Session 3

ICT for Quality Education Services

Davide StortiUNESCO

Communication and Information Sector (CI)

The Big Picture

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The ICT in Education Ecosystem

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Knowledge Societies – Knowledge Economies

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Teacher Training : ICT CFTThe ICT Competency Framework for Teachers

•A Framework for training teachers to effectively integrate ICT in their practice.

•A set of competencies that teachers need to integrate ICT into their practice and professional development to advance student learning.

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What’s inside?

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Background: ICT CFT Version 2.0

The ICT CFT V.2 (2011) is an update of the ICT CFT V.1 (2008)

Result of partnership between UNESCO, CISCO, INTEL, ISTE and Microsoft

Enriched with inputs from subject matter experts and users worldwide

Enhanced with the inclusion of exam syllabi and exam specifications

Openly licensed so users are allowed to repurpose and re-use as necessary (including translation) for non-commercial purposes (It’s an OER!)

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ICT CFT Knowledge Ladder Framework

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Conceptual Framework for Policy Planning

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The ICT CFT Main Framework

Approach :

COMPONENT: Technology

Literacy Knowledge Deepening

Knowledge Creation

UNDERSTANDING ICT IN THE CLASSROOM

Policy awareness Policy awareness Policy innovation

CURRICULUM AND ASSESSMENT Basic knowledge Knowledge application Knowledge society skills

PEDAGOGY Integrate technology Complex problem solving

Self management

ICT Basic tools Complex tools Pervasive tools

ORGANISATION AND ADMINISTRATION

Standard classroom Collaborative groups Learning organizations

TEACHER PROFESSIONAL DEVELOPMENT Digital literacy Manage and guide Teacher as model learner

ICT CFT : Understanidng ICT in Education

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The ICT CFT Toolkit

http://ccti.colfinder.org/toolkit/ict-toolkit/index.html•A set of resources to contextualize the ICT CFT to meet national needs.

–resources for creating an ICT in Education strategy, collecting education data, considering approaches to advocacy, designing curriculum to materials development and provides a set of open materials that could

be used for training new or in service teachers.

•The tools were developed through a partnership of UNESCO, the Commonwealth Secretariat, the Commonwealth of Learning (COL), Microsoft and the Ministries of

Education in the Caribbean and Pacific.

•The approach suggested calls for an adoption, and where necessary the adaption, of Open Education Resources (OER) selected and aligned to the UNESCO ICT Competency

Framework for Teachers ( ICT CFT).

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Elements of the ICT CFT Toolkit

➔Development of National Project Implementation Strategy

➔Development of Training Materials using Open Educational Resources (OER)

Open Educational Resources (OER)

Any educational resource/materials that may be freely accessed, reused, modified and shared

….openly available for use without paying royalties/licence fees

Image: http://foothillglobalaccess.pbworks.com/w/page/13095903/Open_Educational_Resourceshttp://www.globalkap.com/Industries/Legal

OER is NOT the same as…..Online Learning

What is an OER?• Curriculum frameworks and maps• Course materials• Documents• Books• Research articles• Multimedia applications• Podcasts• Videos

UNESCO World OER Congress 2012

Participants: • Ministers /senior policy makers

expert practitioners/ researchers and relevant stakeholders

Aims• To showcase innovative and promising

practices in OER policies and initiatives• Debate and adopt the Paris OER

Declaration

UNESCO HqsParis (20-22 June 2012)

Paris OER Declaration: 4 Main Types of Action

1. Facilitate understanding and use

2. Support capacity building

3. Reinforce strategic alliances

4. Encourage forward looking actions

Paris 0ER Declaration 2012a) Facilitate awareness and use

of OERb) Facilitate enabling

environments for use of ICT.c) Reinforce the development of

strategies and policies on OER d) Promote the understanding

and use of open licensing frameworks

e) Support capacity building for the sustainable development of quality learning materials

a) Foster strategic alliances for OER

b) Encourage the development and adaptation of OER in a variety of languages and cultural contexts

c) Encourage research on OERd) Facilitate finding, retrieving

and sharing OERe) Encourage the open licensing

of educational materials produced with public funds

Hewlett Project ‘Implementing the Paris OER Declaration’

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ICT in Education in 5 Arab States

A comparative analysis of ICT integration and e-readiness in Schools in Egypt, Jordan, Oman, Palestine and Qatar

Partnership between UIS and Tag.Org

20http://www.uis.unesco.org/Communication/Documents/ICT-arab-states-en.pdf

4 Areas of Study:

• Use of ICT in policy and key curricular areas

• ICT infrastructure to support the integration of ICT in education (access to ICT and connectivity)

• Participation in programmes offering ICT

• Teachers’ use of and training on how to use and teach ICT in the classroom

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Findings:

• ICT adoption and use in the wider socio-economic context of the countries has becomes more prevalent

• Highlights that all aspects of the ICT ecosystem need to be further examined in greater detail to have an understanding of the fuller picture of how ICT supports quality teaching and learning.

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Partnerships

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Thank you

24for more information: d.storti@unesco.org