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Workshop Frameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET

Workshop Frameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET. eLearning Africa Mlimani City Conference Centre Dar-e-Salaam May 25 th – 27 th , 2011 Mary Hooker, Research Manager, GESCI mary.hooker@gesci.org. Tools & Frameworks Assessing ICT Competencies .

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Workshop Frameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET

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  1. WorkshopFrameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET eLearning Africa Mlimani City Conference Centre Dar-e-Salaam May 25th – 27th, 2011 Mary Hooker, Research Manager, GESCI mary.hooker@gesci.org

  2. Tools & Frameworks Assessing ICT Competencies Objectives • To share tools and instruments • To simulate their use • To get feedback on tool relevance for TIVET teachers in relation to application & assessment

  3. Workshop Agenda Agenda

  4. Development of National ICT Competency Standards for Teachers

  5. Stage 1: Desk Research Global and National Agendas for ICT Integration • Education for All • Knowledge Economies and Societies Global Monitoring Report 2010

  6. Stage 1: Desk Research The Education for All Agenda – Global Context • Significant progress towards EFA goals, but much remains to be done • Over 70 million children worldwide not in school • Eighteen million new primary teachers needed to achieve EFA by 2015 • Acute shortages in the supply of suitably qualified and experienced teachers north and south • Disparities accelerating as richer countries lure qualified teachers from less favoured regions • In Sub-Saharan Africa up to a third of teachers untrained or under-qualified Global Monitoring Report 2010

  7. Stage 1: Desk Research The Knowledge Society Agenda • Pervasiveness of ICTs: increasing pace of change • New knowledge and new technologies resulting in creation of new products, services and jobs • Education major pillar of and role in Knowledge Society/Economy • Paradigm shifts required in education and training • Develop human capital with requisite skills • Focus on 21st century learning and skills • Holistic and coordinated approaches • Stress on education and training systems to respond to constant change Swarts 2008; UNESCO 2008

  8. Stage 1: Desk Research • providing access to a great variety of educational resources • enabling participatory pedagogies • support distance learning models for teacher development • address existing constraints and gaps in teacher supply and demand • supporting student self-learning • anywhere and any time • enhancing teachers' skills and knowledge ICT often seen as being a ‘solution’ Unwin 2004; Ng et al., 2008

  9. Stage 1: Desk Research WB Study of Maths Science and ICT Education in SSA • Systematic use of ICT for teaching and learning is low • Students learn mainly basic computer skills and some principles of computer operations • Instructional models in both the teacher colleges and the universities are • excessively academic, • teacher-centric • remote from the real challenges of classroom practice Ottevangeret al. (2007)

  10. Stage 2: Field Research Conversations with stakeholders… • from national • to district • to local levels UNESCO 2010

  11. Stage 2: Field Research • Policy vision and mission fragmentation at different levels of education system as a result of… • discontent between policy vision and classroom realities • syllabus with scant reference to ICT in teaching and learning materials • technology skills taught in isolation from pedagogy & content • a new generation of teachers with little experience and no models for using education technology generally and ICT specifically in teaching & learning UNESCO 2010

  12. Stage 3: Consensus Building on Standards • What is needed… • to ensure teacher development quality of the pedagogical integration of ICT in teaching and learning? • to guide teachers on effective ICT use in teaching and learning? UNESCO 2010

  13. Stage 3: Consensus Building on Standards • What is needed… • A Continuum of ICT Integration Approaches in Teacher Development Emerging Applying Infusing Transforming Ng, Miao & Lee (2008) UNESCO 2010

  14. Stage 3: Consensus Building on Standards • What is needed… • Uniform requirement • Training modules • Relevant performance indicators • Showcases or guiding lessons • Coordination between all stakeholders • ……Consolidated in STANDARDS Feuchun 2010 UNESCO 2010

  15. Stage 3: Consensus Building on Standards Standards and Competencies What are standards or competencies?

  16. Stage 3: Consensus Building on Standards What are standards or competencies? • Standards or competences are descriptions of what a qualified teacherin a given country should know and be able to do Thornton 2007 Thornton 2007

  17. Stage 3: Consensus Building on Standards Standards and Competencies What are standards or competencies? • Theknowledgeandskillsrequired of a teacher/lecturer/ instructor in order to teach in educational institutions

  18. Stage 3: Consensus Building on Standards Standards and Competencies Knowledge • Thecontent knowledge, professional knowledge, emerging and contemporary knowledgeandpractical understandingthat a teacher/ trainer needs to perform his or her duties

  19. Stage 3: Consensus Building on Standards Standards and Competencies Teaching Skills • Theinstructional processes, strategies and classroom management techniques that a teacher/ lecturer/ instructor uses to enhance learning

  20. Stage 3: Consensus Building on Standards Standards and Competencies The nature of competence • Competencies include high levels of knowledge, values, skills, andpersonal dispositions, sensitivities and capabilities— and the ability to put those combinations into practice in an appropriate way The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)

  21. Stage 3: Consensus Building on Standards Why Teacher Competency Standards? • Clear for all to see what is required of a qualified teacher/lecturer/ instructor in terms of knowledge, classroom skills, behaviour and attitudes. • All technical training institutes will need to make sure that they procure lecturers & instructors to meet those competences • All training providerswill have to ensure that they provide training programs which meet country priorities as expressed in the competency framework rather than focusing on their own agendas • Teacher Educators and Teachers will be able to see the minimum standards required of them and will be able to place efforts towards achieving and maintaining those standards • The general public can be confident that students are being taught by lecturers & instructors who have achieved agreed and transparent standards

  22. Stage 3: Consensus Building on Standards Standards and Competencies Why ICT Teacher Competency Standards?

  23. Stage 3: Consensus Building on Standards ICT Standards for Four Dimensions ICT skills, knowledge and attitudes are added into the institutional program through a separate ICT subject Focuses on integrating ICTs into the daily work of all lecturers Transformative at the classroom level: it changes content as well as pedagogy (what students learn as well as how they learn) Transformative at the systemic level: leading to changes in the organisational and structural features of technical course provision as well

  24. Stage 3: Consensus Building on Standards • ICT Standards for Teachers • ISTE: National Educational Technology Standards for Teachers (NETS-T) • UNESCO: ICT Competency Standards for Teachers • Australia: ICT Competency Framework for Teachers • Dutch ICT Knowledge Base • Teachers Competencies and Qualifications Framework for EU countries • ICT-enhanced Teacher Standards for Africa UNESCO 2010

  25. Stage 3: Consensus Building on Standards • Australia ICT Competency Framework for Teachers • Five sets of standards for different professional development roles • Beginning Teachers with modest skills and experience in pedagogy and ICT use • Practicing Teachers who are beginning users of ICT range of pedagogy • Practicing Teachers who are accomplished users of ICT • School Leaders who require ICT standards to encourage and support their roles as effective leaders • Teacher Educators who require ICT standards to inform their own practice and to provide effective role models for their students Commonwealth Department of Education Science and Training (2002) UNESCO 2010

  26. Stage 3: Consensus Building on Standards • NETS for Teachers • 20 indicators developed into five categories: • Student Learning & Creativity • Digital-Age Learning Experiences and Assessments • Digital-Age Work & Learning • Digital Citizenship & Responsibility • Professional Growth & Leadership NETS 2008 UNESCO 2010

  27. Stage 3: Consensus Building on Standards • Key Features of NETS • Uniform categories (five) • Different target groups (students, teachers, administrators, ICT technicians) • Relevant performance indicators (description of practices & master levels) • Continual development phases • Practical scenarios and showcases NETS 2008 UNESCO 2010

  28. Stage 3: Consensus Building on Standards • UNESCO Competency Standards for Teachers • Policy Framework • Implementation Guidelines • Competency Standards Modules UNESCO 2008 UNESCO 2010

  29. Stage 3: Consensus Building on Standards • Objectives • A basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties. • A set of guidelines for Teacher Development providers to identify, develop or evaluate learning materials or Teacher Development programs in the use of ICT in teaching and learning. • Extending teachers’ professional development so as to advance their skills in pedagogy, collaboration, leadership and innovative school development using ICT. • Harmonizing different views and vocabulary regarding the uses of ICT in teacher education. UNESCO 2008 UNESCO 2010

  30. Stage 3: Consensus Building on Standards • Three Approaches • Connecting education policy with economic development: • Technology literacy approach: Increase the technological uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum - the. • Knowledge deepening approach Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, real-world problems - or the. • Knowledge creation approach: Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge - or the. UNESCO 2008 UNESCO 2010

  31. Stage 3: Consensus Building on Standards • UNESCO ICT Competency Standards for Teachers Breadth Depth Role: Teachers, Technology Coordinators, Principals UNESCO 2008 UNESCO 2010

  32. Stage 3: Consensus Building on Standards • Modules for three approaches Describe the contents and specify the mastery levels of the modules that correspond to the six components of the three approaches UNESCO 2008

  33. Stage 3: Consensus Building on Standards • Syllabus Define the objectives and suggested methods that teacher educators may use to design learning materials to support the goals of the standard UNESCO 2008

  34. Stage 3: Consensus Building on Standards • Taking it one step further – GESCI Tools • “” Develop a road map with standard statements organized in progression phases Organize categories within each system component Create of performance indicators and an “Emergent” level Create new statements where gaps have been identified in the progression from emergent to knowledge creation levels GESCI 2008

  35. Stage 3: Consensus Building on Standards ICT–TPD Development Roadmap The roadmap can be used to contextualize or tailor a development path for ICT use in professional development to a particular country, its policies and its current educational conditions. The key to moving towards knowledge creation is to assess and leverage current strengths to advance other components in the system. GESCI 2008; UNESCO 2008

  36. Stage 3: Consensus Building on Standards Emerging Stage • Educational establishments just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum • Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice.

  37. Stage 3: Consensus Building on Standards Applying Stage • Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum. • Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development.

  38. Stage 3: Consensus Building on Standards Infusing Stage • Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices. • The curriculum also begins to merge subject areas to reflect real-world applications. • The teachers use ICT to manage not only the learning of their students but also their own learning

  39. Stage 3: Consensus Building on Standards Transforming Stage • Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices. • The emphasis changes from teacher-centered to learner-centered. • Institutions at this stage of teacher development have become centers of learning for their communities.

  40. Stage 3: Consensus Building on Standards Consolidating the Approaches Sources: Olakulehin, 2008; UNESCO, 2008; GESCI 2008

  41. Stage 3: Consensus Building on Standards Task 1: ICT-Competency Standards for Teachers Development-Prioritization Assessment

  42. Stage 3: Consensus Building on Standards ICT-Teacher Competency Standards Development - Prioritization Assessemnt Review the performance indicators for each domain Circle the level of development on each continuum that you would assess teachers (pre and/or in-service) are at in your country (Left side – “Emerging stage” (1) - Right side – “Transforming stage” (4)) Circle top three priorities you would want to focus on for raising ICT Competency Standards for Teachers in your country over the next 3 years

  43. Stage 3: Consensus Building on Standards Assessment Continued – on the wall charts • Post the RED dot indicating what you consider to be your first priority on the wall charts at the corresponding development level on the continuum of where you assessed your teachers to be. • Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding development level of teachers on the continuum. • Post the YELLOW dot indicating what you consider to be your third priority on the wall charts at the corresponding development level of your teachers.

  44. Stage 3: Consensus Building on Standards Assessment 1 - TNA What patterns do you see and what does this tell you? What seem to be highest ICT-Teacher Development development priority areas for the total group and what might be the causes? What ICT-Teacher Development areas seem to be lower priorities and what might this indicate?

  45. Policy

  46. Curriculum & Assessment

  47. Pedagogy

  48. ICT

  49. Organization & Administration

  50. Teacher Development

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