif
necessary)toensuremaximuminteractionbythestudentsonproblemsolvinganddiscussions
SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline
TheICTcomponentsyouwillfocusonare
ICTbasic–Developingsimulationsonpresentationandspreadsheetsimulationsoftware
ICTexploration–ExploringtheuseofsimulationsoftwareinSTEMteachingandlearning
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Module3.2NationalPoliciesandtheirImpactonEducationICTTeacherCompetencies
Teachersareabletoidentifykeycharacteristicsofclassroompracticesandspecifyhowthesecharacteristicsservetoimplementnationalpolicies(TL.1.a.)
Inthisunityouwilllearnabout
howtolinknationalandschoolvisionandobjectivesforICTineducationandclassroompractices
howtosupportnational,schoolandSIPSEobjectivesinschoolplanningandclassroompractices
howtousetheSIPSEschoolcriteriaframeworktodoanICTSWOTanalysisofyourschool
activitieswithICTtoolsfornavigatinganddownloadingnationaldocuments&resourcesforICTpolicy
Tomeetthelearningintentionsandobjectivesyouwill
conductanICTReview&SWOTanalysisofschooltosharewithstaffandmanagement
brainstormideasonschoolandclassroompracticestosupportnational,schoolandSIPSEobjectives
shareyourideaswithyoursubjectteachersinyourschoolandyoursubjectgrouponline
developyourportfoliowithexamplesof:
o youractivity&reflectionontrialingpresentationorotherICTtoolsinyourclassroomactivities
o yourpresentationofschoolICTReviewSWOTanalysis
TheICTcomponentsyouwillfocusonare
ICTbasic–familiarizationwithbasicusesofwordorpresentationorexcelsoftware
ICTadvanced–useofpresentationsoftware–chartsandvideos/audioetc–
ThinkabouthowtousepresentationsoftwaretopresentyourschoolICTSWOTanalysis
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KnowledgeDeepeningModules4and5
Module4.1Problem‐BasedLearningandICTintheClassroomICTTeacherCompetencies
Teachersidentifyordesigncomplex,real‐worldproblemsandstructuretheminawaythatincorporateskeysubjectmatterconceptsandservesasthebasisofstudentprojects.(KD.3.b.)
Teachersplaceandorganizecomputersandotherdigitalresourceswithintheclassroomsoastosupportandreinforcelearningactivitiesandsocialinteractions.(KD.5.a)
Inthisunityouwilllearnabout
Howproblembasedlearning&teachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge
Exploringbrainstormingandgroupworkorganizationstrategiestogetthemostfromproblem‐basedlearning
ManagingandcreatingapositiveclassroomenvironmentforICTuse
UsingConceptMappingsoftwaretopromoteproblem‐basedlearning
Tomeetthelearningintentionsandobjectivesyouwill
Planaproblembasedlearningactivitywithbrainstorming,grouporganizationandconceptmappingstrategiestoengagestudentsinobservations,discussionsandquestionsinordertosolveaproblem
CompleteanactivitytemplateforaproblembasedlearningandsimulationactivitythathasaclearSTEMsubjectlearningobjective
Dothisactivityintheclassroom Reflectonthisactivity(andreviseif
necessary)toensuremaximuminteractionbythestudentsonproblemsolvinganddiscussions
SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline
TheICTcomponentsyouwillfocusonare
ICTexploration–Exploringproductivitytoolstocreateconceptmapsandmindmaps
ICTresourcedevelopment–Developingconceptmapsand/ormindmapsforusinclassroompractice
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Module5.1Project‐BasedLearningICTTeacherCompetenciesTeachersdescribehowcollaborative,project‐basedlearningandICTtoolscansupportstudentthinkingandsocialinteraction,asstudentscometoadeeperunderstandkeyconcepts,processes,andskillsinthesubjectmatterandtheirapplicationandusetosolverealworldproblems.(KD.3.a.)
Inthisunityouwilllearnabout
Howprojectbasedlearning&teachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge
Guidelinesforsettingupprojectandcooperativelearningopportunitiesintheclassroom
Introductiontowebquestsplanningpreparation,organizingofgroupsandresourcesandassessment
UsingWebquestsoftwaretostimulateandscaffoldprojectdevelopmentandexploration
Tomeetthelearningintentionsandobjectivesyouwill
PlanaprojectwithcooperativelearningopportunitiesandWebquestsoftwaretoengagestudentsinobservations,discussionsandquestionsinordertoengageinastructuredinquiry
CompleteanplanningtemplateforaprojectprocessactivitythathasaclearSTEMsubjectlearningobjective–wheretheprojectprocessinvolvesteachingandlearningfor
o posingproductivequestionso findingresources/organizing
groupso interpretinginformationo reportingfinings
Dothisactivityintheclassroom Reflectonthisactivity(andreviseif
necessary)toensuremaximuminteractionbythestudentsonprojectprocess
SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline
TheICTcomponentsyouwillfocusonare
ICTexploration–explorationtoolstocreateWebquestresourceforprojectbasedlearning
ICTresourcedevelopment–developingaWebquestresourcesforprojectdevelopmentinyoursubjectteaching
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Module5.2STEMSubjectSpecificICTTools&SoftwareICTTeacherCompetencies
Teachersidentifykeyconceptsandprocessesinthesubjectarea,describethefunctionandpurposeofsubject‐specifictoolsandhowtheysupportstudents’understandingofthesekeyconceptsandprocesses,andtheirapplicationtotheworldoutsidetheclassroom(KD.2.a).
Teachersoperatevariousopen‐endedsoftwarepackagesappropriatetotheirsubjectmatterarea,suchasvisualization,dataanalysis,role‐playsimulationsandonlinereferences(KD.4.a).
Inthisunityouwilllearnabout
FindingandevaluationopeneducationsoftwareusingtheGESCIcriteriaforsoftwareevaluation
Developingstudentwritingskillstopromotesharingandcommunicationofideas
ExploringandreviewingMathematics,Science,andLanguagesoftwareeducationsoftwarepackagessuitableforpromotingproblem‐basedandinteractivelearninginyoursubjectteaching
Tomeetthelearningintentionsandobjectivesyouwill
Planalearningactivitythatincludestheuseofsharedwritingsoftwareandresourcesthatyouhaveevaluatedandselectedandstudentwritingforknowledgesharingandbuilding
CompleteanactivitytemplateforthelearningactivitythathasaclearSTEMsubjectlearningobjective
Dothisactivityintheclassroom Reflectonthisactivity(andreviseif
necessary)toensuremaximuminteractionbythestudentsonproblemsolvinganddiscussions
SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline
TheICTcomponentsyouwillfocusonare
ICTexploration–experiencing&
reviewingeducationalsoftware ICTresourcedevelopment–Using
‘sharedwriting’toproduceaneducationalresource
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Module5.3STEMLessonActivitiestoSupportPolicyICTTeacherCompetencies
TeachersexplainandanalyzetheprinciplesofusingICTineducation.Describehowtheseprinciplescanbeputintopracticeintheirownteaching.Analysewhatissuesariseinimplementingtheseprinciplesandhowthoseissuescanbeaddressed.(KD.1.a.)
Inthisunityouwilllearnabout
howtolinkyourclassroomactivitiestonationalInformationandCommunicationTechnologyforDevelopment(ICT4D)objectives
howtousethepriorityareafromtheSIPSEschoolcriteriaframeworktodevelopanICTSchoolPlanoverviewandActionPlan
activitieswithsharedwritingforteamproductionoftheschoolICTplan
Tomeetthelearningintentionsandobjectivesyouwill
brainstormideasonclassroomactivitiesto
supportnationalICT4Dobjectives Shareyourideasabout‘connectingclassroom
toICT4D’inthediscussionforum workinteamstodevelopyourschoolplan
overviewandactionplan developyourportfoliowithexamplesof:
o sharedworddocumentofteamcontributionsonschoolactionplan
o shredpresentationdocumentofactionplanpresentationtoschoolstaffwithinputsformschoolcommunity
TheICTcomponentsyouwillfocusonare
ICTexplorationandpractice–
continueexplorationandpracticewithsharedwritingtools
Usethesetoolstojointlydevelopschoolplanoverviewandactionplan
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Appendix9:ModuleStructureCourseModuleStructure–4activitiesleadingtoTPACK&ICT‐CFT‐in‐Practice
BuildingcapacityforinnovativeuseofICTinSTEM‐ 4activitiesineachmoduleIntroductory
Activity
ContentKnowledge
CaseStudy
Activities
ExemplaryCurriculumMaterials
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Participantssee&review
ICTenhancedSTEMLessonPlans
T&LStrategies
Activity
PedagogyKnowledge
Buildingteachingandlearningstrategies
PedagogicalDiscussion&Exploration
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Participantsdiscuss&exploretraditional&newpedagogicalstrategiestosupportSTEM
ICTPractice
Activity
TechnologyKnowledge
BuildingICTbasicandadvancedskills
ICTToolDemonstration&Practice
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Withexamplesofinstructionaluse
ClassroomPractice
Activity
TPACK‐in‐Practice
Applyingandinfusing‘technology’tosupport
‘pedagogy’and‘content’inclassroom
practice
ClassroomApplication
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Teacherscreateactivities&lessonsthatdemonstrateICTuseinSTEMteachingandlearning
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Appendix10:Assessment&Evaluation
1.SIPSEClassroomObservationProtocol
Pre‐LessonReview:Backgroundinformation
1. NameofObserver:______________________________________________
2. ObservationDate:(DD/MM/YYYY)__/__/___
3. TimeoftheLessonObservation:___________________________
4. NameofSchool:______________________________________________
5. Country:______________________;District/County__________________
6. NameofTeacher:______________________________________________
7. Whichclassorformareyouvisiting?___________________________________
8. Howmanystudentsareintheclass?_________
9. Howmanyboysandgirlsareintheclass?
NumberofBoys_________NumberofGirls_________
10. Whatisthesubjectbeingtaught?(tick)____________Chemistry____________Physics____________Biology____________Technology____________English____________Mathematics
11. Whataretheteacher’sobjectivesinthelesson?:(Ifpossible,speakwiththeteacherbeforetheobservationbeginsandcompletethissectionwiththefollowinginformation:Whatistheteacherplanningtodo?Howdoesthelesson/activityfitinwiththeunitthattheclasshasbeendoingbefore?Arethereareparticularoutcomestheteacherishopingfor?)
12. Whataretheteacher’sclassroomarrangementsforthelesson?(Drawordescribethe
physicalarrangementoftheclassroom.Alsowhathappensasthelessonprogresses–what
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methodologydoestheteacheradoptthroughoutthelesson–peer‐to‐peerlearning,groupwork–sametaskanddifferenttaskgroupwork)
13. Whattechnologyresourcesarepresentintheclassroom?(Describethetechnologyresources
presentintheclassroomandincludethenumberofeach.Fixedtechnologyresources,likedesktopcomputersandprojectors,shouldbeincludedinthediagramoftheclassroomabove.)
Part1:LessonObservationRubricUsetherubricbelowtoobservethelesson.Tickasappropriatetheleveloftheteacher’stechnology,pedagogicalandcontentknowledge(TPACK)observedinthelesson–where3=Observed;2=PartlyObservedand1=NotObserved.Provideexamplesofobservedteacherpracticewhereappropriate.1=NotObserved,2=PartlyObserved;3=Observed;TeacherKnowledge&Practices
1 2 3 Examplesofobservedorpartlyobservedpractices
14. ContentknowledgeofSTEMsubjects
Teacherpresentssomekindof‘hook’orstorytoengagethestudentsattentionorinterestinthemaintopicconcepts(CK)
He/sheclearlyintroducesthetopicandlearningobjectivesandshowshowtheyfitintothelessonplan(didacticorproblembasedorprojectbasedlesson)(CK)
He/sheprovidesappropriateinformation,skills,proceduresinrelationtothelessonconceptsbeingtaught(CK)
15. AddacommentontheteachersCKapplicationinthelesson(basedonobservedpractices)
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TeacherKnowledge&Practices
1 2 3 Examplesofobservedorpartlyobservedpractices
16. Pedagogicalknowledge
Theteacherengagesthestudentsindifferentlevelsofquestioningtopromotehigherorderthinking(remembering,understanding,analyzing,applying,evaluating&creatingtypequestions)(PK)
He/sheaddressesthediverseneedsofallstudentsbyusingdifferentgroupworkstrategies(sametaskgroupwork/differenttaskgroupwork)(Groupstrategies)(PK)
He/sheusesProblem‐based‐orproject‐basedlearningapproachestoengagestudentsinexploringreal‐worldissuesandsolvingauthenticproblems(PCK)
17. AddacommentontheteachersPKapplicationinthelesson(basedonobservedpractices)
18. Technologyknowledge
TeacherdemonstratesdevelopedknowledgeinbasicICTskills(intheuseofspreadsheetorpresentationorwordortheinternet)(TK)
TheteacherdemonstratesabilityinthetransferofICTskillsandknowledge
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TeacherKnowledge&Practices
1 2 3 Examplesofobservedorpartlyobservedpractices
tonewsituationsinclassroompractice
He/Shedemonstrateknowledgeoneffectivecombinationsoftechnologytosupportlearningsuchaslaptop,projectorwithspreadsheetorpresentationorsimulationuse(TK)
19. AddacommentontheteachersTKapplicationinthelesson(basedonobservedpractices)
20. PedagogicalContentKnowledge
Theteacherhasabilitytointegrateteachingapproachesortechniques(questioning,discussionorgroupwork)thatarousestudents’thinkingandcreativityintheSTEMsubjects(PCK)
21. TechnologicalPedagogicalKnowledge
Theteacherengagesstudentsintechnologyenhancedlearningactivities(thatusespreadsheetsorwordprocessingorsimulationorconceptmappingorpractice&drilletc.)(TPK)
22. TechnologicalContentKnowledge
Theteacherhasplannedrelevant
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TeacherKnowledge&Practices
1 2 3 Examplesofobservedorpartlyobservedpractices
activitiesthatintegratetechnologytools(spreadsheetsorwordprocessingorsimulationorconceptmappingorpractice&drilletc)topromotestudentSTEMconceptlearning
23. AddacommentontheteachersPCK,TPKandTCKapplicationinthelesson(basedonobservedpractices)
24. Technology,pedagogyandcontentknowledge
Theteachersclearlyintegratesthecomponentoftechnology(ICTtools),pedagogy(didacticorproblem‐based/project=‐basedapproaches/questioningorgroupworkstrategies)topromotecreativethinkingandinnovationoflessontopicconcepts(TPACK)
He/shechoosestechnologytools(drill&practiceorsimulationorwebquestetc.)that‘fit’togetherstronglytosupportpedagogyandcontent(TPACK)
25. AddacommentontheteachersPPACKapplicationinthelesson(basedonobservedpractices)
1=NotObserved;2=PartlyObserved;3=Observed
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Part2:TeachingandLearningActivityObservation26. Whicharetheteacherpedagogicalapproachesthatwereusedinthedeliveryofthe
lesson?Tickallthatapply. Leading(includeslecturing,directingclassactivities)_____________________ Facilitating/assistingstudents__________________________ Classcontrol(includesdiscipline&management)______________ Otherapproaches_______________
27. Specifytheotherapproachesthatwereemployed
28. Howdidtheteacherusethetechnologyinthelesson?Tickallthatapply.
Technologywasnotevident_____________________ Topresentinformation__________________________ Forvisualizationormodelingofaconcept______________ Todemonstrateastudenttask_______________ Forgrading,attendanceormaterialpreparation______________ Other___________________
29. Specifyhowelsetechnologywasusedinthelessontoday
PostLesson–reviewofteachingandlearning
Mainquestions ProbeQuestions(optional‐canbeusedtoprobedeeperreflectionfromtheteacher)
30. Howdoyouthinkthelessonwent? Whatdoyouthinkyourpupilslearnedaboutthetopic?Howcanyoutell?
Doyouthinkthestudents‟conceptualunderstanding”ofthetopicofthelessonwasimprovedwiththeintegrationoftechnology(spreadsheetsorpresentationorsimulationetc.)?Explain
31. Whatwentwell?Whatwentlesswell? Whatwerethepositiveaspectsoftheteachingexperience?
Whatdidyou(astheteacher)getoutofit?Didyoufinditdifficult?
32. Howwouldyouhavedonethelesson Afterteachingthislesson,whatpreparationdo
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differently? youthinkyouneedtodoforanotherlessonthatintegratestechnologyastoolsforlearning?Whatwouldyoudodifferentlynexttime?
WhatgeneralcommentcanyoumakeaboutusingtechnologyintheSTEMclasses?
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33. Howwouldyouratethislesson:LessonCriteriaRubric
Nameoftheteacher
Poor
(0‐5)
Belowaverage
(6–10)
Satisfactory
(11–15)
Good
(16–20)
Excellent
(21–25)TutorMark
TutorComments
Thelessonwasnotwellthoughtout.TherewasnoplanningtointegratetheconceptsofICTusetosupportDidacticorPrBLorPjBLpedagogyandcontentlearntintheSIPSEproject
ThereweresomeeffortsinpartsofthelessontointegratetheconceptsofICTusetosupportDidactic,orPeBLorPjBLpedagogyandcontenttaughtintheSIPSEproject
ThelessonwaswellthoughtoutandthereweregoodeffortstoincludeTPACK,didactic,PrBLorPjBLelementsinthelesson
TheLessonwaswellplannedoutwithgooduseofICTtosupportpedagogicalstrategies(questioning/discussion/groupworktechniquesanddidacticorPrBLorPjBLapproaches)andSTEMconcepts
Thelessonstoodoutexceptionallywellwillagoodcombinationofalltheelementsandbeyondofapplicationoftechnology(presentation/wordprocessing/spreadsheets/conceptmappingetc.)pedagogy(discussion/questioning/groupwork)andcontent(STEMsubjects)knowledgeapplication
34. Basedonyourratings,whatisthefinalmarkthatyouwillgivefortheteacherslesson
performance?__________
35. MasterTrainersConcludingRemarks(Confidential)
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SIPSEGeneralReview‐LessonPlansorLessonActivityPlan
Tutor’sgeneralcomments
Content:Doesthelessonplanidentifythelessontopicwithclearcurriculumlearningobjectives?
Tutor’scomments:
Technology:Doesthelessonplanintegrate‘drillandpractice’or‘simulation’or‘studentworksheet’or‘contentpresentation’exercisesinwordorpresentationorspreadsheetsorsoftwarelike‘hotpotatoes’tosupportthecurriculumlearningobjectives?
Tutor’scomments:
Pedagogy:Doesthelessonplanintegratestrategiesfor‘questioning’or‘promotingdiscussion’or‘groupwork’tosupportthecurriculumlearningobjectives?
Tutor’scomments:
Technologypedagogyandcontentknowledge:Doesthecontent,pedagogyandtechnology‘fit’togethertosupportthecurriculumlearningobjectives?
Tutor’scomments:
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2.SIPSEAssessmentRubric‐LessonPlanorLessonActivityPlan
CircleasappropriateTPACKAssessmentCriteria
Excellent16‐20
Good11‐15
Satisfactory6‐10
Fair1‐5
Marks
Technologies&CurriculumKnowledge(TCK)(Curriculum‐basedtechnology use)
Technologiesselected foruseinthelessonplanorlessonplanactivityarestronglyalignedwithoneormoreScienceorTechnologyorEnglishorMathematics(STEM)curriculumlearningobjectives.
TechnologiesselectedforuseinthelessonplanorlessonplanactivityarealignedwithoneormoreSTEMcurriculumlearningobjectives.
TechnologiesselectedforuseinthelessonplanorlessonplanactivityarepartiallyalignedwithoneormoreSTEMcurriculumlearningobjectives.
TechnologiesselectedforuseinthelessonplanorlessonplanactivityarenotalignedwithanySTEMcurriculumlearningobjectives.
Technology &PedagogicalStrategies(TPK)(Using technologyinteaching/learning)
Technology usestronglysupportspedagogicalstrategies(questioning,groupswork,discussionetc.)
Technology usesupportspedagogicalstrategies(questioning,groupswork,discussionetc.)
Technology useminimallysupportspedagogicalstrategies(questioning,groupswork,discussionetc.)
Technology usedoesnotsupportpedagogicalstrategies(questioning,groupswork,discussionetc.)
TechnologySelection(s)(TK)(Appropriatetechnologyselectionforcurriculum goals&pedagogicalstrategies)
Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)areexemplary,givenSTEMcurriculumgoal(s)andpedagogicalstrategies.
Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)areappropriate,butnotexemplary, givenSTEMcurriculum goal(s)andpedagogicalstrategies.
Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)arejustappropriate, givenSTEMcurriculumgoal(s)andpedagogicalstrategies.
Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)areinappropriate, givenSTEMcurriculumgoal(s)andpedagogicalstrategies.
Technology,PedagogyandContentTPACK‐“Fit”(Content, pedagogyandtechnologyfittogether)
Content,pedagogicalstrategies andtechnology fittogetherstronglywithinthelessonorlessonactivityplan.
Content,pedagogicalstrategies andtechnology fittogetherwithin thelessonorlessonactivityplan.
Content,pedagogicalstrategies andtechnology fittogetheralittlewithin thelessonorlessonactivityplan.
Content,pedagogicalstrategies andtechnology donotfittogetherwithinthelessonorlessonactivityplan.
TotalMarks
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Adapted:“Technology IntegrationAssessmentRubric”byJudiHarris,NealGrandgenett&MarkHoferat:http://network.bepress.com/explore/education/teacher‐education‐and‐professional‐development/?facet=institution_title%3A%22University+of+Nebraska+Omaha%22&facet=subject_facet%3A%22Assessment+rubric%22
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3.SIPSEINDICATORSFORICTSCHOOLEXCELLENCE
Thecriteriaforfivedomainsofexcellenceareshownbelow.ThecriteriaactasindicatorsshowinghoweffectivelytheschoolmeetsSIPSEtargetsforexcellence.Thereareessentialcriteriaindicatedbyastarsymbol( )ineachdomain.TheseessentialcriteriamustbemetbyallSIPSESchoolsofExcellence.
Leadership&Vision
Vision
ASIPSEschoolcanshowevidenceof:Awhole‐schoolICTpolicy(developedorinprogress)thatoutlinesavisionandstrategyandconveysapositiveattitudetotheuseofICT.ThepolicyaddressesICTuseintheSTEMcurriculum,planningforstructuredICTaccessforallandInternetsafety.
Leadership&Vision–KeyExcellenceIndicators
OnICTschoolpolicyandplanning:
TheICTvisionisintegratedintothewhole‐schoolplan ThereisadedicatedICTcoordinatingteacherwithclearlydefinedrolesandresponsibilities ThereisprovisionintheschoolICTpolicytocollaborativelyregularlyreviewandupdatepolicy ThepolicyplansforpresentandfuturedevelopmentandimprovementofICTuseintheschool
subjects ThepolicysupportsContinuedProfessionalDevelopmentofstaffinrelationtoICT
OnschoolpolicyforICTinteachingandLearning:
OutlinestherationaleforICTandrecognisesitsdistinctivecontributiontolearningandteachingintheschool
AddressescontentuseofICTincurricularareas ThepolicyaddressesspecificICTactivitiesthatwillsupportteachingandlearninginSTEM
subjects
OnschoolpolicyforICTandSpecialEducationNeeds
SupportstheinclusionofpupilswithspecialeducationalneedsinrelationtoICTuseinteachingandlearning
OnschoolpolicyforICTaccess,Internetuseandsafety:
PlansforprogressioninlearningwithandthroughICTfromtechnologyliteracylevelsoftraditionaldidacticteachingtoknowledgedeepeninglevelsofproblembasedandprojectlearning
AccountsforregularandstructuredaccessforallpupilstoICTo Ifacomputerroomisavailable,classes/groupshavetimetabledslotso Arotaorturn‐takingsystemhelpsensurethatallpupilsreceiveregularaccesstoICT
laptopandprojectorinaclassroomsituation OutlineshowtheInternetisbestusedasaresourceforlearningandteaching IncludesapolicyonacceptableandsafeusesofICTthatisimplementedthroughouttheschool
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ICTintheSTEMcurriculum
Vision
ASIPSEschoolcanshowevidenceof:ICTintegrationacrosstheSTEMcurriculuminlearningandteachingandteachersintheSIPSEprojectwilldemonstrateaclearunderstandinghowICTcanbeusedintheSTEMcurriculumtoimprovestudentlearning.
ICTintheSTEMcurriculum–KeyExcellenceIndicators
OnICTinlearningandteaching:
ICTsupportsthekeyprinciplesoftheNationalCurriculumobjectivesforICTintegration KeyPrincipalsICTUseintheCurriculum–TanzaniaandKenya
ICTintegrationacrossawiderangeofcurricularareas
o ICTisintegratedintothecurriculuminsecondaryschools.,andthatthecurriculumisrevisedaccordingly
o Subject‐specificpedagogyincludestheintegrationofICTintheteachingandlearningprocess
ICTinteachingandlearning o ICTisusedintheteachingandlearningprocesstosupportthemasteryofSTEMsubject
matterwhileaddressingindividuallearner’sdifferences,criticalthinkingskills,andlanguage,throughinteractiveandparticipatoryteaching
o EffortsaremadetouseICTforlearnerswithdisabilitiesandotherspecialneedso Opportunitiesareprovidedtofosterthecreativeandinteractivecapacityoflearnersand
teachersthroughtheuseofICTandmultimedia
Useanddevelopmentofappropriatee‐content o Highqualitye‐contentandlocalcontentispromotedanddevelopedinaccordancewith
nationalmechanismsforevaluationo Schoolsusecontentdevelopedanddisseminatedbynationalcurriculuminstitutionsthat
addressesthepreservationandpromotionofTanzania’sandKenya’shistoryandculturalidentityanddiversity,withintheeducationsector
o Schoolsselect,evaluate,manageandutilizerelevantsoftwarepackagesande‐resourcesinaccordancewithnationalguidelines
o Schoolsmakeuseoffreeandeasilyaccessibleteachingandlearningmaterials,aswellasfreeandopensourcesoftware
ProfessionalcollaborationandICTsafety o SchoolsoptimizetheuseofavailableICTresourcesavailable(computerlabs,laptops,mobile
phones)forthedevelopmentofanexchangeofresourcesaswellasnetworkingandcollaborativeexchangesbetweenteachersandlearnerswithinandoutsidethecountry
o SchoolsdeveloprulesgoverningthesafeandethicaluseoftheinternetSources: GovernmentofKenya,MinistryofEducation(2006)NationalInformationandCommunicationTechnology
StrategyforEducation&Training.Retrievedfrom:http://kenyaictfund.or.ke/initiatives/NATIONAL_ICT_STRATEGY_FOR_EDUCATION_&_TRAINING_JUNE_2006.pdf
GovernmentofTanzania,MinistryofEducationandVocationalTraining(MoEVT)2007.Information&CommunicationTechnology(ICT);PolicyforBasicEducation.Retrievedfrom:http://planipolis.iiep.unesco.org/upload/Tanzania%20UR/Tanzania_ICT_Policy_for_BasicEducation_2007.pdf
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SchoolICTCulture
Vision
ASIPSEschoolcandemonstrate:AnawarenessandunderstandingoftheimportanceofICTimpactonthequalityoflearningandteachingamongstaff,studentsandthewiderschoolcommunity
SchoolICTCulture–KeyExcellenceIndicators
CultureofICTuseintheschool
o ThereisevidenceofastrongICTpresenceintheschoolo PupilscanbeobservedusingICTinthelaband/ortheclassroomo WorkproducedthroughICTisinevidencearoundtheschool
Thecomputerlabandclassroomlaptopsandprojectorsareusedregularlybypupilsandteachers
o ICThasbeenusedtopreparenewsletters,notesorothermaterialforcommunicationbetweenparents,pupilsandstaff
o STEMteachersuseICTintheirownclassroomplanningandadministration
TheschoolrecognisesthatICTcanextendpupils’learningbeyondtheclassroom
o PupilsareencouragedtorelatetheuseofICTatschool(suchtheICTenhancedactivitiesinSTEM)toproblemsolvingandprojectactivitiesinthelocalandhomeenvironment
o ParentsareencouragedandcontinuouslyeducatedontheadvantagesofusingICTtoimproveeducationoutcomesthroughparentsmeetings,newsletters,AGM,schoolstrategiesandallcommunicationfromtheschool
o Theschoolhasprepareddigitalresourcessuchasactivitysheets/learningobjectsforuseafterschoolbystudents
o TheschoolhasusedICTinSTEMcurricularprojectworkorhasbeeninvolvedinICTprojects,eitherlocalorintheSIPSEschoolcross‐countrynetworkofKenyaandTanzaniaorinternational.
o TheroleofICTtoimproveeducationoutocmesisrecognisedintheschools’Strategyordevelopmentplan
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ContinuingProfessionalDevelopment
Vision
ASIPSEschoolcandemonstrate:AcommitmenttosupportingSIPSEtrainingwithschoolbasedteacherdevelopmentactivitiesforICTuseinSTEMandothersubjects,providingopportunitiesforstaffmeetings,schoolseminars,teacher–to–teacherobservationsofICTuseinclassroompractice,onlinepresencethroughawebsite,blog,Facebooketc…
ContinuingProfessionalDevelopment–KeyExcellenceIndicators
Thewhole‐schoolpolicy(whetherformalorinformal)supportsandencouragesICTprofessionaldevelopment
TeachersattendingtheSIPSEcourseareencouragedtobeinnovativebyexploringnewideasinICTandtorelatethemtotheirteachingofSTEMsubjects
TheschoolutilisestheexpertiseinICTacquiredamongstaffattendingtheSIPSEcoursetoinformICTpracticeinacollaborativewayamongallteachers
TheICTcoordinatingteacherorothermembersofstaffwithaspecificexpertiseinICTsharestheirexpertiseatin‐schoolplanningdays,staffmeetingsorinaninformalcapacity
ThemajorityofstaffhavebeeninformedaboutSIPSEandhaveengagedinlearningfromtheSIPSEteachersattendingthecourse
TheSTEMteachingstaffareconfidentintheintegrationofICTintheirdailyteaching TheschoolkeepsabreastofdevelopmentsintechnologicalandprofessionalICTpracticeandis
awareoftheprofessionaldevelopmentneedsofthestaffinrelationtoICT
ResourcesandInfrastructure
Vision
ASIPSEschoolcandemonstrate:
TherequiredschoollabandSIPSElaptopresourcestosupportlearningenvironmentsforScience,Technology,EnglishandMathematics(STEM)subjectteachingandithasorganizedappropriateICTresourcesthatreflectaplanfordevelopmentandimprovementofICTaspartofwhole‐schoolpolicyandstrategyplan.
ICTintheSTEMcurriculum–KeyExcellenceIndicatorsHardware Theschoolshowsevidenceofsufficientandadequateaccesstocomputers/laptopsthat
reflectstheSIPSEminimumrequirementsforalabandclassroomsetupforICTuseinSTEMteachingandlearning
TheschoolICTresourcesareutilizedinthemostappropriatemannertomaximizeopportunitiesforeffectivelearningandteachingacrossallcurriculumsubjects
ICTislocatedinthefollowingareaswhereappropriate:o Mainstreamclassroomso Acomputerlaborroomo Libraryo Otherteaching/learningareaso Acombinationoftheaboveo HeadsofDepartmentOfficeso Staffroom
Thereisanappropriateselectionofdigitaldevicesavailableforusethatreflectsthecontextoftheparticularschool.Forexamplelaptops,projectors,digitalcamerasetcareavailable
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forteacheruse.
Infrastructure ThereisacomputernetworkLAN?Availableforeducationalpurposes Internetaccessisavailable
Software Thereisavarietyofcontent‐richandcontent‐freesoftwareavailableforusecovering
curricularareasinSTEMteaching VisittheSIPSEModuleResourceSheetonEducationalSoftware. VisittheSIPSEplatformforSoftwareEvaluationbyteachersofarangeofopen
educationalsoftware Teachersuseavarietyofageandabilityappropriatesoftwareapplicationsasalearning
andteachingresourceinSTEMsubjects Theschoolhasonlinepresence(website,blog,facebooketc)
Adapted:DigitalSchoolsofDistinction–TheFiveSteps.Retrievedfrom:http://www.digitalschools.ie/digitalschools‐criteria?phpMyAdmin=46hEY0R5PeYFDVZMxNjX6N5Vqe0
i