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

UNESCO ICT Competency Framework for Teachers
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MODULE 1
APPENDIX 2: EXAMPLE SYLLABI AND EXAM SPECIFICATIONS
TECHNOLOGY LITERACY
1.2 IDENTIFY ICT-CFT FRAMEWORK PURPOSE AND APPROACHES
NOTE: This objective is teacher-centred. It
demonstrates how the ICT-CFT aff ects and
benefi ts educators in their work by showing how
them how to make the classroom more alive
and how to introduce students to the immense
resources of the Internet and digital tools. This
will help to open the minds of the students and
enable them to become collaborative problemsolving
learners engaging with real-world issues.
SCOPING STATEMENT
Understanding that:
This is the fi rst of three approaches in
the ICT-CFT: Technology Literacy as the
prerequisite to deepening knowledge
(approach 2) and eventually creating
knowledge (approach 3).
There are six components in each
approach of the ICT-CFT.
TASK COMPONENTS
Recognize and accept that the ICT-CFT
will require initiative and willingness to
refl ectively examine and explore the possibly
unfamiliar ideas and approaches of the
framework. It requires active engagement
and commitment to professional learning
about ICT-CFT, not merely a passive
attendance at a ICT-CFT professional
learning event.
List the uses and benefi ts of CFT in the
classroom.
Visualize application to particular classroom
situations.
Recognize that adoption and application
of the ICT-CFT framework is an ongoing
process, not a one-time event.
OUT OF SCOPE
Other ICT frameworks for educators.
TASK FREQUENCY, IMPORTANCE, DIFFICULTY
AND OCCURRENCE
Daily, critical, somewhat diffi cult and this task
is scheduled or planned for.
TOOLS USED
ICT-CFT documents and any related
resources.
OBSTACLES
Fear of change.
ICT-CFT publications not available in local
languages.
Lack of awareness of the country’s support
for ICT-CFT.
Local opposition or lack of support for
ICT-CFT.
Budget restrictions.
COMMON MISTAKE
Being over-ambitious in attempted changes
to teaching; attempting too much too
quickly can be counter-productive.
1.3 IDENTIFY THE TARGET STUDENT OUTCOMES THAT RESULT FROM
IMPLEMENTING AN ICT-CFT-SUPPORTED LEARNING EXPERIENCE
SCOPING STATEMENT
This is the fi rst stage of the three-stage
ICT-CFT, so students take fi rst steps towards
becoming: better-informed, more motivated,
investigative, aware of new sources of
information, exposed to diff erent perspectives,
able to use ICT and have experience of using
computer peripherals, collaborative with each
other, refl ective and able to solve problems,
more open-minded etc. Generally setting the
groundwork for the next two stages.
NOTE: This objective is student-centred.
TASK COMPONENTS
Recognize the benefi ts for student outcomes
of using the Technology Literacy approach
(listing, analyzing, discussing the benefi ts).
Visualize how ICT-CFT could be implemented
in their own teaching environment and the
benefi ts that would result.
Develop student ownership of their ICT use
to promote student refl ection and interest in
expanding student’s own ICT use.
TASK FREQUENCY, IMPORTANCE, DIFFICULTY
AND OCCURRENCE
Daily, critical, diffi cult and this task is scheduled
or planned for.