UNESCO ICT Competency Framework for Teachers ... - unesco iite

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UNESCO ICT Competency Framework for Teachers 16 Modular structure IMPLEMENTATION Countries wanting to use the UNESCO Framework may wish to start by conducting a baseline study of the current ICT competency levels of teachers, for example through an examination or questionnaire based on the examples of syllabi and exam specifi cations provided in Appendix 2. Such a study would help to indicate which of the three ICT-CFT approaches would be the most relevant and would identify priorities for providers of teacher education and professional learning. The ICT-CFT is meant to be used in a modular fashion. Teacher-education institutions and providers of professional learning do not need to address all the modules and competencies in any particular course or learning activity. Rather, they can design off erings that address only certain modules but are nonetheless consistent with the overall goals and rationale of the Framework. This means that courses and professional learning activities should not consist of a small number of disconnected competencies. There should be a clear rationale for the modules selected. The selection might be based on a rationale of breadth, in which all of the modules for one approach are addressed. A rationale of depth could select the same module, for example Pedagogy, in each of the three approaches. A role rationale could select those modules which were particularly relevant for certain roles, such as technology coordinators, curriculum coordinators, or principals. Other types of rationale and patterns are also possible. Future improvements While the current set of competencies is meant to be comprehensive, the ICT-CFT is intended to be an evolving framework. It will be periodically reviewed as ICT evolves and as new knowledge develops about educational processes and structures. Professional learning providers and teacher-educators are encouraged to off er suggestions to UNESCO on how the content, structure and review process of the Framework might develop. Development paths The TTISSA report 9 points out that teacher education programmes are often out of phase with development goals. The intent of the ICT-CFT is to provide education policymakers with policy objectives in the form of new approaches to teaching. These policy objectives can be used to reform teacher-education and profession learning to advance economic and social development. 9 See p. 8 4
However, countries diff er in their social and economic situations and their development goals. Advanced economies are in distinctly diff erent positions from middle-income countries, and even more so from low-income countries. Yet the aim of the ICT-CFT is to provide a common education improvement framework applicable to multiple situations and multiple development paths. Accordingly, the Framework suggests three diff erent competency-based approaches. Countries with diff erent growth strategies will fi nd diff erent parts of the framework useful. Countries with dissimilar social and economic conditions may share similar goals but take diff erent paths to achieve these goals. For example, many advanced countries aim to become knowledge societies through competency and productivity based on knowledge creation, while middle- and low-income countries may not have all the requisite economic components in place for such a policy. Consequently, a country may need to identify a long-term route by which it moves from one approach to another in pursuit of more advanced economic and social goals. The Framework facilitates such a strategy. Countries may also diff er considerably in terms of their educational infrastructure, the quality of their teachers, the substance of their curriculum, and their assessment approach. The key to moving toward knowledge creation is to use current strengths as a lever to push forward other components of the system. Technological infrastructure may be a strength in one country while in another there may already be eff orts in place to change pedagogical practices. The framework can be used to identify complementary competencies that can build on initial strengths and reform eff orts to improve other components in the system so as to maximize the impact that educational change will have on economic and social development. In this way, the framework can be used to localize or tailor a teacher competency programme to a particular country, its policies, and its current educational conditions, as illustrated in the diagram below. In this example, a country may use current strengths in teacher education and pedagogy to advance curriculum, assessment and school organization. School organization ICT Assessment Policies Curriculum Teacher training Pedagogy Current Planned UNESCO ICT Competency Framework for Teachers 17
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