ICT in EducationUNESCO Bangkok

ICT-Pedagogy Integration into the PSGs for Undergraduate TE

Jonghwi Park Programme Specialist

ICT in Education, UNESCO BangkokAsia and Pacific Regional Bureau for Education

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• By the end of this module, TFT will be able to- Understand the nature and requirements for

performance indicators- Refine/consolidate the NCBTS to make them

clearer, achievable, and measurable performance indicators.

Objectives

Click to edit Master title styleWorksheet C• Step 1: Copy each of the 10 NCBTS ICT competencies listed in Worksheet B beside the

relevant and applicable ICT-CFT domain/s. • Step 2: Copy the additional ICT-related competencies from Worksheet B. ICT CFT Domains

NCBTS competencies

Observations Recommendations

Understanding ICT in Education

Curriculum & Assessment

Pedagogy

ICT

Organization & Administration

Teacher Professional Learning

Additional ICT-Related Domains/Competencies

1. 2. 3.

Click to edit Master title styleRefining Performance Indicators

• Step 3: Check if these competencies can be further refined/consolidated/broken down to make them clearer, achievable, and measurable. For example, one NCTBS competency can be broken down into two or three to cover different domains to provide clearer guidance to TEIs as they enhance their teacher education curriculum. Write your observations in the third column.

Competency Standards &Performance Indicators

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• Combination of knowledge, skills and attitudes that an individual uses at work, school or other environments

What are the competency standards?

Click to edit Master title styleWhat are Performance Indicators?

• Break-downs of standards into measurable and demonstrable sizes of knowledge, skills and/or attitude

• A standard may be measured by multiple PIs. • PIs will underpin the measurability of each

standard and hence serve as a blueprint for operationalization.

• PIs will also determine how to design assessment of each standard.

Click to edit Master title styleDomain, Standards and Indicators

Domain

CS-1

PI-1-1

PI-1-2

CS-2

PI-2-1

• Key areas of competency. • Should address all aspects of

teachers’ work .

• A unit of competency.• Basic outline of the

knowledge and skills required in the given area.

• Specific knowledge, skills and attitude that a teacher should be able to demonstrate.

• Stated in observable terms.

Click to edit Master title styleExamples from ICT CFT (1)

Click to edit Master title styleExample: Technology Literacy (p.20-21)

Click to edit Master title styleExamples from ICT CFT (2)

Click to edit Master title styleExample: Technology Literacy (p.22-23)

Click to edit Master title styleExample: Technology Literacy (p.22-23)

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• 4 domains, 15 standards

ISST in Korea (2002)

Domain Standards

Information gathering

Identify location, access, and read information, Gather and evaluate information, Store and Manage information

Information analysis and processing

Produce, edit, and word-process materials,Process and analyze spreadsheet materials,Produce and edit multimedia materials,Produce and edit presentation materials,Use and manage the NEIS system

Information transfer and exchange

Present and transfer information,Communication and exchange

Information ethics and security

Understanding the information society,Prevent distribution of harmful materials,Protect intellectual property,Manage personal information,Keep netiquette

Click to edit Master title styleAustralia Case Career Stage Focus Area 2.6: Information and

Communication Technology (ICT)Focus Area 3.4: Select and use resources Focus Area 4.5: Use ICT safely,

responsibly and ethically

Graduate Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Proficient Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

Highly Accomplished

Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.

Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.

Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

Lead Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.

Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school

Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.

Click to edit Master title styleExamples from ISTEDomain Competency Standards

Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

Design and Develop Digital Age Learning Experiences and Assessment

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

Model Digital Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society

Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

Click to edit Master title styleDomains Standards PI KSA

Technological Competency

Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance.

Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the computer.

K

Identify and define the functions of computer peripherals (i.e. printer, scanner, modem, digital camera, speaker, etc.)

K

Properly connect main components, configure peripherals and install drivers when required.

S

…Use appropriate office and teaching productivity tools

Use a word processor to enter and edit text and images.

S

Format text, control margins, layout and tables.

S

…

Example (1): NISC Philippines

Click to edit Master title styleExample (2)Domains Standards PI KSA

IT in Business Provides the most effective and efficient IT solutions for a given business model.

Produces a SWAT report to identify problems and potential solutions in a given IT models in business.

K, S

Makes a recommendation to create, buy or modify an application based on the analysis of the business model.

K

Incorporates appropriate technologies for information security based on the characteristics of a given business model and its risks.

K

Analyzes and evaluates various existing IT systems in different business models

Defines the value of data management in various business models.

K

Understands advantages and disadvantages of different types of information systems (e.g., ERP, CRM, JIT) for a given business model.

K

…

Click to edit Master title styleEvaluating Performance Indicators

• Knowledge: traditional pencil and paper test• Skills: demonstration or class observation • Attitude: test + observation

• Unfortunately, most competencies have a combination of knowledge, skills and attitude.

• Portfolio – accumulating evidences:New and more accurate ways of evaluating Pis

Click to edit Master title styleTypes of Assessment

Country TypesAustralia Demonstration of Evidence

Recommendation from school / workplaceSite visits, observations* (for Highly Accomplished Lead Teachers)Professional discussion*

China National Test (written) Indonesia Written, performance test, portfolio Japan Self-reportingKorea Certification upon course completionNew Zealand Evidence, recommendation from school Philippines Oral and written Singapore Self-reporting and portfolio (Enhanced Performance Management

System: EPMS)

Click to edit Master title styleTypes of Formative Assessments

Techniques Recommendations for Implementation Instruments

Classroom observations(Korea, Tanzania, Kenya)

To be conducted in-service programme through assigned learning project. Other options are to use this techniques for pre-service’s micro-teaching sessions.

To be carried out by supervisors, principals or senior teachers to assess standards implementation in the classroom as part of teachers performance evaluation.

Classroom observation instrument (e.g. TPACK observation tool); video observation instrument.

Learning project portfolios

Applicable in ICT in education training or courses to provide comprehensive feedback and assessment on lesson planning, reflection journal, or other learning outputs/artifacts.

Rubrics, check lists.

School Review Project

This tailor-made project was assigned to in-service teachers in Tanzania and Kenya, where they are tasked to assist whole school review and development of ICT policy, vision and planning.

School ICT Visioning, Review, SWOT Analysis and Priorities; andAssessment Template - ICT Schools of Excellence)

Student and parent survey (Korea)

To assess in-service teachers’ practical skills and provide triangulated results as observed by ‘end users’ of education.

Student and parent questionnaire.

Self-diagnosis To conduct self assessment about teacher’s own competencies . Likert-scale questionnaire

Click to edit Master title styleTypes of Summative Assessment

Techniques Recommendations for Implementation InstrumentsExamination(China and Aus)

Examinations are to be administered in national or local level for teacher students in pre-service education for them to obtain qualifications of graduation and registration during induction period.

This technique can also be incorporated into in-service training for certification obtainment or renewal.

Tests

ICT Competency Course Tests (Korea, Tanzania, Kenya)

To assess in-service teachers’ competency after completing UNESCO ICT-CFT modules. In tests or assessments relevant to specific interventions or programmes like this, pre and post-tests can be given to participants to measure individuals’ development.

Tests

Professional portfolios(Aus, SG)

To be adopted where teachers hold individual responsibility for their own professional development. Therefore, they are to assemble evidence and outputs in professional portfolios.

Portfolio

Click to edit Master title styleWorksheet C

• Step 4: Based on your observations, formulate the group’s recommendations on ICT competency standards for incorporation to CHED’s Revised Policies, Standards, and Guidelines for Undergraduate Teacher Education.

Click to edit Master title styleWorksheet C

ICT CFT Domains

NCBTS competencies

Observations Recommendations

Understanding ICT in Education

Curriculum & Assessment

Pedagogy

ICT

Organization & Administration

Teacher Professional Learning

Additional ICT-Related Domains/Competencies1. 2. 3.

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THANK YOU.

Jonghwi Park (j.park@unesco.org) Mel Tan (mm.tan@unesco.org)

ICT in Education, UNESCO BANGKOK(www.unescobkk.org/ict)