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CASE STUDY:

NATIONAL ICT

COMPETENCY

STATNDARDS FOR

TEACHERS

UNESCOBangkok

ICTinEducation,AsiaPacificProgrammeofEducational

InnovationforDevelopment

August2014

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Contents 

Glossary..........................................................................................................................................................4

ExecutiveSummary....................................................................................................................................6

Introduction..................................................................................................................................................7

AnalysisandSynthesisoftheCaseStudies.........................................................................................71. Context&TeacherEducationPolicyEnvironment......................................................................................81.1EducationContext...............................................................................................................................................81.2ICTReadiness........................................................................................................................................................91.3TeacherProfessionalDevelopmentContext.......................................................................................101.4ICTinEducationPolicy..................................................................................................................................111.5Discussion............................................................................................................................................................12

2. ICTCompetencyStandards:DevelopmentandOperationalization.................................................143. ICTCompetencyStandardsDevelopmentApproaches...........................................................................143.1ContextualizationoftheExistingICTCompetencyStandardsframeworks:Kenya&Tanzania.......................................................................................................................................................................153.2StandardsDevelopmentthroughResearch:KoreaandChina....................................................163.3DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards........................183.4Discussion............................................................................................................................................................19

4. Implementation:UseofICTCompetencyStandardsandRecognition...........................................205. Conclusion....................................................................................................................................................................21

AUSTRALIA..................................................................................................................................................23Abstract...................................................................................................................................................................................231.CountryContext/Background..................................................................................................................................23Australia:anationalvisionforschooleducation......................................................................................23SchoolinginAustralia............................................................................................................................................24TeacherqualificationinAustralia....................................................................................................................25Careerladderforpractisingteachers.............................................................................................................26

2. TheICTProfessionalDevelopmentStrategyforTeachers....................................................................273. DevelopmentofICTCompetenciesforTeachers........................................................................................30GovernanceoftheDevelopmentofTeacherStandards,includingICTCompetencies...........32

4. AligningtheIdentifiedICTCompetencieswithTeacherTrainingCurriculum...........................39InitialTeacherEducationProgramAccreditationStandards.............................................................39ElaborationsofPriorityAreas(SCSEEC,2012).........................................................................................42

5. Assessing/EvaluatingAcquiredICTCompetencies...................................................................................43Training/Graduation/ProvisionalRegistration........................................................................................43

6. Impactsandissues...................................................................................................................................................447. Conclusion....................................................................................................................................................................46References..............................................................................................................................................................................48

PRCHINA......................................................................................................................................................521.Background......................................................................................................................................................................521.1Educationbackground...................................................................................................................................521.2BackgroundofICTineducation................................................................................................................54

2.ICTProfessionalDevelopmentStrategiesforTeachers...............................................................................552.1Frameworkofteachers’capacitybuilding...........................................................................................55

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2.2StrategiestoimproveICTprofessionalskills.....................................................................................553.DevelopmentofICTCompetenceforTeachers................................................................................................563.1Backgroundofstandardsdevelopment.................................................................................................563.2Processofstandardsdevelopment..........................................................................................................563.3Standardscontents..........................................................................................................................................61

4 . A l i gn i ng i d en t i f i e d I CT c ompe t enc e wi th t ea che r t ra i n i ng cu r r i cu l um .....664.1BasicgoalsofCapacityBuildingProject...............................................................................................674.2MaincontentsofICTCapacityBuildingProject...............................................................................684.3ImplementationofICTCapacityBuildingProject...........................................................................684.4OrganizationandimplementationguaranteeofICTCapacityBuildingProject..........694.5Trainingcontentsandtrainingmodes...................................................................................................71

5.AssessingAcquiredICTCompetencies..................................................................................................................736.Impactsandissues.........................................................................................................................................................746.1Impacts..................................................................................................................................................................746.2IssuesandSolutions........................................................................................................................................75

7.Conclusion.........................................................................................................................................................................77References..............................................................................................................................................................................78

REPUBLICOFKOREA................................................................................................................................81Abstract...................................................................................................................................................................................811.CountryContext/Background..................................................................................................................................821.1Backgroundsinformation............................................................................................................................821.2Educationalpoliciesandplansforschooleducation.......................................................................821.3TeacherEducationSystem...........................................................................................................................83

2.TheICTProfessionalDevelopmentStrategyforTeachers.........................................................................843.DevelopmentofICTCompetenciesforTeachers.............................................................................................863.1.Stage1:Competencymodelingof21stcenturyteachersinKorea...........................................863.2.Stage2:InvestigationofexemplaryperformanceofSMARTeducation...............................893.3.Stage3:DevelopmentofteachercompetencyforSMARTeducation.....................................903.4.FinalsetofteachercompetenciesforSMARTeducation.............................................................91

4.Conclusions.......................................................................................................................................................................92References..............................................................................................................................................................................94ANNEX1.Definitionandindicatorsforteachercompetencies..........................................................95

TANZANIAANDKENYA.........................................................................................................................103Abstract................................................................................................................................................................................1031. TheCaseStudyCountries...................................................................................................................................1031.1Generaloverview...........................................................................................................................................1041.2Kenya...................................................................................................................................................................1041.3Tanzania.............................................................................................................................................................104

2. EnablingEducationPolicyEnvironments..................................................................................................1052.1KenyaEducationandDevelopmentVisionandPolicy.................................................................1052.2TanzaniaEducationandDevelopmentVisionandPolicy...........................................................1062.3Opportunitiesandchallenges...................................................................................................................106

3. EducationSystemsandTeacherEducationProvision.........................................................................1063.1TheKenyaEducationSystem...................................................................................................................1063.2TheTanzaniaEducationSystem.............................................................................................................1073.3TeacherEducationinKenyaandTanzania........................................................................................108

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3.4ASummaryOverviewofInstitutionsandProvision.....................................................................1094. ContextoftheICTProfessionalDevelopmentStrategiesandFrameworks...............................1114.1ICTinEducationPolicy................................................................................................................................1114.2BuildingTeacherCapacity.........................................................................................................................1114.3TowardsaFrameworkforICTUseinTeacherProfessionalDevelopment........................113

5. DevelopmentofICTCompetenciesforTeachers.....................................................................................1145.1AnOverviewoftheUNESCOICT‐CFT...................................................................................................1145.2.DevelopmentofICT‐CompetencyFrameworksforTeachersinKenyaandTanzania.116

6. Impactsandissues................................................................................................................................................1346.1Impacts................................................................................................................................................................1346.2Issuesandsolutions......................................................................................................................................135

7. Conclusions...............................................................................................................................................................136References...........................................................................................................................................................................138Appendix1:Situational&NeedsAnalysisSurveyInstruments..................................................................142APPENDIX1A:INTERVIEWPROTOCOL.....................................................................................................142APPENDIX1B:FOCUSGROUPPROTOCOL................................................................................................143APPENDIX1C:IMPORTANCE‐PRIORITIZATIONSURVEY..................................................................144APPENDIX1D:ICTINFRASTRUCTUREQUESTIONNAIRE.................................................................147

APPENDIX2:ICT‐CFTRoadmap..............................................................................................................................153Appendix3:ICT‐CFTPerformanceIndicators....................................................................................................161Appendix4:ReviewICTStandardsfromaroundtheWorld........................................................................163Appendix5:ContextualizationStandardsforStandards..............................................................................165Appendix6:ICT‐CFTDevelopment–PriorityScan...........................................................................................168Appendix7:CurriculumReview................................................................................................................................172Appendix8:OverviewoftheSIPSEModules.......................................................................................................174Appendix9:ModuleStructure...................................................................................................................................182Appendix10:Assessment&Evaluation.................................................................................................................183

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Glossary 

ABS AustralianBureauofStatisticsACARA AustralianCurriculum,AssessmentandReportingAuthorityACARA AustralianCurriculum,AssessmentandReportingAuthorityACCE AustralianCouncilforComputersinEducationACCE AustralianCouncilforComputersinEducationACDE AustralianCouncilofDeansofEducationAEI AustralianEducationInternationalAITSL AustralianInstituteforTeachingandSchoolLeadershipAPST AustralianProfessionalStandardsforTeachersATRA AustralasianTeacherRegulatoryAuthoritiesBEI BehavioralEventInterviews

CareerStages

AITSLhasdefinedfourcareerstagesforteachers:Graduate,Proficient,HighlyAccomplishedandLead.Thecareerstagesrepresentacontinuumofateacher’sdevelopingexpertisefromundergraduatepreparationthroughtobeinganexemplaryclassroompractitionerandaleaderintheprofession.

DETE DepartmentofEducation,TrainingandEmployment(QueenslandStateGovernment)

DomainsofteachingTheAITSLAPSTareorganizedinthreedomainsofteaching:ProfessionalKnowledge,ProfessionalPractice,andProfessionalEngagement.EachdomainisdescribedthroughStandards.

ESA EducationServicesAustraliaFGD FocusGroupDiscussion

FocusAreasTheAITSLAPSTaredetailedthroughFocusAreas,eachwithDescriptorsappropriatetoeachoftheCareerStages.

FTE Full‐timeequivalent,themeansofmeasuringemploymentGER GrossEnrollmentRatioGESCI GlobalE‐SchoolsandCommunitiesInitiativeICDTA InstituteforCapacityDevelopmentofTeachersinAfricaICT InformationandCommunicationTechnologyICT4E ICTforEducationICT‐CFT ICT‐CompetencyFrameworkforTeacherICTIF ICTInnovationFundIllustrationsofPractice

AITSLhasdevelopedIllustrationsofPractice,shortannotatedvideosofteachersinAustralianclassrooms,torepresenttheAPST.

INSET In‐ServiceEducationandTrainingITE InitialTeacherEducationKESSP KenyaEducationSectorSupportProgrammeKFIT KoreanFundsInTrustLCR LearnertoComputerRatio

MCEECDYAMinisterialCouncilforEducation,EarlyChildhoodDevelopmentandYouthAffairs

MCEETYA MelbourneDeclarationofEducationalGoalsforYoungAustralians

MCEETYAMinisterialCouncilforEducation,Employment,TrainingandYouthAffairs

MoE MinistryofEducation

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N/A NotAvailableNER NettEnrollmentRatioNSWIT NewSouthWalesInstituteofTeachersPEDP PrimaryEducationDevelopmentPlan

PRESET Pre‐ServiceEducationandTraining

ScootleThenamegiventotheonlinerepositoryofresourcesforAustralianteachersandtoitscommunityofpractice,managedbyEducationalServicesAustralia(ESA).

SCSEEC StandingCouncilonSchoolEducationandEarlyChildhoodSEDP SecondaryEducationDevelopmentPlan

SiMERR Science,ICTandMathematicsEducationforRuralandRegionalAustralia,UniversityofNewEngland

SIPSE StrengtheningInnovationandPracticeinSecondarySchools

SMARTSelf‐directed,Motivated,Adaptive,Resources,andTechnologyEmbedded

SMASSE StrengtheningofTeachingMathematicsandScienceEducationSTEM Science,Technology,Engineering,MathematicsTEI TeacherEducationInstitutionTEQSA TertiaryEducationQualityStandardsAgencyTPACK TechnologicalPedagogicalContentKnowledgeTPD TeacherProfessionalDevelopmentTQAC TeacherQualityAdvisoryCommitteeTTF TheTeachingTeachersfortheFutureprojectUNESCO UnitedNationsEducational,ScientificandCulturalOrganization

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Executive Summary 

Movingrapidlyinthe21stcentury,technologyuseineducationisprerequisite.Thisrequireseducationstakeholders,particularlyteachers,toacquireInformationandCommunicationTechnologyknowledgeandskillstobeappliedintoteachingandlearning.ICTcompetenciesaretobeincorporatedandmeasuredagainstvalidreliablestandardstoenhanceandenrichTeacherProfessionalDevelopmentpathways.Inlightofthis,UNESCOdevelopedICTCompetencyFrameworkforTeachers(ICT‐CFT)andacknowledgestheuseofothercompetencystandardstosupportMemberStates,inordertoimprovenationalTPDprograms.UNESCOICT‐CFTaswellasotherwidelyusedstandardssuchasTPACK(TechnologicalPedagogical,andContentKnowledge),ISTE(InternationalSocietyofTechnologyinEducation),andICDL(InternationalComputerDrivingLicense)havebeenusedandadaptedintodifferentcountrycontexts.Therefore,UNESCOhasconducted4casestudiesof5countries‐Australia,Korea,China,Kenya,andTanzania‐tounderstandeachcountry’sexperienceindevelopmentandoperationalizationICTCompetencyStandards.ThisistosupportmembercountriesinmakingICTcompetencystandardsworkandcontinuouslybeimproved.Featuredexperiencesofdifferentcountrieswillbevaluableinputsforknowledgeexchangeglobally.Thisdocumentreportsthesecasestudiesreviewresults.Tobeginwith,SectionAandBprovidesbackgroundandcaptureeachcountrycontext.SectionCprovidessummaryofICTcompetencydevelopmentandoperationalization,andalistofdevelopedstandards,whileSectionDdiscusseshighlightedapproachesofcompetencystandardsdevelopment.Theseapproachesinclude:i)AugmentingtheExistingTPDStandards;ii)Research‐basedICTStandardsDevelopment;andiii)AdoptionofUNESCO’sICT‐CFTthroughContextualization.Thestandardsimplementationsubsequentlyexplainsthestandardsimplementationintherespectivecountries.

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Introduction 

UNESCO Bangkok is on its way toward the implementation of the ‘Supporting Competency‐Based Teacher Training Reforms’ to facilitate ICT‐Pedagogy Integration Project (KFIT‐IIProject). It aims to support Member States in determining and developing the required ICTcompetencies for teachers that are clearly aligned with their policy vision, goals, and ICT inEducation Master Plans. These national standards would guide the development of acomprehensiveroadmapthatpromotescompetency‐basedteacherICTtrainingprogramwhereteachers’developmentissystematicallyguided,monitored,assessed,andtrackedatpolicyandinstitutional levels.UNESCOBangkokwillutilizetheUNESCOICTCompetencyFramework forTeachers(ICT‐CFT)asamainreferenceandtherebycontributetothemeaningful localizationandadaptationofthisnormativeframeworkatthecountry‐level.

Thespecificobjectivesandactivitiesoftheprojectare:

TodevelopasetofgenerictoolsandtrainingmodulesintheformofaToolkittohelpbuildnational capacity indefiningnational ICT competency standards anddevelopingan assessment/monitoring system that can be later adapted and localized into thecontextofacountry(tobepilotedinthreeselectedcountries);

To build the capacity of national Teacher Education Institutions (TEIs) in developingappropriate curriculum to support thedevelopednational ICT competency standards;and

Toshareanddisseminateevidence‐basedinformationwithothermemberstatesintheAsia‐ Pacific region and support localizing the developed tools/trainingmodules intodifferentlanguagesandcontexts(thebeneficiarycountrieswillbefurtherdiscussedandselectedthroughsteeringcommitteemeetings)

ThisCaseStudy iscomposedof twomainsections:The first sectionprovidesananalysisandsynthesisofthefourexemplarycasestudiesfromAustraliaChina,Korea,KenyaandTanzania.The second section, on the other hand, provides the full details on how each country hassuccessfullydevelopedandoperationalizedthenationalICTcompetencystandardsforteachersforteacherdevelopment.

Analysis and Synthesis of the Case Studies  

This analysis of the case studies is to identify methodological patterns, success factors andlessonslearnedfromthefivecountries’experienceinICTcompetencystandardsdevelopmentandoperationalization.Itisexpectedthatthisdocumentwillprovidegoodreferencesofvariousapproaches,policyframeworks,andimplementationstrategiesfromthefiveexemplarycountrycases,tobeadaptedorfurtherimprovementsindifferentsettingsorcountrycontexts.

Thisanalysisalsoaimstobuildabasisandmainreferenceforaregionalguidelinedevelopment,tohelpbuildnationalcapacityindefiningnationalICTcompetencystandardsanddevelopinganassessment/monitoring system as stated in the project objectives above. By observing thepatternofhowICTcompetencydwells intoTeacherProfessionalDevelopment initiatives, thisanalysisintendstoscrutinize:

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Countries’contextandpolicyenvironment; HowteacherstandardsweredevelopedandhowICTcompetencyfeedsintotheoverall

framework; How ICT competency were developed and implemented for Teacher Professional

Developmentandenhanceteachingprocessandstudentslearningoutcomes.Fromthislens, this document will also illustrate how UNESCO’s ICT‐CFT is adopted,operationalized,monitoredandevaluated;

RecommendationstobeincorporatedintotheGuidelineforCompetency‐basedTeacherTrainingReformtoFacilitateICT‐pedagogy.

1. Context & Teacher Education Policy Environment 

1.1 Education Context  

i) Summary innumbers. The table below illustrates education context and scale ofinitiativesofeachcasestudycountry.

Table 1 Summary of educational context in the five case countries Country  Number of 

Schools Number of Teachers 

Participation Rate  Literacy Rate GER NER

Australia  9,4271 258,9851 Pre‐primary:94.9%2Primary:104.4%3Secondary:133%3

Pre‐primary:66%2Primary:98.7%2Secondary:85.6%3

96%(2013)(3)4

Korea  11,4085 427,6895 Pre‐primary:117.7%2Primary:103.8%3Secondary:96.7%3

Pre‐primary:89.45%2Primary:99.6%2Secondary:95.6%3

97.9%6

China  324,5007 12,600,0007 Pre‐primary:69.9%2Primary:127.85%3Secondary:88.98%3

N/A 95.1%6

Kenya  32,7378 213,0758 Pre‐primary:60.2%2

Primary:109.8%3Secondary:42.5%3

Pre‐primary:28.32%2Primary:95.73%2Secondary:49.98%3

82%(2011)9

Tanzania  19,82910 191,13910 Pre‐primary:39%2

Primary:110.5%3Secondary:43.6%3

Pre‐primary:33%(2010)2Primary:97.83%(2008)2Secondary:N/A

75%(2011)9

Education Vision. Based on varying education priorities, challenges and overallcontext,eachcountry is committed toeducationvisionsandmissionsassummarizedbelow.

1CaseStudyAustralia:FinalDraftUNESCO2014Australia_final.docx2data.uis.unesco.org3data.worldbank.org4"ProgrammefortheInternationalAssessmentofAdultCompetencies,Australia,2011‐12".AustralianBureauofStatistics.9Oct2013.Retrieved2014‐01‐17.5CaseStudyKorea:TeachercompetenciesforSMARTeducationinKorea6"Literacy".CIAWorldFactbook.7CaseStudyChina:CaseStudyonICTCompetenceStandardsfromChina8Kenya:ICTinEducation,SituationalAnalysis,20099CaseStudyGESCI:SupportingCompetency‐BasedTeacherTrainingReformstoFacilitateICT‐PedagogyIntegration10Tanzania:ICTinEducation,SituationalAnalysis,2010

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1.2 ICT Readiness  

ThecountriesofstudyarevariedintheirICTreadinessforeducation.AustraliaandKoreahave a longer history in ICT infrastructure investment,which alsoplays vital role in ICTprovisioninschools.TheInternetpenetrationreaches82.3%and84.1%respectively.ThegrowingstateofICTreadinessisalsoevidentinChina,yielding42.3%internetpenetration.Kenya is progressing with 32.1% and Tanzania still shows lower rate with 13.1%. Thecomputer‐learnerratiosvariesgreatlyfrom1:2to1:150.Thetableliststhefigureswhichcapturethe5countries’ICTreadiness.

Table 2 ICT readiness of the five case countries

Country  Internet Penetration % (2012) 

Computer‐Learner Ratio (LCR) 

Australia  82.3%11 2(secondary)12

Korea  84.1%11 5(primary&secondary)12

China  42.3%11 24(primary),16(lowersecondary),and9(upper

11"PercentageofIndividualsusingtheInternet2000‐2012",InternationalTelecommunicationsUnion(Geneva),June2013,retrieved22June201312data.uis.unesco.org

Australia ThemostrecentnationallyagreedAustraliancurriculumwasendorsedinMelbourneDeclarationin2008andmanagedbyACARA.

ThecurriculumoutlineskeylearningareassuchasEnglish,Math,ScienceandHistory,aswellasothersubjectssuchasGeography,Languate,Arts,andICT.

Korea SMART(Self‐directed,Motivated,Adaptive,Resources,andTechnologyEmbedded)Educationinitiativewascommencedin2011torevolutionalizetraditionalinto21stcenturylearning.

AnICTuseineducationmasterplanwasannouncedtopursuethisvisionofSMARTeducation

China NationalMediumandLongTermEducationalReformandDevelopmentPlan(2010‐2020)instigatesthemodernizationofeducation,learningsocietyandhumanresourcedevelopment.

Theapproachfocusesonpeopledevelopment,comprehensivequalityeducation,withadriveforinnovationsandproblem‐solvingskills.

Tanzania PEDP(PrimaryEducationDevelopmentPlan)andSEDP(SecondaryEducationDevelopmentPlan)werelaunchedin2001and2004respectively.

TherehavebeenincreasesofyouthliteracyandGER.Thecountryalsofocusestoenhanceinclusiveandqualityeducationprovision,aswellassufficientteacherprofessionaldevelopment.

Kenya KESSP(KenyaEducationSectorSupportProgramme)waslauncedin2005,providinggreateraccessbyannouncingfreeprimaryandsecondaryeducation.

Thesuccessoftheapproachwastheincreaseofyouthliteracy,expectedyearsofschoolingandlevelofsatisfactionwithqualityofprovision.

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secondary)12

Kenya  32.1%11 15013

Tanzania  13.1%11 N/A

1.3 Teacher Professional Development Context. 

i) Pre‐serviceteachereducationandqualification.Allcountrieseducationsystemprovidespre‐serviceandin‐serviceteachereducationandtraining. InChinapre‐serviceteachereducationiscompulsoryandallfreshgraduatesare

requiredtoreceivetheirBachelordegreeandfurthertakestrictcertificationtestpriortobecomingprimaryandsecondaryteachers.However,forteachercandidateswhoarenotsuccessfulinpassingthe85.82%threshold,theycanretaketheonlinetestattheirowncost.Nore‐trainingrequired(Mathe,tobepublished).

SimilartoChina,allfulltimeteachersinKoreaarerequiredtoobtain4yearcollegedegree.Koreaholdsthenationalqualificationexaminationtorecruitandselectonlyqualifiedcandidatesasnewentries.Inaddition,teachersalsorequiredtogothroughselectionprocessbycityorprovincialeducationoffices.

AustraliaprovidesteacherentryprogramwhichincludesBachelor,Graduate,andIntensiveProgramwithemployersupport. After the graduating from the program and before they begin their employment, teachers are required to register with the regulatory authority in the jurisdiction where they wish to teach.

KenyaappliesPRESET(Pre‐Service)programtoprepareteachersinuniversitiesandteachertrainingcolleges.KenyaoffersBachelorofEducationdegreesinArtsandScienceswherestudentsareobligedtotakespecializationintwosubjectswhichtheywillteachinschoolsafter4yearsoftraining.

Tanzania’sPRESETisadministeredbyTeacherTrainingcollegesofferingcertificatecoursesforprimaryschoolsanddiplomaprogramsforlowersecondaryschools.Thesecondaryschoolteachersaretotaketwospecializationsandreceivecertificatesforallsubjects.

ii) In‐serviceTeacherEducation.

Australia,KoreaandChinashowmoreadvancedprogressbyhavingmorestructuredcareerstagesasillustratedinfigurebelow.

13ICTinEducationinKenya,2007

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Australia.ClearcareerstagesforteachersweredevelopedbasedonAustralianProfessionalStandardsforTeachers.Ateachercanmovetohighercareerladderafterhavingcompletedrequiredtraininghours(20hoursperannumover3or5years).

Korea.In‐servicetrainingprogramsareofferedforteacherstoobtaincertificatesandprofessionaljobtraining.TheprogramsareavailableforGradeIandGradeIIteachers,librarians(grade1),nursingteachers(gradeI),professionalcounselors(gradeI),viceprincipalsandprincipals.Eachprogramisheldforminimum30days(180hours).Trainingprogramsarecategorizedaccordingtothepurposeoftraining:informationdigitalization,curriculumformulation,generaltraining,andteachingtraining.

China.Teachersareabletocontinuetodeveloptheirskillsthroughinternship,in‐servicetraining,school‐basededucationalresearch,andaccumulationofpowerfulteachingabilitiesandrichteachingexperience.

Ontheotherhand,KenyaandTanzania’sINSET(In‐service)programsarelessestablished.Kenya’sINSETprogramfocusesonSMASSE(StrengtheningofTeachingMathematicsandScienceEducation.ThebiggestproviderinKenyahasbeenICDTA,whichorganizesINSETprogramsin108centersforsecondaryINSETand18centersforprimaryINSET.Kenyaisalsoexperiencingshortageofteachers,whichobligedmanyteacherstoteachbothatprimaryandsecondaryschools.ThisisevenlesssoinTanzania,whereINSEThasnotbeenincorporatedintoitscountrystrategicplanandisnotregularized.

1.4 ICT in Education Policy  

EachcountryofstudyhasbeenequippedwiththeICTineducationstrategyandpolicy.TheICTcompetencyisexplicitlyacknowledgedtobeasubstantialskillforteachersandstudentsinordertoachievetheeducationalgoalsoftherespectivecountries.

Table 3 ICT in Education policy in the five case countries

Country PolicyEnvironmentandStrategy

Australia TheMelbourneDeclarationofEducationalGoalsforYoungAustralians(MCEETYA,2008)offersICTasoneofanumberofintegralcriticalskillsneededasafoundationforsuccess.InitsGoal2,theDeclarationdescribesthatsuccessfullearners,amongstotherattributes,will“havetheessentialskillsinliteracyandnumeracyandarecreativeandproductiveusersof

Australia

1.Graduate

2.Proficient

3.Professional

4.HighlyAccomplished

4.Lead

Korea

1.Grade1

2.Grade2

China

NoviceTeachers

GrowingTeachers

ExperiencedTeachers

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Country PolicyEnvironmentandStrategy

technology,especiallyinformationandcommunicationtechnology,asafoundationforsuccessinalllearningareas”

(Australiacasestudy,p.25)

Korea Currently,professionaldevelopmentofICTfocusesondevelopmentofcompetenciesforusingDigitaltextbooksandimplementingSMARTeducation.Mainactivitiesareasfollows:

a) Distancelearningprogramshavebeendevelopedbasedontheclassroomlearning.Oneforprimaryeducationandthreeforsecondaryeducationweredeveloped.Learninghoursofeachprogramis15classhours.

b) LeaderteacherswhocandelivertrainingontheuseofdigitaltextbooksandmasterteacherwhocanleadimplementingSMARTeducationhavebeenfostered.

(Koreacasestudy,p.8)

China In2011,MinistryofEducationenactedICT10‐yearDevelopmentPlan(2011‐2020),whichhasclarifiedthegoalsofICTineducation.AndInordertopromoteteacherscapacitybuildingofICTineducation,MinistryofEducationpublishedICTCompetenceStandardsforNationalPrimaryandSecondarySchoolTeachersin2004andViewsonImplementationofUpgradingNationalPrimaryandSecondarySchoolTeachersICTCompetencein2013.

(Chinacasestudy,p.3‐4)

Kenya TheICT4EpolicyisintegratedintheboththeNationalICT,establishedin2006,andinEducationPolicies.KenyahasbeenimplementingtheNationalICTstrategyforEducationandTrainingdevelopedin2006inresponsetoeducationalprioritiesoutlinedintheNationalICTPolicyandtheKenyaEducationSectorSupportProgramme.

(GESCIcasestudy,p.13)

Tanzania TheroleofICTineducationhasstatedbytheNationalICTPolicyof2003.AdistinctframeworkforlinkingICTandBasicEducationhasalsobeendevelopedintheformoftheICTPolicyforBasicEducation(2007).(GESCIcasestudy,p.13‐14)

1.5 Discussion 

Consideringdifferentcontextsofeducationinitiatives,ICTreadiness,andeducationalchallenges,theICTineducationpolicyandstrategyineachcountrywereestablishedwithdifferentstageofemphasis.

1. AccessandQualityofEducation:KenyaandTanzaniaKenyaandTanzaniaarepushedforrapideducationdevelopmentandimprovedTeacherProfessionalDevelopment.Bothcountriesarestillfacingaccessissues,whereonemillionchildrenarestilloutofprimaryschoolsinKenyaandGERofsecondaryschoolsinTanzaniareachesonly46.3%,adropfrom110.5%inprimaryschools.ICTisdeemedastheapttooltobeusedtoenhancebothaccessandqualityeducationprovision.

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InKenya:“theICT4EpolicyisintegratedintheboththeNationalICTandEducationPolicies.TheNationalICTPolicy(2006)emphasizestheuseofICTtomodernizeandimproveeducationandtrainingsystembyexpandingaccesstotrainingresources,acceleratingthespreadofscienceandtechnology,improvingthequalityoftrainingandthelevelofICTliteracyaswellasresponsivenesstosocietalrequirementsinKenya.”

InTanzania:“theNationalICTPolicyof2003recognizestheroleofICTcanplayto‘enhanceeducation,includingcurriculumdevelopment,teachingmethodologies,simulationlaboratories,life‐longlearninganddistanceeducationandforteachingofnotonlyICT,butofallsubjectsandspecializations.’Furthermore,adistinctframeworkforlinkingICTandBasicEducationhasbeendevelopedintheformoftheICTPolicyforBasicEducation(2007)whichrecognizestheuseofICTineducationasatoolthat‘willempowerlearners,teachers,educators,managersandleaderstouseICTjudiciouslyandeffectivelyforexpandinglearningopportunities’(MoE,2007,p2).”

2. ABalancedDevelopmentofEducation:China

ChinaisachievingbothaccessandqualityofeducationandaligningitseffortwiththeNationalMediumandLongTermEducationalReformandDevelopmentPlan,movingtowardeducationmodernization.Statedinthecasestudy,that“ICTineducationhasplayedauniqueandimportantroleinimplementingbalanceddevelopmentofeducation,promotingeducationalequityandeducationalresourcessharedwidely,improvingeducationalquality,establishinglearningsociety,drivingthereformofeducationalphilosophyandcultivatinginnovativetalentswithinternationalcompetitiveness.”(Chinacasestudy,p.3).ChinahasdevelopedICTCompetencyStandardstoguidetheICTskillsupgradeofteaching,administrative,andtechnicalstaff.

3. QualityEnhancementFocus:AustraliaandKoreaAustraliaandKoreahavesimilaritiesinidentifyingICTskillsasfundamentalcompetencyforteachers.DuetotheavailabilityoforeasyaccesstoICTinfrastructure,theuseofICTusetostrengtheneducationqualityprovisioninthetwocountriesaremoreapparent. AustraliahasincorporatedICTstandardstiedintotheminimumrequired

skillsateachcareerstage.TheAPSTexplicitlyreferencedICTskillsfordifferentfocusareasinrelationtoteachercareeradvancementfromGraduatetoLeadstage.

Korea’sSMARTeducationfocuseson‘ClassroomRevolution’programwiththeuseofdigitaltextbooks,distanceandonlinelearningandassessments.KERIShaspublishedaWhitePaperelaboratingaconceptualdiagramforICTtrainingbyTeacher’sLifeCycleforbothschoolteachersandeducationaladministrators.

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2. ICT Competency Standards: Development and Operationalization  

Tohelpachievingeducationdevelopmentgoalsasdiscussedabove,ICTineducationpolicyandstrategyhavebeenestablished.AllcasestudycountriespreparedICTcompetencystandardstoguidepre‐serviceandin‐serviceteachereducation.ExceptforAustralia,allcountrieshavestand‐alonecompetencystandards.Australia’sICTcompetencystandardisembeddedintotheAPST.Ontheotherhand,theother4countriesdevelopedICTcompetencystandardstoextendfromcurrentteachercompetencyframeworkto21stcenturyeducationstandards.Thetablebelowexplainsbrieflyeachcountry’sICTcompetencystandards.

Table 4 Summary of ICT competency standards from the five case countries

  Title   Nature of Standards 

Development 

Domains/Areas 

Australia AustralianProfessionalStandardsforTeachers(APST)

Deepenknowledgeofoneselfandcolleagues,orchangeteachingpracticetoenhancestudentlearningoutcomes.

Professionalknowledge Professionalpractice Professionalengagement

Korea ICTSkillsStandardsforTeachers

ExtendingtheSMARTeducationfromlimitingtheuseofsmartdevicestothevisionandgoalforthefutureeducationthrougheffectiveinnovation.

Informationgathering Informationanalysisand

processing Informationtransferand

exchange Informationethicsand

securityChina ICTCompetence

StandardsforNationalPrimaryandSecondarySchoolTeachers

Theneedof10millionteacherupgradingforICTcapacities,teachingabilities,self‐developmentcapacities,andfacilitateabreakthroughofICTineducation.

AwarenessandAttitude Knowledgeandskills Implementationand

Innovation SocialResponsibility

Kenya&Tanzania

ICTCompetencyFrameworkforTeachersforSIPSECurriculumPathways

SIPSEProject:toenhanceICTcompetenciesandskillstoteachSTEM(Science,Technology,EnglishandMathematics)14

PolicyAwareness Curriculum&

Assessment Pedagogy ICT‐Internet Organization&

Administration–ClassroomManagement

TeacherDevelopment

3. ICT Competency Standards Development Approaches 

EachcountryspecifieduniquetrailsinitsownICTcompetencystandardsdevelopment.Categorizingdifferencesandextractingsimilaritiesinthecasestudies,threemainapproachesaredescribedasdifferentoptionsforstandardsdevelopment.

14InSIPSEProject,STEMmeansScience,Technology,English,andMathematics.ItismodificationfromoriginalSTEM(Science,Technology,Engineering,andMathematics).

15

1. ContextualizationoftheExistingICTCompetencyStandardsframeworks2. StandardsDevelopmentthroughResearch3. DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards

3.1 Contextualization of the Existing ICT Competency Standards frameworks: Kenya & Tanzania 

KenyaandTanzaniahasbeenadoptingUNESCO’sICT‐CFTbymeansofStrengtheningInnovationandPracticeinSecondarySchools(SIPSE)ProjectsupportedbyGESCI(GlobalE‐SchoolsandCommunitiesInitiative).TheprojecthasassistedMinistriesofEducationsince2010inpartnercountriesofRwanda,Kenya,Tanzania,NigeriaandGhana.ThemainobjectiveistocontextualizeandrolloutICT‐CFTforteachersandteachereducators.Aproject‐basedschemeisagoodoutsetforthestandardsdevelopment,whichhasallowedagreaterextentofflexibilityandinnovation.Thecasestudyofbothcountriesalsolistedpracticaltoolsthatothercountrieswithsimilarsettingscanadapt.

ThetablebelowsummarizesthedevelopmentprogressionofICTstandardsdevelopmentinKenyaandTanzania.

Table 5 Development process of ICT standards development in Kenya and Tanzania

Stage Activities&Timeline ToolsStage1:Needsassessmentandsituationalanalysis

1. ScanofICTteacherdevelopmentlandscape;

2. AstakeholderanalysisanddeterminationofkeynationalcounterpartsfortheICTinTeacherEducationinitiativesinconsultationwiththeMinistriesofEducation

3. DeterminingatwhatleveltopilottheICTTeacherCompetencyFrameworkinalignmentwithcountryneedsandobjectives

4. IdentifyingteachertraininginstitutionstotargetforpilotingtheICT–CFTframeworks

(2months)

Interviews FGD Surveys Questionnaires

Stage2:Contextualization&prioritizationofICT‐CFT

1. FormulationofaroadmaptoolforICTcompetencystandardsforteachers,whichincludedreviewingcompetenciesfromothercountries;restructuringICTTeacherCompetencyRoadmap

2. Contextualizingcompetenciesthroughaconsensusbuildingprocess

(2days)

ICTTeacherCompetencyRoadmapTool

CompetencyReviewTool StandardsforStandards

Tool

Stage3:CurriculummappingusingICT‐CFTpriorities

1. Curriculumreviewandimprovementwithshorterreviewcycles

2. UNESCOICT‐CFTReviewTool3. STEMCurriculumReview‐Kenya&

Tanzania(4months)

UNESCOICT‐CFTReviewTool

Stage4:ModuledevelopmentusingICT‐CFT&TPACK

1. CurriculumMappingfor ModuleDevelopment

2. MappingCurriculumObjectives,Content

TPACKinstructionaldesign/modulestructure

Online

16

andPedagogyStrategies3. OpenEducationResourcesIdentification4. CourseGuidedWriting5. ModulepilotinginKenyaandTanzania6. PlatformDevelopment

(2weeks)

platform/communicationtools

Stage5:Assessmentandevaluation

Thisstageis ongoing,withtheplantoestablishasupportsystemwhich.SIPSEisfacilitatingcoursestodeliverandpilottheAssessmentandEvaluationFrameworks.(Ongoing)

AssessmentFramework: TPACKobservation

frameworktool Lessonreview

framework Wholeschoolreview

toolM&Eframework: Onlinesurvey Onlineself‐assessment Schoolvisitprotocol TPACKclassroom

observationprotocol Studentsurveytool

3.2 Standards Development through Research: Korea and China 

Thetwocountries–ChinaandKorea–areaimingtoachieve21stcenturyeducationbyembeddingICTintoteachingandlearning.BothhaveusedICTcompetencyframeworkstostartwith.Korea’sconceptualdiagramforICTtrainingbyteacher’slifecyclewasproposedintheICTinEducationWhitePapertoenhanceteachersandeducationaladministratorsICTcompetencies.WhileChina’sframeworkofvariousstaff’sfocusesonenhancingICTskillsofteachers,administrativeandtechnicalstaff.TheresearchcarriedoutbybothcountriesgroundsthedevelopmentofICTcompetenciesstandardsandhavemappedandcategorizedthestandardsfordifferentsub‐groupsassetineachframework(i.e.Teachers,AdministrativeandTechnicalStaff).

Table 6 Development of ICT Competency Standards in Korea

Stage Step  Activities & Timeline Tools 

Stage1:Competencymodelingof21stcenturyteachersinKorea

Step1 Formingaresearchteam(2months)

FocusGroup&BehavioralEventInterviews(BEI)

Step2:Delphiround1

Analyzingcurrentstatusonteachercompetencymodelingandfuturedirectionofeducation.

Identifyingtheframeworkofteachercompetency

(2months)

StructuredSurveyQuestionnaires

Step3:Delphiround2

Ratingimportanceofcompetency(1month)

StructuredSurveyQuestionnaires

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Step4:Delphiround3

Makingconsensus(1month)

DelphiQuestionnaires

Step5:confirmationbyKERIS

Confirmingthesetofteachercompetency

DelphiQuestionnaires

Stage2:InvestigationofexemplaryperformanceofSMARTeducation

Step1:CriticalIncidentAnalysis

Identifyingteachers’criticalexperiences(1month)

BEI

Step2:Surveystudy

Confirmingthefindings(2weeks)

Questionnaires

Stage3:DevelopmentofteachercompetencyforSMARTeducation

Step1:Integration

Identifyingteachers’competenciesforSMARTeducation1month

ExpertPanelReviews&Interviews

Step2:Validation

Confirmingthefindings(2months)

Questionnaires

WhilebothcountriesrelyonresearchinthedevelopmentofICTcompetencystandards,Chinamadeinitialeffortinconductingreviewofinternationalstandards,suchasISTE.BothChinaandKoreaalsolaiddifferentstagingofthealignmentorintegrationprocess.Inthisrespect,Korea’sstrategywastoincludetheintegrationofICTcompetenciesintoStage3oftheresearch,whileChina’salignmentprocesswasputintheimplementationphaseaftertheoverallresearchiscomplete.

Table 7 Development Process of ICT Competency Standards in China

Stage Activities&Timeline Tools

1. Designofframeworkandcontents

Setupthemainresearchgroupoftheprojectanddesigntheframeworkandcontentsthroughliteraturereview.

Sub‐researchgroups,suchas“theorygroup”,“skillgroup”and“applicationgroup”,areassignedtoworkonthedevelopmentof“Standards”.

Themainresearchgrouphasintegratedthewholeresearchresultsandformedthefirstdraftof“Standards”.

(April2002–October2003)

N/A

2. Broadconsultation

On‐the‐spotinvestigationreportandexperiments

(October2003–November2003)

N/A

3. Discussionandamendmentoffirstdraft

Basedontheextensiveconsultation,testingresultsandtheinvestigationreport,theguidelinesaredevelopedtoamendthefirstdraftof“Standards”

Modificationschemeisdetermined,finallythedraftforapprovalisformed.

(December2003–July2004)

N/A

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4. Testingandimprovementof“Standards”

ExpertcommitteemeetingtodiscusstheimplementationoftheStandards(draftforapproval),furtherprocessingandimprovementaboutthepreface,generalprogram,termsanddefinitions,sub‐standardsareperformed.“Standards”(releaseversion)hasdevelopedandreadyforitsimplementation.

Uponcompletionofstage4,China’sMinistryofEducationalignedidentifiedICTcompetencieswithteachertrainingcurriculumbylaunchingNationalICTCapacityBuildingProjectforPrimaryandSecondarySchoolTeachers(ICTCapacityBuildingProjectforshort)inApril2005.Theprojectincludedteachertraining,examinationandcertification.

3.3 Develop ICT Standards as Integral Part of Teacher Professional Standards 

Asdiscussedabove,AustraliahasestablishedtheAPSTstandards.Consideringthesignificanceofteachers’acquirementofICTcompetencies,theAustralian Institute for Teaching and School Leadership(AISTL)‐embeddedtheICTcompetencystandardsintotheexistingAPST.

ThefollowingtablesynthesizedthedevelopmentofAPSTandhowandwhentheICTstandardswereinserted.

Table 8 Development of the Australian Professional Standards for Teachers (Synthesized from Australia Case Study, 2014, p. …)

Foci Stage Element and timeline Process

APST standards development 

1 Adviceanddraftingfromtheexpertgroupandappointedwriters(18months:June2009toDec2010)

AnalysisandreviewofthestandardsinusebyAustralianteacherregistrationauthorities,employersandprofessionalassociations

Developmentofdraftstandardsforconsultation

Continuingrevisionbasedonconsultation

2 Extensivepublicconsultation(3months:MarchtoMay2010)

Nationalconsultationworkshops Onlinesubmissions Analysisofsubmissions

3 ValidationStudyofstandards(6months:JulytoDecember2010)

Onlinesurveys:(i)teachersinselectedschoolsand(ii)opentoanyteachers

Focusgroupworkshops:teachers,teachereducatorsandteacherassociations

ICT Competency Standards Integration 

4 TeachingTeachersfortheFutureProject:ICTStatementsandIllustrationsofPractice(18months:April2011toDecember2012)

DevelopmentofStatementsofPracticeusingconsultantsandfocusgroupsofexpertteachers

DevelopmentofthreeIllustrationsofPracticethroughpartnershipbetweentheAustralianCouncilforComputersinEducation(ACCE)

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Foci Stage Element and timeline Process

andEducationServicesAustralia(ESA)15

DevelopmentofafurthersevenIllustrationsofPracticebyAITSLandESA

Operational‐ization 

5 CertificationofTeachers(CommencedJune2011:Ongoing)

DevelopmentofNationalFramework

DevelopmentofCertificationProcess

Evaluation  6 Evaluation(CommencedJune2013:Ongoing)

Nationalforum–widerangeofStakeholders

Nationalonlinesurveyofteachers,schoolleaders,teachereducators,pre‐serviceteachers.

3.4 Discussion 

Thissectiondiscussed3differentoptions,whichcanbeappliedindifferentcountrycontexts.

ThefirstoptionofAustraliacasestudy,willbepreferablewhenthecountryalreadyhasestablishedframeworkandoverallTeacherProfessionalDevelopmentstandardsinplace

ThesecondoptionofKoreaandChina’sapproach,isthroughrigorousresearch.Thesecountriesidentifyaframeworkbasedonanextensiveliteraturereview,confirmtheframeworkthroughmulti‐stakeholderconsultationprocessesandmapthestandardsfordifferenteducatorgroups.

ThethirdapproachofKenyaandTanzaniacases,isthroughasystematicadoptionofUNESCO’sICT‐CFT.TheGESCI,anon‐profitorganization,issupportingtheKenyaandTanzaniagovernmentstodevelopthestandardsusingtheexistingframeworkinitsSIPSEproject.ThisprojecthasbeenaddressingtheworkinICT‐CFTdomains,frompolicydomainatnationalstrategicleveltopedagogydomainatschoollevel.Drawingfromprojectinputsfromvariouslevels,theprojecthasbeenagoodpathwaytodevelopthecompetencyframeworkandstandardsfromthestart.

However,theretheprosandconsforeachapproachwillneedtobeconsidered

Table 9 Pros and Ccns of each approach

Approach Pros ConsContextualizationoftheExistingICTCompetencyStandardsframeworks:Kenya&Tanzania

‐ Asystematicadoptionwithstep‐by‐stepprocess.

‐ Thiscansupportthedevelopmentorrefinementofexistingteacherpedagogicalcompetencyframework.Thisproject‐basedschemedrawsonresourcesfrom

‐ Withaheavyemphasisofproject‐basedscheme,theownershipofrelevantministries,TEIs,universities,schools,teachersandotherstakeholdersneedtobereinforcedforsustainability

15http://www.aitsl.edu.au/australian‐professional‐standards‐for‐teachers/illustrations‐of‐practice/find‐by‐career‐stage

20

multiplesectors,includingprivatesector.

‐ Anintegrationtotheoverall

ICTStandardsDevelopmentthroughResearch:KoreaandChina

‐ Theapproachismorescientificandguidedbyselectedteachermethodology.

‐ TheICTstandardsareformulatedbywidelyinvolvedinternalstakeholders.Itstronglyreflectswidercontributionsforbottom‐updecisionmakingwhichfacilitatesanenhancedownership.

‐ Theapproachreliesontheavailabilityofmoreadvancedlocaleducationexperts,universities,andeducationinstitutions.

‐ Theapproachneedssubstantialfinancialresources.

‐ The“standalone”featureofthestandardsrequiresmorereinforcementforimplementationatschoollevel.

DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards:Australia

‐ TheICTstandardsareintegratedingeneralprofessionalstandards,socomplyingtothestandardsisamandatoryaction.

‐ TheICTstandardsaremoregeneric,whichareopenforcreativeimplementationbyteachereducationinstitutions/providers.

‐ TheimplementationneedsverystrongTPDsystem.

‐ Theapproachwillbesuitableforcountrieswithbiggerautonomyofeducationinstitutionstodecideonitsimplementation.Theapproachreliesontheavailabilityofmoreadvancedlocaleducationexperts,universities,andeducationinstitutions.

4. Implementation:  Use of ICT Competency Standards and Recognition 

OneevidentfromallcasestudiesisthatICTCompetencyStandardshavebeenincorporatedortobeimplementedforbothpre‐serviceandin‐servicetraining.However,theimplementationineachcountryshowsdifferentstageofprogression.

Australia.Australiaseemstobethemostadvancedofothercountriesofstudy,withtheICTstandardsalreadyembeddedintotheAPSTandhasbeenoperationalizedby:

EstablishingProgramAccreditationStandard. Tyingthestandardsintoallstagesofteachercareerladder.Oneteachermustmeet

certainstandardstobeabletoobtainprovisionalregistrationasaGraduateTeacher;toobtainprovisionallicenseasaProficientTeacher;andformalnationalcertificationasAccomplishedandLeadTeacher.

HavingallAustralianhighereducationinstitutionsofferinginitialteachereducation.Theuniversitiesarerequiredtohavetheirpre‐serviceprogramsaccreditedirrespectiveoftheirformatinaccordancewithProgramAccreditationStandard

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Developinge‐evidenceuserguidetosupportpre‐serviceteachersuseofICTstatementsandillustrationsofpractice.

Korea.Korea’simplementationforuseofstandardsisstillattheplanningstage.Ithasbeenproposedthat,adiagnosisinstrumentneedstobeconstructedforassessingteachers’currentcompetenciesanddiscerningcompetenciesthatareneededfordevelopmentandenhancement.

China.Thecountryisundertakinganextensivepilottoalignidentifiedcompetencieswithteachertrainingcurriculum.Thepilotwillinvolveover10millionteachers,toimplementandreviewthetrainingmechanism,examinationandcertification.

KenyaandTanzania.TheSIPSEcoursescomprisingTechnologyLiteracyandKnowledgeDeepeningareunderway.Uponcompletionofthecourses,successfulteacherswillbeawardedwithcertificatesofcompletion.ThecertificateswillbecreditedwithinthenationalTeacherServiceCommission(Kenya)andTeacherEducationDepartment(Tanzania)standardsframeworksofevidenceforrenewalofprofessionalregistrationandforpromotion.

5. Conclusion ThisreviewresultreportedinthisdocumentwillcontributetothedevelopmentofGuidelineforCompetency‐basedTeacherTrainingReformtoFacilitateICT‐pedagogyIntegration.FromthefivecasestudiesinAustralia,Korea,China,KenyaandTanzania,therearerichinformation,resourcesandtoolstodrawandlearnfrom.Asdiscussedabove,thereare3mainpathwaysthatthefivecountriesuseinthedevelopmentofICTCompetencyFramework:

1. ContextualizationoftheExistingICTCompetencyStandardsframeworks2. ICTStandardsDevelopmentthroughResearch3. DevelopICTStandardsasIntegralPartofTeacherProfessionalStandards

Eachcountry’spathwayinthedevelopmentofICTCompetencystandardsisusefultobecontextualizedinothersetting.TheguidelinewillextractpracticalinformationtowalkthroughrespectivegovernmentstobegintheirworkinICTCompetencyFrameworkandStandardsforTeacherProfessionalDevelopment.

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CASE STUDY:

NATIONAL ICT COMPETENCY

STATNDARDS FOR TEACHERS

September 2014

23

AUSTRALIA 

By Margaret Lloyd, Toni Downes and Geoff Romeo

Abstract 

21stteachersneedthetechnical,pedagogicalandcontentskillstouseinformationandcommunicationtechnologies(ICT)tocreatemeaningfullearningexperiencesfortheirstudents.InAustralia,standardshavebeendevelopedandoperationalizedatanationallevelandstepshavebeentakentoensurethatbothbeginningandpractisingteachersdemonstrateappropriateICTcompetencies.Firstly,theAustralianProfessionalStandardsforTeachers(AITSL,2011)describeswhatateachershouldknowanddoatfourcareerstages:Graduate,Proficient,HighlyAccomplished,andLead.Onesuchstandardissimplyentitled“InformationandCommunicationTechnology”andasksindividualteacherstodemonstrateincreasingcapacityandleadershipinICTpedagogy.Second,teachereducationinstitutionsmustshownationalaccreditationpanels,throughtheInitialTeacherAccreditationProgramStandards(AITSL,2012),howpreserviceteachershaveopportunitiestogainanddemonstratetherelevantAustralianProfessionalStandardsforTeachersatGraduateLevel;and,also,howinstitutionsthemselvesareusingICTintheirownteachingandintheresourcestheymakeavailabletotheirstudents.ThiscasestudywilldetailtheAustralianprofessionalstandardsforteachersandinitialteachereducationprogramaccreditationstandardsrelatingtoICTpedagogy.Thisstudywillbuildontheambitiouslarge‐scale2011‐2012TeachingTeacherstotheFuture(TTF)project(ACDE,2012)thatinvolvedallmajorteachereducationprovidersinAustraliaandprovidedanimportantstepinbuildingthecapacitynecessaryforeffectiveICTpedagogy.BothnationalstandardsandtheTTFProjecthavehelpedtoensurethatstandardsareenactedinthedailypracticeofclassroomsacrossthenation.

1. Country Context/Background 

Australiaisademocraticnationcomprisedofsixstatesandtwoterritoriesoccupyingacombinedlandmassof7,741,220sq.kms.AccordingtotheAustralianBureauofStatistics(ABS,2013a),thepopulationofAustraliaat30June2013was23,130,900people.Australiansenjoyaprosperouslifestylewithrelativelylowlevelsofunemployment,highratesofparticipationineducationanda99%literacyrate(CIA,2013).Datadrawnfromthe2010MeasureofAustralia’sProgressindicatesthat“thepeopleofAustraliaarebecomingmorehighlyeducated.Overthepast10yearstherehasbeenanincreaseintheproportionofpeoplewhohaveavocationalorhighereducationqualification,from49%to63%”(ABS,2010b,para.1).

EducationinAustralia,atanestimatedexpenditureof5.9%ofGDP,islargelycontrolledbythestatesandterritories.ThisisaconsequenceoftheBritishcolonialsettlementofAustraliafromthelate18thCenturywhichsawseparatecoloniesopenedeitheraspenalsettlements,suchasNewSouthWalesandTasmania,oropentofreesettlers,suchasSouthAustraliaandWesternAustralia.Each,inturn,gainedstatehoodwhentheCommonwealthofAustraliacameintobeingin1901.Despitepreviousfailedattempts,itisonlyinthe21stCenturythatnationalinitiativesineducationhavebeentrulyimplemented.

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Australia: a national vision for school education

Despiteitsorganisationatstateandterritorylevel,schooleducationinAustraliatakesitsstrategicgoalsanddirectionsthroughnational“declarations”approvedbyatop‐levelcouncilmadeupofCommonwealth,StateandTerritoryEducationMinisters16.ThefirstofthesewastheHobartDeclaration(1989)supersededbytheAdelaideDeclaration(1999).ThemostrecentistheMelbourneDeclaration(MCEETYA,2008)17whichhasleddirectlytothedevelopmentofanationallyagreedAustralianCurriculum18managedbyAustralianCurriculum,AssessmentReportingAuthority(ACARA)19.TheAustralianCurriculumoutlines:

keylearningareas(suchasEnglish,Mathematics,ScienceandHistory)andothersubjects…(suchasGeography,Languages,TheArts,Economics,Business,CivicsandCitizenship,HealthandPhysicaleducation,informationandcommunicationtechnology,anddesignandtechnology);

nationalgeneralcapabilities(literacy,numeracy,informationandcommunicationtechnologycompetence,criticalandcreativethinking,ethicalbehaviour,personalandsocialcompetence,andinterculturalunderstanding);and,

nationalcross‐curriculumpriorities(AboriginalandTorresStraitIslanderhistoriesandcultures,AsiaandAustralia’sengagementwithAsia,andsustainability).

(ABS, 2012a, para. 4, emphases added)

Critically,theAustralianCurriculumhasincludedInformationandCommunicationTechnologyasaGeneralCapability.Thismeans,quitesimply,thatICTistobeexplicitlyaddressedanddemonstratedatallyearsofschoolingandineachlearningarea.

Schooling in Australia

Australianschoolinghastwodistinctformalstructures:primaryschooling(Pre‐Year1toYear6or7,dependingonjurisdiction)andsecondaryschooling(Year7or8toYear12)(seeAEI,n.d.).Thedifference,explainedbythepreviously‐citedstateandterritorialcontrolofeducationfromtheColonialera,alsoextendstodifferencesintheagethatchildrenbeginformalschoolingwithmostchildreninAustraliabeginningaround5yearsofage(rangingfrom4.5to6years).Whilestudentsareentitledtoleaveformalschoolingatage16,considerableefforthasbeenmadetouniversallyextendschoolattendancetoage17or,rather,totheendofYear12.TheproportionofstudentsstayingatschooltoYear12hasremainedataround75%sincetheearly1990s(ABS,2012b).

Overall,thereare9,427registeredschoolsinAustralia(seeTable1).Asimplecategorisationoftheseisasgovernment(n=6,661,70.91%)ornon‐government(n=2,732,29.09%)schools.Ofthenon‐governmentschools,themajorityareCatholicschools

16SeealsoSection3foradiscussionoftheroleofthiscouncilinapprovingtheAustralianProfessionalStandardsforTeachers17Seehttp://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf18TheAustralianCurriculummaybefound,asadigitaldocument,athttp://www.australiancurriculum.edu.au19ACARA,http://www.acara.edu.au

25

(n=1,717,62.85%)withtheremainderlabelledasIndependent(n=1,015,37.15%)buttypicallyrunbyreligiousinstitutionssuchastheAnglicanChurch.Table1alsoincludesacategoryforspecialschoolswhichcaterforchildrenwithseverephysicalorintellectualdisabilities:themajorityofchildrenwithhearing,sightormobilityimpairmentsarenow“mainstreamed”intostandardclassrooms.

Table 1: Summary of schools by jurisdiction and schooling type (adapted from ABS, 2013d) 

NSW Vic. Qld SA WA Tas. NT ACT Total

Primary(P‐Yr6/7)

2,113 1,561 1,153 496 662 156 71 78 6,290

Secondary(Yr7/8‐12)

515 342 253 87 105 43 24 23 1,392

Combined(P‐12)

303 235 246 146 222 57 90 22 1,321

Special 151 95 63 21 77 6 6 5 424

TOTAL 3,082 2,233 1,715 750 1,066 262 191 128 9,427

Thereareanestimated3,589,986studentsenrolledinAustralianschoolswhiletheABS(2013b)reportedanestimated258,985.6(FTE)teachingstaff,with167,151.9(FTE)atgovernmentschoolsand91,833.7(FTE)atnon‐governmentschools(ABS,2013c).

Teacher qualification in Australia

ThereareanumberofpathwaystobecomingaqualifiedteacherinAustralia.AllaregovernedbyaccreditationstandardsputinplacebytheAustralianInstituteforTeachingandSchoolLeadership20(AITSL,2011a,2012a),teacherregulatoryauthoritiesineachstateandterritory,aswellashighereducationauthorities(seeLloyd,2013).Therearearound400formallyaccreditedinitialteachereducationprograms21coveringearlychildhood,primary,middleyearsandsecondaryschoolingofferedthrough50HigherEducationInstitutionsinAustralia,withthemajoritybasedinpublicuniversities.HowtheseprogramsareaccreditediscoveredindetailinSection5ofthisreport.TheinitialteachereducationprogramsofferedinAustralianinstitutions,asnotedinFigure1,are:

1. undergraduateprograms(4years),typicallyaBachelorofEducation;or,2. graduateentryprograms(12,18or24months),typicallyaGraduateDiplomain/of

EducationoraMasterofTeaching;or,3. intensiveprogramswithemployersupportsuchasTeach4Australia(TFA)22or

TeachNext23.

20AITSL,http://www.aitsl.edu.au21Foralistofaccreditedprograms,seehttp://www.aitsl.edu.au/initial‐teacher‐education/accredited‐programs‐list.html22Seehttp://teachforaustralia.orgfordetailsofthisprogram23Seehttp://deewr.gov.au/teach‐nextfordetailsofthisprogram

26

Figure 1: Progression from Pre-Service to Lead Teacher

Followinggraduationbutpriortoemployment,teachersapplyforregistrationwiththeregulatoryauthority24inthejurisdictionwheretheyintendtoteach(seeSection5forfurtherinformation).Oncetheybegintheiremployment,theymayproceedthroughthecareerstages(showninFigure1anddescribedindetailinthefollowingsection).

Career ladder for practising teachers

Inrecentyears,aclear“careerladder”forteachershasappearedbasedonthecareerstagesusedtostructuretheAustralianProfessionalStandardsforTeachers25(AITSL,2011b).Thesecareerstagesare:Graduate,Proficient,HighlyAccomplishedandLead(seeFigure1).ThestandardsattheGraduatestageserveadoubleroleforbothbeginningteachersandprogramaccreditation.

Theresponsibilityforin‐serviceprofessionaldevelopmentgenerallyfallstotheindividualteacher(seeSection5)and,inalljurisdictions,renewalofteacherregistration26isdependentonhavingmetrequisitetraininghours(20hoursperannumover3or5years,dependingonjurisdiction).Thismaybethroughattendanceatrelevantseminars,conferencesandworkshops(see,forexample,theContinuingProfessionalDevelopment(CPD)requirementsinthestateofQueensland27).AITSLhasdevelopedanoverarchingAustralianCharterfortheProfessionalLearningofTeachers(AITSL,2012b)which:

24Seehttp://www.atra.edu.auforalistofallteacherregulatoryauthoritiesinAustraliaandalsoNewZealand25ForacompletelistoftheAustralianProfessionalStandardsforTeachers,seehttp://www.teacherstandards.aitsl.edu.au26TeachersinAustralianeedtobe“registered”inordertoworkasateacherinbothgovernmentandnon‐governmentschools.Before2013,registrationwasgovernedbystateandterritoryregulation.27TheQueenslandrequirementsmaybefoundathttp://www.qct.edu.au/Renewal/CPDFrameworkExplained.html

27

affirmstheimportanceoflearninginimprovingtheprofessionalknowledge,practiceandengagementofallteachersandschoolleaderstoachieveimprovementinstudentoutcomes;

articulatestheexpectationthatallteachersandschoolleadersactivelyengageinprofessionallearningthroughouttheircareers;and,

describesthecharacteristicsofahighqualityprofessionallearningcultureandofeffectiveprofessionallearning,toassistteachers,schoolleadersandthosewhosupportthemtogetthemostfromtheirprofessionallearning.

Theidentifiedcharacteristicsofeffectiveprofessionallearningforteachersarethatitshouldbe:relevant,collaborativeandfuturefocused.

Themainprovidersofteacherprofessionaldevelopment‐alignedtotheAustralianProfessionalStandardsforTeachers(AITSL,2011b)‐areeducationalsystemsandteacherprofessionalassociations.AITSLhassetinplaceself‐pacedprofessionallearning28basedontheprofessionalstandardsandanumberofuniversitiesconductshortcoursesspecificallydesignedtosupportteachers’continuingprofessionallearning.

2. The ICT Professional Development Strategy for Teachers 

MuchofthereportinginthiscasestudywillrefertotheAustralianProfessionalStandardsforTeachers(AITSL,2011b)introducedinSection1.ThesewillbereferredtousingtheacronymAPST.Aspreviouslynoted,theAPSTprovidetheframeworktoguideprofessionallearning,registrationandcertificationforallpractisingteachers.Laterinthisreport,itwillbecomeapparenthowthesestandards–alongwithotherrequirements‐areusedinthedesignandaccreditationofteachereducationprogramsinAustralia(seeSection4).TheAPSTarebasedonthreedomains:

ProfessionalKnowledge,withtwostandards:(1)Knowstudentsandhowtheylearn;and(2)Knowthecontentandhowtoteachit;

ProfessionalPractice,withthreestandards:(3)Planforandimplementeffectiveteachingandlearning;(4)Createandmaintainsupportiveandsafelearningenvironments;and,(5)Assess,providefeedbackandreportonstudentlearning;and,

ProfessionalEngagement,withtwostandards:(6)Engageinprofessionallearning;and(7)Engageprofessionallywithcolleagues,parents/carersandthecommunity.

EachstandardisfurtherdefinedbyFocusAreas,eachwithDescriptorsacrossthefourdesignatedcareerstagesintroducedinSection1.Theseare:Graduate,Proficient,HighlyAccomplishedandLead.

Whilethereisnoformalnationally‐acceptedICTProfessionalDevelopmentStrategyforTeachersinAustralia,adefactostrategymaybeseentobeembeddedwithintheAPST.WhilemanystandardscanbedemonstratedthroughthemeaningfuluseofICTinthe

28Theself‐pacedprogrammaybefoundathttp://www.aitsl.edu.au/professional‐learning/professional‐learning.html

28

classroom29,therearethreefocusareaswhichexplicitlyreferenceICT.These,drawnfromdifferingdomains,aredescribedinfullinTable2.

Ofcriticalimportanceinregardtothesestandardsistheirdevelopmentalnatureandtheirgroundinginprofessionallearning.JustasinUNESCO’s(2008)ICTCompetencyStandardsforTeachersandintheresearchliterature(see,forexample,theSAMR(Substitution,Augmentation,ModificationandRedefinition)model(Redecker,&Johannessen,2013)),teachers’useofICTshouldchangeovertimeeitherintermsofdeepeningtheirownknowledgeandthoseoftheirpeersorbychangesintheirteachingpracticetoenhancestudentlearningoutcomes.

29ForICTelaborationsattheGraduatestage,pleaseseehttp://www.teacherstandards.aitsl.edu.au/Static/docs/hotTopics/Teaching_Teachers_for_the_Future_‐_Graduate_Teacher_Standards_‐_ICT_Statements.pdf

29

Table 2: Australian Professional Standards for Teachers with explicit reference to ICT, by career stage 

CareerStage FocusArea2.6:InformationandCommunicationTechnology(ICT)

FocusArea3.4:Selectanduseresources

FocusArea4.5: UseICTsafely,responsiblyandethically

Graduate ImplementteachingstrategiesforusingICTtoexpandcurriculumlearningopportunitiesforstudents.

Demonstrateknowledgeofarangeofresources,includingICT,thatengagestudentsintheirlearning.

Demonstrateanunderstandingoftherelevantissuesandthestrategiesavailabletosupportthesafe,responsibleandethicaluseofICTinlearningandteaching.

Proficient UseeffectiveteachingstrategiestointegrateICTintolearningandteachingprogramstomakeselectedcontentrelevantandmeaningful.

Selectand/orcreateandusearangeofresources,includingICT,toengagestudentsintheirlearning.

Incorporatestrategiestopromotethesafe,responsibleandethicaluseofICTinlearningandteaching.

HighlyAccomplished

Modelhigh‐levelteachingknowledgeandskillsandworkwithcolleaguestousecurrentICTtoimprovetheirteachingpracticeandmakecontentrelevantandmeaningful.

Assistcolleaguestocreate,selectanduseawiderangeofresources,includingICT,toengagestudentsintheirlearning.

Model,andsupportcolleaguestodevelop,strategiestopromotethesafe,responsibleandethicaluseofICTinlearningandteaching.

Lead LeadandsupportcolleagueswithintheschooltoselectanduseICTwitheffectiveteachingstrategiestoexpandlearningopportunitiesandcontentknowledgeforallstudents.

Modelexemplaryskillsandleadcolleaguesinselecting,creatingandevaluatingresources,includingICT,forapplicationbyteacherswithinorbeyondtheschool

Revieworimplementnewpoliciesandstrategiestoensurethesafe,responsibleandethicaluseofICTinlearningandteaching.

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3. Development of ICT Competencies for Teachers 

ThedevelopmentoftheICTCompetenciesforTeachersinAustraliaparallelsthatofthedevelopmentoftheAustralianProfessionalStandardsforTeachers(APST)(seeprevioussections).Therewerealargenumberofstakeholdersinvolvedrangingfromstateandfederalgovernmentofficerstorepresentativesfromteachergroupsanduniversities.Thisbeganofficiallyin2009andcontinuestothepresent.Thissectionwilloutlinethestepstakentoachievethisoutcome.

In2009,asMCEECDYA(MinisterialCouncilforEducation,EarlyChildhoodDevelopmentandYouthAffairs),theMinistersformallycommissionedTeachingAustraliatobeginworkonwhatwastentativelycalledtheNationalFrameworkforProfessionalTeachingStandards.TeachingAustralia,anditssuccessorAITSL(AustralianInstituteforTeachingandSchoolLeadership)formedinJanuary2010,hascontinuedthisworktodate.InDecember2010,MCEECDYAendorsedtheNationalProfessionalStandardsforTeachers(AITSL,2011b)whichlaterbecameknownastheAustralianProfessionalStandardsforTeachers.Thisworkwasgovernedbyasub‐CommitteeofMCEECDYA.ThemembershipoftheoriginalsubcommitteeanditsworkinggroupsaresummarisedinTable3.TermsofReferenceforthesegroupsarenotpubliclyavailable.

Table 3: MCEECDYA working groups on the development of national standards – 2010 

Chair Members Writer/Contractor

NationalStandards

Head,aStateEducationSystems

15SeniorOfficersofCommonwealth,StateandTerritoryeducationsystems,regulatoryauthorities,academics.

DelegatedworktoSubCommittees

SubCommittees/WorkingGroupsoftheMCEECDYAsub‐CommitteeExpertWriting

SeniorOfficer,aStateEducationSystems

8SeniorOfficersofCommonwealth,StateandTerritoryeducationsystems,regulatoryauthorities,academics.

SeniorOfficer,aStateRegulatoryauthority.

ValidationSteeringCtte

Head,Nationalregulatoryauthority

11seniorofficersofPrincipals’andteacherprofessionalassociationsandunions,regulatoryauthorities.

SiMERR30,UniversityofNewEngland

Today,theBoardofAITSLhasastandingCommitteecalledtheTeacherQualityAdvisoryCommittee(TQAC).ItischairedbyamemberoftheAITSLBoardandhas

30 SiMMER, Centre for Science, ICT and Mathematics Education for Rural and Regional Australia based at the University of New England, see http://simmer.une.edu.au

31

membersrepresentingmajorstakeholderintheschooleducationsectors.ThepurposeofTQACistoreviewandshapeinitiatives,resourcesandsupportmaterialsassociatedwiththeteacherqualityagendaandtopromotetheAustralianProfessionalStandardsforTeachers.WorkonCertificationandEvaluationissteeredbyrelevantinternalandexternalWorkingGroupsandCommitteesofAITSL,includingTQAC.

TheDecember2010endorsementfollowedmorethanadecadeofactivitywiththefirstrecommendedsetofnationalstandardsbeingpublishedbytheAustralianCouncilofDeansofEducationin1998(ACDE,1998).Throughthisperiod,workwasbeingundertakenatCommonwealth,StateandTerritorylevelstodefineandpromotequalityteaching,learningandcurriculumwithvariousjurisdictionsdevelopingtheirownProfessionalTeacherStandards(see,forexample,NSWIT,2005)andprovidingsignificantresourcestosupporttheirapplicationandassessment(see,forexample,NewSouthWalesGovernment,2006).

FurthertothiswerearangeofinitiativesatthestateandterritorylevelindevelopingandusingvariousICTcapabilityandstandardsframeworkswithsomeoftheseinvolvingformalcertification.Forexample,inQueensland(untillate2012),teachersingovernmentschoolswererequiredtoshowtheirICTcompetence.Thismadeuseofaspecially‐designedthree‐levelframeworkknownastheSmartClassroomsProfessionalDevelopmentFramework(DETE,2011).ThehighestlevelattainablewasaDigitalPedagogyLicence(Advanced).

AttheCommonwealthlevel,thereweresignificantpolicyinitiativesunderway.TheseincludedTheNationalPartnershiponImprovingTeacherQuality(2008);andtheMelbourneDeclarationofEducationalGoalsforYoungAustralians(MCEETYA,2008),which,asnotedinSection1,includedthefoundationsforthedevelopmentoftheAustralianCurriculum.

TheformalworkbegunbyAITSLtowardsdefiningnationalteacherstandardsdrewonagroundswellofpreviousworkinschools,professionalteacherassociations,educationalsystemsatthestateandterritorylevels,andpolicyandprogramworkatthenationallevel.Acriticalcontributortothisdevelopmentwasthe2011‐2012TeachingTeachersfortheFutureproject(ACDE,2012)whichaddedanexplicitfocusonICTthroughICTstatementsandIllustrationsofPractice31attheGraduateCareerStage.ThedevelopmentoftheseStandardsinvolvedfiveelementswiththeTTFProjectprovidingasixthelementforthepurposesofthiscasestudy.TheseelementswithdescriptorsandatimelinearesummarisedinTable4andelaboratedinfurtherdetailinthetextwhichfollows.

   

31Refertohttp://www.aitsl.edu.au/australian‐professional‐standards‐for‐teachers/illustrations‐of‐practice/find‐by‐career‐stage

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Table 4: Development of the Australian Professional Standards for Teachers 

# Elementandtimeline Process

1 Adviceanddraftingfromthe

expertgroupandappointed

writers

18monthsJune2009toDec2010(includesElements2and3)

Analysisandreviewofthestandardsinuseby

Australianteacherregistrationauthorities,

employersandprofessionalassociations

Developmentofdraftstandardsforconsultation

Continuingrevisionbasedonconsultation

2 Extensivepublicconsultation

3monthsMarchtoMay2010

Nationalconsultationworkshops

Onlinesubmissions

Analysisofsubmissions

3 ValidationStudyofstandards

6monthsJulytoDecember2010

Onlinesurveys:(i)teachersinselectedschools

and(ii)opentoanyteachers

Focusgroupworkshops:teachers,teacher

educatorsandteacherassociations

4 TeachingTeachersfortheFuture

Project:ICTStatementsand

IllustrationsofPractice

18monthsApril2011toDecember2012

NB:WorkonIllustrationsof

Practiceofotherdimensionsof

theStandardsisongoing.

DevelopmentofStatementsofPracticeusing

consultantsandfocusgroupsofexpertteachers

DevelopmentofthreeIllustrationsofPractice

throughpartnershipbetweentheAustralian

CouncilforComputersinEducation(ACCE)and

EducationServicesAustralia(ESA)

DevelopmentofafurthersevenIllustrationsof

PracticebyAITSLandESA

5 CertificationofTeachers

CommencedJune2011Ongoing

DevelopmentofNationalFramework

DevelopmentofCertificationProcess

6 Evaluation

CommencedJune2013Ongoing

Nationalforum–widerangeofStakeholders

Nationalonlinesurveyofteachers,school

leaders,teachereducators,pre‐serviceteachers.

Governance of the Development of Teacher Standards, including ICT Competencies

ThefollowingprovideselaborationsofselectedelementslistedinTable4.

Element 1concernedwiththeinitiationofthedevelopmentofthestandardshasbeendiscussedinthepreambletothissection.

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Element 2: Consultation of Draft Standards (March‐May, 2010) 

Theconsultationphasewasundertakenoverathree‐monthperiod(seeTable4)andinvolvedawiderangeofstakeholdersincludingbutnotlimitedtoteachers,representativesofteacherprofessionalassociations,unions,andteachereducationacademics.ThedraftNationalStandardsweremadeavailableontheMCEECDYAwebsiteinearlyMarch2010andconsultationendedlateMay.Theconsultationtooktwoforms:

Consultationworkshops:Localeducationauthorities,employersandregulatoryauthoritiesdeterminedthearrangementsforconsultationwithintheirjurisdictionswhiletheCommonwealthGovernmentconductedconsultationswithnationalstakeholders;and,

Submissionsinvitedthroughadvertisement.Atotalof120submissionswerereceivedfromCommonwealth,StateandTerritorygovernments,regulatoryauthorities,unions,professionalteacherassociations,parentassociations,universities,schoolsandindividualsincludingteachers,schoolleaders,academicsandotherinterestedstakeholders.Somesubmissionsrepresentedtheviewsoforganisationsthathadthemselvesundertakenextensiveconsultationwiththeirmembers/constituents.

Questions were developed to focus discussion and feedback:

1. DoesthepreambletotheStandardsgiveaclearpictureofthecontextforthereason,useandpurposeoftheStandards?

2. DothedraftStandardsdescribearealisticanddevelopmentalteacherprofessionalstandardscontinuum?

3. DothedraftStandardsreflectwhatyouwouldexpectteacherstoknowandbeabletodoforeachofthefourcareerstages,namely,Graduate,Proficient,HighlyAccomplishedandLeadTeachers?

4. ArethereotherdescriptorsthedraftStandardsshouldinclude?5. Rememberingthattherewillbesubstantialsupportmaterials,willitbepossiblefor

educatorstousethestandardstoevaluateteacherpractice?

Feedbackandsubmissionswereanalysedbyateamofexpertsengagedforthiswork.Eachofsubmissionswasreadbymultipleanalyststoensurethattheviewsexpressedinthesubmissionscouldberepresentedaccuratelyinthisconsultationreport.Theteamalsoproducedsummariesofthesubmissionswhichoutlinedthekeythemesandconcernsexpressed.Consistentwiththeapproachtoreadingsubmissions,thesummariesandkeyfindingswerereviewedbymultipleanalysts.TheConsultationReport(AITSL,2010b)isavailablefromtheAITSLWebsite32.

Element 3: Validation (July‐December, 2010) 

ThiselementwasanessentialinclusiontodeterminethevalidityandreliabilityofthedraftStandardsindifferenttypesofschoolsindifferentlocationsacrossAustralia.ThegroupchargedwiththisresponsibilitywasSiMERR,theCentreforScience,ICTandMathematicsEducationforRuralandRegionalAustraliabasedattheUniversityofNewEngland(seeTable3).

32Seehttp://www.teacherstandards.aitsl.edu.au/Overview/Consultation

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Involvingnearly6,000schoolleadersandclassroomteachersfromover500schoolsensuredthattheviewsofprofessionplayedasignificantroleindeterminingtheapplicabilityandusefulnessoftheStandards.TheFinalReportontheValidationofDraftNationalProfessionalStandardsforTeachers(Pegg,McPhan,Mowbray&Lynch,2010)wascompletedinNovember2010.TheExecutiveSummaryofthereportstatedthattheaimofthestudywas:

Tovalidatethedraftstandardsproposedforthefourcareerstagesofteacherdevelopmentagainstteacherperceptionsofthedifficulty,andtheappropriateness,preparednessandpriorityfordevelopmentofthedescriptors,andthroughanalysisofteachercommentsabouttheircareerdevelopmentandofthenatureoftheirwork.(p.i)

Belowisasummaryofthemethodologyusedinthevalidationprocess.Whereappropriate,thetextisanextractfromorparaphraseofthetextintheExecutiveSummary.

ThefirststepsinvolvedpsychometricanalysisoftwosetsofsurveysdirectedatteachersineachStateandTerritory.Bothsurveysexaminedteachers’perceptionsofthestandards(closedquestions)andcommentaryonthem(openquestions).

Survey1addressedtheperceivedattainment“difficulty”ofdescriptorsasameansofvalidatingthedescriptorsineachoftheCareerStages.Thestudyinvolvedteachersin177schools.RaschScalemodellingwasusedtoanalysethereliabilityestimatesanditemfitwithItemFitmapsgeneratedfordescriptorsineachStandardandforalldescriptors.Descriptorsnotfittingthemodelwereidentified.Difficultyestimateswerealsocalculatedusingacommonscaleanddescriptorsrankedfrommosttoleastdifficult.Therelativedifficultywithinafocusareaprovidedevidenceontheneedtomodifyandamenddescriptors.

Survey2addressedtheinternalvalidityofthedescriptorsintermsofthreeconstructs:(i)appropriateness,(ii)preparedness,and(iii)priorityfordevelopmentwithineachCareerStage.Survey2involvedteachersin377schoolsandteacherswhorespondedtoanadvertisingcampaignthrougheducationalsystemsandprofessionalteacherassociations.UsingRaschScalingtechniques,thedatawereanalysedforeachCareerStage,intermsofeachofthethreeconstructsandasasingleconstruct.Issuesandadvicewasprovidedbasedontheevidenceofdescriptorsnotfitting,fittingordeemedto“overfit”themodel.

ThevalidationprocessalsoinvolvedNationalFocusGroupworkshopsineachstateandterritory.Thefocusoftheseworkshopswasonpossibleissuesassociatedwiththeimplementationofthedescriptorsandontheevidencebasisthatmightdeterminetheirachievement.ParticipantstotheseNationalFocusGroupWorkshopswerenominatedhigh‐qualityteachersatarangeofCareerStagesdrawnfromgovernmentandnon‐governmentprimaryandsecondaryschools.MembersofprofessionalassociationsandtertiaryinstitutionswerealsoinvitedtosendrepresentativestotheWorkshops.

Asaconsequenceoftheevidenceoutlinedabove,thevalidationteamandmembersoftheExpertWritingteamrevisedDescriptorsandFocusAreaspriortothepreparationof

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theStandardsforapprovalandsubsequentendorsement.TheValidationReport(Pegg,etal.,2010)alsoprovidedadditionaladviceonthedifferingneedsofvariouseducationsystems,thedevelopmentofstandardsforschoolleaders,andtheissueoftransitionfromuniversitytoearlycareerteacher.

Element 4: Teaching Teachers for the Future (2011‐2012), and the development of ICT 

Statements and Illustrations of Practice  

ThenationallysignificantAUD$8.8millionTeachingTeachersfortheFutureproject33wasfundedthroughaCommonwealthICTInnovationFund(ICTIF)andwasmanagedbytheAustralianCouncilofDeansofEducation.ItwasaimedatbuildingtheICTpedagogycapacityofAustralianteachereducatorswiththeexpectationthatthiswouldnotonlyinfluenceandimpactthenextgenerationofteachersbutwould,inturn,influenceandimpactthecurrentgenerationofteachers(seeACDE,2012;Romeo,Lloyd&Downes,2012b).

TheprojectrepresentedthefirsttimethatallAustralianhighereducationinstitutionsofferingteachereducationhadcometogethertoworkcollaborativelyonbuildingtheICTintegrationpedagogycapacityofpre‐serviceteachersandteachereducatorsusingtheAustralianCurriculum,theAustralianTeacherProfessionalStandardsandtheoreticalunderstandingsdrawnfromtheTechnologicalPedagogicalContentKnowledge(TPACK)framework(Koehler&Mishra,2008,2009;Koehler,Mishra&Yahya,2007;Mishra&Koehler,2006)asabackdrop.TPACKwasselectedasit“attemptstocapturesomeoftheessentialqualitiesofteacherknowledgerequiredfortechnologyintegrationinteaching,whileaddressingthecomplex,multifaceted,andsituatednatureofthisknowledge”(Mishra&Koehler,2006,p.1).ItfurthersupportedthefocusonteachingovertechnicalskillshighlightedintheAPSTrelatingtoICTpedagogyinschoolsandintheProgramAccreditationStandardsrelatingtoteachinginhighereducation.Romeo,LloydandDownes(2012)furtherexplainedthatTPACKhighlighted“thenuancedandcomplexrelationshipsbetweenthesethreeformsofknowledge;emphasisedtheconnections,interactionsandaffordances,andconstraintsbetweenandamongcontent,pedagogyandtechnology;andinfluencedapproachestoICTintegrationincurriculaandinteachereducation”(p.958).

OneoftheoutcomesofTTFwasthedevelopmentofICTStatementsandIllustrationsofPractice(seeTable4).TheseweredevelopedtoprovideamoredetaileddescriptionofthetypesofpracticesthatwouldmeetthestandardswhenICTswerebeingusedeffectivelyforteachingandlearning34.ThroughaprocessledbyAITSL,atotalof32ICTStatementsweredevelopedforthe37descriptorsattheGraduateCareerStage35whichhavecometobeusedtoguidethedesignofprogramswithinteachereducationinstitutions.

33ForageneralintroductiontotheTTFProject,seehttp://www.acde.edu.au/pages/page50.asp34ThisworkwasundertakenaspartoftheTeachingTeachersfortheFuture(TTF)projectfundedbytheAustralianGovernmentDepartmentofEducation,EmploymentandWorkplaceRelationsthroughtheICTInnovationFund.Forfurtherinformation,seehttp://www.teacherstandards.aitsl.edu.au/Static/docs/hotTopics/Teaching_Teachers_for_the_Future.pdf35TheICTStatementscanbefoundathttp://www.teacherstandards.aitsl.edu.au/Static/docs/hotTopics/Teaching_Teachers_for_the_Future_‐_Graduate_Teacher_Standards_‐_ICT_Statements.pdf

36

ThemethodologyforthedevelopmentoftheICTStatementsinvolvedsubcontractingtheinitialdraftingtoconsultantsfollowedbyhavinganexpertfocusgroupofexperiencedICT‐usingteachersreviewthestatementsandprovidefeedback.Oncefinalversionsweregenerated,theyweretrialledbyanumberofinitialteachereducationproviders.

Finally,tenGraduate‐levelIllustrationsofPracticeweredevelopedbyEducationServicesAustralia(ESA)incollaborationwiththeAustralianCouncilforComputersinEducation(ACCE).TheIllustrationsofPracticedrewonoriginalmaterials(includingvideofootage)andre‐purposedmaterials.Ateachstageofdevelopment,therewasaqualityassuranceprocesstoensurethattheywererobustandfitforpurpose.ThosedevelopedspecificallyfortheTTFProjectwerelaterincludedintheIllustrationsofPracticehousedontheAITSLwebsite.AITSLalsodevelopedane‐Evidenceuserguidetosupportpre‐serviceteachers’useoftheICTstatementsandIllustrationsofPractice36.ItiscommonpracticeinAustraliatodevelop,andauthenticate,resourcessuchastheIllustrationsofPracticeandexemplarmaterialswithinputfromexpertteachers,academics,andcurriculumspecialistsourcedthroughsubjectassociations,educationdepartmentsandotheragenciessuchasESA,ACCEandAITSL.

Element 5: Certification (from June 2011) 

InAustralia,initialtraining,andfurtherformalqualificationofteachersisthroughaccrediteduniversityqualifications.Continuingprofessionaldevelopment(CPD),asnotedinSection1,isundertakenthroughawiderangeofformalprofessionallearningopportunitiesofferedbyprivateproviders,universities,educationsystems,andsubjectassociations,aswell,manyinformalopportunitiessuchaswebinars,workshops,andconferenceattendanceareavailable.

WhilemostteachersparticipateinformalandinformalprofessionallearningrelatingtoICTineducation,theirskill,knowledgeandunderstandingoftheuseoftechnologyinlearningandteaching,isnotformallyassessedby,forexample,awrittenexam.Theyarehowever,required,inorder,togainfullregistrationandfurthercertification,toevidencegrowthanddevelopmentinStandards2.6,3.4,and4.5.Theprocessofattainingandrenewingprofessionalregistrationishandledbystateandterritoryregulatoryauthorities,usuallyontherecommendationofthePrincipal.Since2013,theseassessmentandappraisalshavebeenprogressivelyundertakenusing:

1. TheAustralianProfessionalStandardsasataxonomybywhichteacherperformanceistobejudged;

2. Anationallyconsistentapproachtoteacherregistration;and,3. AnationalcertificationprocessforHighlyAccomplishedandLeadteachers.

AITSLundertooktheworktodevelopthelasttwoofthesemeasures.Inbothcases,thisinvolvedextensivenationalconsultationbasedonauditsandanalysesofexistingstateorterritory,nationalandinternationalpractices;invitedsubmissions,focusgroupworkshops,targetedmeetingsandthinktanksthatbroughttogethernationalandinternationalexpertsintherelevantareas.

36Thesemaybefoundat:http://www.teacherstandards.aitsl.edu.au/hottopics

37

Thenationallyconsistentapproachtoteacherregistration37outlinestherequirementsforteacherstoinitiallyprogressfromGraduatetoProficientcareerstages(seeTable1,Figure1).Theserequirementsinclude:aninitialperiodduringwhichanewteacherhasaformoflicencethatallowsthemtobeemployedasateacher;afixedperiodwherethenewteacherisrequiredtodemonstrateproficiencyandsuitabilitytoteach;andpossiblesanctions,includingwithdrawalofregistration,ifthenewteacherfailstomeettherequiredstandardsofpersonalandprofessionalbehaviourorprofessionalperformance.Teachersundertaketheirregistrationprocesseswiththeirstateorterritorybasedteacherregulatoryauthority.

ThenationalcertificationprocessforHighlyAccomplishedandLeadteachers(seeTable1,Figure1)isaformalcertificationprocessdesignedtorecogniseandpromotequalityteaching,provideanopportunityforteacherstoreflectonpracticeandprovideareliableindicationofqualityteachingusedtoidentifiedandrecogniseHighlyAccomplishedandLeadteachersnationally.Thecertificationprocessismanagedbythestateorterritorybasedteacherregulatoryauthorities.

Withinthisnationalapproachtostandards,registrationandcertificationthereisanexpectationthatasteachersprogressthroughthecareerstagesofGraduate,Proficient,HighlyAccomplished,andLeadtheywillprovide,usuallythroughaprofessionalportfolio,substantiatedandcredibleevidencethattheymeeteachstandard.Thisevidencemustbe:standards‐based,focusedonstudentimprovement,andbasedonnationallyandinternationallyrecognisedappropriatepractice.AITSLprovidesguidelinesonwhatconstitutesevidenceaswellasself‐assessmenttools,examplesofevidencesets,processesandproceduresforacquiringinternalandexternalfeedbackonperformance,andaccessingnetworksandcommunitiesofpractice.AITSLalsoprovidesguidelinesandframeworksforschoolleadershipteamsinvolvedintheassessmentofteacherperformance38.

Element 6: Evaluation of the standards (from June 2013) 

AITSL,inpartnershipwiththeCentreforProgramEvaluationattheUniversityofMelbourneandtheAustralianCollegeofEducators,isconductingamajorthree‐yearevaluationoftheimplementationoftheAPST.Cyclicalreviewsofthestandardsareimportant.Amajorreviewafterthreeyears,especiallyintheearlystagesofimplementationisappropriatefollowedbyminorreviewspossiblyeverythreeyears.

Thefocusofthisevaluationisontheusefulness,effectivenessandimpactofimplementationoftheStandardsonimprovingteacherquality.TherehavebeenarangeofinitiativesthathavecontributedtotheimplementationoftheStandardswhichincludebutarenotlimitedto:theaccreditationofinitialteachereducationprograms;theimplementationofnationallyconsistentteacherregistration;thedevelopmentofacertificationprocessforHighlyAccomplishedandLeadteachers;andthedevelopment

37 More details about teacher registration in Australia can be obtained AITSL at http://www.aitsl.edu.au/verve/_resources/Teacher_Registration_in_Australia.pdf 38MoredetailsaboutCertificationofHighlyAccomplishedandLeaderteacherscanbeobtainedfromAITSLathttp://www.aitsl.edu.au/verve/_resources/Certification_of_Highly_Accomplished_and_Lead_Teachers_‐_Principles_and_processes_‐_April_2012_file.pdf

38

ofsupportmaterialsandresourcesatthenational,state,sectorandlocallevels.TheEvaluationhasthreestages:

Stage1Developandrefinethedesign

Buildevaluationfoundation;establishgroupsandteams;andlist,reviewandprogramlogic

HoldaNationalForum;and Collectandreviewexistingdocumentation

Stage2

UndertakeNationalonlinesurvey Analyseandpresentpreliminaryreport. UndertakeCaseStudies Continuecollectionofexistingdocumentation.

Stage3

Undertakestakeholderinterviews;finalisecollectionofexistingdocuments; Conductsecondnationalonlinesurvey. Triangulatefindings;revisitprogramlogicandoutcomes;anddrawoverall

conclusions.

Atthetimeofpreparingthiscasestudy,theCentreforProgramEvaluationhadpublishedtheirinterimreport39.InthisreporttheyprovidedthefollowinginformationabouttheNationalWorkshopandSurvey:

NationalForum(June–August2013)

Atotalof39stakeholdergroupsincludingkeyeducationorganisations,teacherprofessionalassociations,nationalbodies,policymakers,employersandschoolleadersparticipatedintheNationalForumthatincludedanumberofworkshopsandinterviews.TheForumexploredparticipants’perceptionsofthesuccessfactorsforimplementationoftheStandards.Groupopen‐endedresponseswerecodedtoelicitcommonsuccessfactors.

Nationalonlinesurvey(October–November2013)investigatedparticipants’perceptionsof,theirknowledgeof,attitudetowardsanduseoftheStandards.Participantsinvolvedteachers,schoolleaders,teachereducatorsandpre‐serviceteachers.Justover6000educatorsparticipatedinthesurveywithnearly70%ofthesebeingpractisingteachers.

Thefinalevaluationisexpectedtobepublicbytheendof2014.

39Theinterimreportmaybefoundathttp://www.teacherstandards.aitsl.edu.au/Findings

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4. Aligning the Identified ICT Competencies with Teacher Training Curriculum 

ThereisaclearalignmentbetweentheICTcompetenciesdescribedintheAustralianProfessionalStandardsforTeachers(APST)(seeSections2and3ofthisreport)andinitialteachereducationinAustralia.Furthertothisaretworequirementsplacedonallteachereducationprogramsforaccreditation:(1)InitialTeacherEducationProgramAccreditationStandards(AITSL,2011a,2012a);and(2)theElaborationsofPriorityAreas,asoutlinedbyStandingCouncilonSchoolEducationandEarlyChildhood(SCSEEC)(2012).

Initial Teacher Education Program Accreditation Standards

AllAustralianhighereducationinstitutionsofferinginitialteachereducationarerequiredtohavetheirpre‐serviceprogramsaccreditedirrespectiveoftheirformat(seeFigure1).ThisaccreditationisinaccordancewiththesevenAITSLProgramAccreditationStandards40(seeTable5)whicharedeemedtounderpin“high‐qualityinitialteachereducationprograms”(AITSL,2011a,p.3).Institutionsarerequiredtodemonstratethestandardsatthetimeofbothaccreditationandre‐accreditation(seeSection5).

Table 5:  Summary of ITE Program standards (AITSL, 2011) 

# Name Summary

1 Programoutcomes IncludesmeetingtheGraduateCareerStageoftheAustralian

ProfessionalStandardsforTeachers.

2 Program

development

Includesconsultationtoensureconsiderationof:schooland

systemneeds;currentexpertknowledge;authoritative

educationalresearch;and,communityexpectations.

3 Programentrants Outlinesminimumentryrequirements

4 Programstructure

andcontent

Describestimeallocation(aspercentages)ofdiffering

requirementswithinprograms.

5 Schoolpartnerships Describesconditionsforpracticum(professionalexperience),

namely,length,location,rangeofexperience.

6 Programdelivery

andresourcing

Includesteachingandassessmentstrategies,staffqualifications

andexperience,resourcing(libraryandICT)

40AsoutlinedintheAccreditationofInitialTeacherEducationProgramsinAustralia:StandardsandProcedures,seehttp://www.aitsl.edu.au/verve/_resources/Accreditation_of_initial_teacher_education_file.pdf

40

7 Program

informationand

evaluation

Outlinesself‐evaluationandannualreporting.

OfparticularinteresttothiscasestudyareProgramAccreditationStandards1and6.

Program Accreditation Standard 1 

ProgramAccreditationStandards1.1and1.2specifythatthegraduatesofthepresentedprogrammustmeettheGraduateCareerStageoftheAPST.ICTcompetenciesforpre‐serviceteachersareguaranteedthroughtheinstitution’sresponsetothosestandardswhichexplicitlyreferenceICT(seeTable2),namely:

APST2.6:InformationandCommunicationTechnology(ICT) APST3.4:Selectanduseresources,includingICT APST4.5:UseICTsafely,responsiblyandethically

Program Accreditation Standard 6  

ProgramStandard6.1specifiesthat:Programsmustuseeffectiveteachingandassessmentstrategies(linkedtointendedlearningoutcomes)andresources,includingembeddedinformationandcommunicationtechnologies.

ProgramStandard6.4specifiesthat:Providersensurethattheirfacilitiesconformtothegeneralexpectationforacontemporaryhighereducationlearningenvironmentappropriatetothemodeofdelivery,includingsuchmattersasaccessto:education‐relatedlibraryresources,andinformationandcommunicationtechnologies.

HowthesestandardsaremetisadecisiontobemadebytheHigherEducationInstitutionitself(SCSEEC,2012).ThefollowingdiscussionwillbrieflypresentthedifferingapproachestakenbyfourAustralianteachereducationinstitutionswithdatadrawnfromaccreditedprograms.Theinstitutionsarede‐identifiedandwillbereferredtoasInstitutionAtoD.

InstitutionA,initsundergraduateBachelorofEducationprograms,withspecialisationsinEarlyYears,PrimaryandSecondaryeducation,hasoptedtodevelopdedicatedsemester‐longICTsubjects41.Thesecovertechnicalcompetenceaswellaspedagogy.Preserviceteachersareencouragedtodevelopbothdigitalartefactsaswellaswrittenresponsessuchaslessonplansorcritiquesofresearch.InstitutionAhasalsooptedtolistAPST2.6,3.4and4.5intheirpracticalfieldstudiesprogram,thatis,whereitisexpectedthatthesestandardswillbedemonstratedinschoolsettingsunderthesupervisionofapractisingteacher.

InstitutionB,initsfullyonlinegraduate‐entryMasterofTeaching(EarlyYears)program,haselectedtocovertheICTelementsofProgramAccreditationStandard1,

41Theterm,‘subject’isadoptedheretodescribeaself‐containedunitofstudy,typicallyonesemester(13‐14weeksinlength).SubjectsarereferredtobydifferingnamesinAustralianhighereducationinstitutions.A‘program’ishereusedtodescribethedegreeorcoursewhichismadeupofindividual‘subjects.’

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thatis,APST2.6,3.4and4.5,asacross‐curriculumorembeddedactivity.Forexample,APST2.6isaddressedinfivediscretesubjectsrespectivelyconcernedwithliteracy,language,technology,mathematicsandthearts.ThestudentsareaskedtodemonstratetheirICTcompetencethroughsuchactivitiesasdeveloping:anonlineteachingresourcetodevelopchildren’sliteracy,alessonplan,whichmakesuseofICT,tosupportliteracy,andelsewheretosupportmathematicalconcepts;amultimediapresentationforahypotheticalaudienceofparents;andalessonplanwhichdemonstratestheresponsibleuseofICTintheteachingofScience.

Similarly,APST3.4ismetinInstitutionBthroughsixsemester‐longsubjectswithsomeoverlapstothosewhichaddresstoStandard2.6.TheadditionalsubjectsareinHealthandPhysicalEducationandIndigenousPerspectives.ThecitedsubjectintheArts,demonstratesAPST3.4throughadifferentassessmenttasktothatwhichdemonstratesAPST2.6.ThispatternisrepeatedintheachievementofStandard4.5.InprovidingevidenceforProgramStandard6,InstitutionBdescribeshowitwillsupporttheonlinecohortthroughacustomisedLearningManagementSystem(LMS)whichmakeseffectiveuseofcontentdisplay,sharingandcreationaswellasinteractivecommunicationtools.

Another,InstitutionC,hasadoptedahybridapproachindesigninganon‐campusMasterofTeaching(SecondaryEducation).IthasdevelopedacoreDigitalLearningsubjectthatasksstudents,inresponseto:

APST2.6and3.4,tocritiqueandadoptappropriatepedagogicalapproachesusinglearningtechnologiestoengageteenagersinauthentic,activeandcollaborativelearning.

APST4.5,toinvestigatecontemporaryissuesandcurrenttrendsinICTineducationthroughaninquiryproject.

Inadditiontothis,othersubjectsintheprogramaddressdifferingaspectsoftheAPST,forexample,theapplicationofICTinPhysicalEducationandHealth(APST2.6)andinScience(APST3.4).AtInstitutionC,theethicalcomponentofAPST4.5isembeddedinbroaderunderstandingsofprofessionalconductanddemonstratedinthepracticum.InitsresponsetoProgramAccreditationStandard6,InstitutionCreferredholisticallytoitsadoptionbyteachingstaffofdigitalresourcesaswellastospecificinfrastructureresources,suchasitslibraryandonlineLearningManagementSystem(LMS).

Finally,InstitutionD,initsMasterofTeaching(PrimaryEducation)programhasalsoadoptedahybridapproach.ItdiffersfromInstitutionCinthatitoffersapartiallydedicatedorsharedsubject,thatis,onewhichaddressestheteachingofbothTechnologyandtheArts.ItalsooffersastrongemphasisonICTincurriculumsubjectsdedicatedtotheteachingofEnglish,SocialEducation,Mathematics,andHealthandPhysicalEducation.ThisprograminterestinglycombineswithanEngineeringFacultyfortheteachingofrobotics.

WhatisclearinthisbriefoverviewisthattheAPST,whichcomprisethedefactoICTcompetencyframework,canbeachievedinmultipleways.Institutionswillneedtoshow,whenitcomestimetore‐accredittheirprograms,thattheyhavedeliveredonthepromisesmadeintheirinitialsubmissions(seealsoSection5).

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Elaborations of Priority Areas (SCSEEC, 2012)

SCSEEC(StandingCouncilonSchoolEducationandEarlyChildhood)hasendorsedalistofnationalpriorityareas.Theseare:AboriginalandTorresStraitIslandereducation;Classroommanagement;ICT;Literacyandnumeracy;and,Studentswithspecialeducationalneeds.Foreachofthese,inconcertwithpeakbodiessuchastheAustralianCouncilofDeansofEducation(ACDE),theAustralasianTeacherRegulatoryAuthorities(ATRA)andtheAustralianTeacherEducationAssociation(ATEA),AITSLhasdevelopedelaborations,particularlyofrequisiteknowledge,whichprovideausefulinsightintohowthepriorityareamightbecoveredinteachereducationprograms.TheelaborationsforICTarepresentedinTable6. 

Table 6: Elaborations for ICT as a national priority area (SCSEEC, 2012) 

Knowledge Teachingstrategies

UnderstandingoftheunderlyingsocialandpedagogicalimplicationsofICTandtheirapplicationtoeducation

Knowledgeofresponsibleandethicaluseofdigitalinformationincludinginrelationtoplagiarism,copyright,censorship,bullyingandprivacy

Understandingofinnovativeuseofinformationandcommunicationtechnologiesinenhancingstudentlearning

UnderstandingofthecapacityofICTtosupportdifferentiatedstudent‐centredlearningandthedevelopmentofcriticalandcreativethinking

AbilitytoselectandevaluateICT‐basedlearningmaterialsandsoftwareandintegratethemintotheirteaching

AbilitytoeffectivelyemployICTapplicationstosupportspecificsyllabusoutcomes,contentandprocesses

AbilitytodesignarangeofICT‐basedassessmenttaskslinkedtocurriculumoutcomes

UnderstandingofthecollaborativeandstudentlednatureofeffectiveICT‐mediatedlearning

Usinginformation Technicalskills

Understandingoftheissuesofappropriateaccessto,andverificationof,informationgainedfromavarietyofsourcesincludingtheInternetandotherdigitalresources

Abilitytocriticallyevaluate,retrieve,manipulateandmanagetheinformationfromarangeofdigitalsourcesincludingsocialmedia

Understandingoftherangeofapplicationsandadaptivetechnologiesavailabletosupportstudentswithspecialneeds

Abilitytoconstructandmanipulatetextsandimages,createpresentationsandstoreandretrievedigitalinformationforclassroomandon‐linelearning

Abilitytouseappropriatedigitalresourcesforstudentprofilingandreporting,lessonpreparationandclass/facultyadministration

AbilitytosafelyandeffectivelyuseICTinonlinecollaborativeenvironments

43

TheProgramAccreditationStandardsandtheNationalPriorityareastogethershowhowICTcompetenciesneedtobealignedto,includedinanddemonstratedbytheAustralianteachertrainingcurriculum.Theyalsoallowscopeinhowtherequirementsaremet.

5. Assessing/Evaluating Acquired ICT Competencies 

TheprevioussectionshavedescribedtheAustralianProfessionalStandardsforTeachers,andtheirdevelopment,includingtheembeddingofICTcompetencieswithinthegeneralstandards.Notwithstandingstateandjurisdictionaldifferences,thereisageneralexpectationthatthroughinitialteachereducation(training)andongoingprofessionaldevelopment,teacherswillaspireto,andinmostcases,meetthestandardsandacquireICTcompetencies.

Thechecksandbalanceswithinthesystemtoensurethatthisisthecaseareseeminglywelldevelopedandeffectiveattheteachertrainingandgraduationlevel,butlesssoaftergainingregistration/employment(seeSection3).Asateacherprogressesthroughthesystemfromgraduatetoaccomplishedteacherandbeyond(seeFigure1),thereisanexpectationthatindividualswilltakeresponsibilityforbuildingtheirownprofessionalcapabilities.Theyarealsoexpectedtogatherevidence,usuallythroughaprofessionalportfolio,todemonstratethatstandardsandcompetencieshavebeenmet.Generally,motivationfordoingsoincludes,butisnotlimitedto,professionalpride,employability,payincreasesandpromotion.

Thissystemhasproducedaveryprofessionalandskilledworkforce–Australianteachersarehighlyregarded,well‐qualifiedandoverallproduceexcellentresults.However,thesystemdoeshaveitschallengesespeciallyinthecapacityofteacherstoteachthrough,withandabouttechnology.

Training/Graduation/Provisional Registration

Asnoted,pre‐serviceteachertraining–oftenreferredtoinAustraliaasInitialTeacherEducation(ITE)–isdeliveredbyHigherEducationInstitutions,typicallyuniversities.TheseinstitutionsareregulatedbytheTertiaryEducationQualityStandardsAgency(TEQSA)whichassuresthequalityofthehighereducationsectorinAustraliaasawhole.TEQSAalsoregistersandassessestheperformanceofinstitutionsagainstaHigherEducationStandardsFramework42.

Assimilarlynoted,theinstitutionsdeliveringpre‐serviceteacherprogramsmusthavetheircoursesapprovedandaccredited/re‐accreditedbyAITSL(seeSection2).WhileTEQSAensuresthattheinstitutionoverallmeetsgeneraltertiaryeducationstandardsrelatingtoprovision,qualifications,teachingandlearning,information,andresearch,itisjurisdictionalteacherregulatoryauthoritiesthataccreditsandapprovespre‐serviceteachercoursesinAustralia,usingthenationallyagreedapproach43.

42Formoreinformation,seehttp://www.teqsa.gov.au/about43Seehttp://www.aitsl.edu.au/initial‐teacher‐education/initial‐teacher‐education.html

44

ForanITEcoursetobeapprovedandaccreditedtheinstitutionmustsubmitdetailedevidencetotherelevantjurisdictionalregulatoryauthorityshowingthatsuccessfulcompletionofthecoursewillresultinstudentsmeetingtheGraduateStandards–thefirstCareerStagedepictedintheAustralianProfessionalStandardstaxonomy44.SpeciallyconvenedpanelsincludingexperiencedteachereducatorsreviewthesubmissionsanddecidewhethereachoftheProgramAccreditationStandards,includingtheAustralianProfessionalStandardsforTeachers,hasbeenmet,andglobally,iftheNationalPriorityareas(seeSection4)havebeenaddressed.

AsnotedinSections2,3and4,theinstitutionmust,inparticularregardtoICT,provideevidence45ofhowgraduateteacherswillbetaughtto:

ImplementteachingstrategiesforusingICTtoexpandlearningopportunitiesforstudents(APST2.6);

Demonstrateknowledgeofarangeofresources,includingICT,thatengagestudentsintheirlearning(APST3.4);and,

Demonstrateanunderstandingoftherelevantissuesandthestrategiesavailabletosupportthesafe,responsibleandethicaluseofICTinlearningandteaching(APST4.5).

Theapprovalandaccreditationprocessnormallytakes6‐8monthswithcoursesbeingapprovedfor5yearsafterwhichreaccreditationmustbesought.Institutionsarerequiredtoprovidesamplesofstudentworkatthetimeofreaccreditation.Thiswillbetheclearestindicationif,ornot,theAPSTrelatingtoICThavebeenmet.AccreditedprogramsarelistedontheAITSLwebsite46.Successfulcompletionofanaccreditedprogramgenerallyleadstoprovisionalregistrationasateacherandaprovisionallicencetoteach(itshouldbenotedthatjurisdictionaldifferencesapply).

ThisprocessofprogramaccreditationrelatingtotheprofessionalstandardsandsuccessfulprogramcompletionisthequalityassuranceframeworkthatAustraliareliesupontoensurethatgraduateteacherscanteachwellgenerallyand,inparticular,teachwellwithICT.TheprocessesofaccreditationandreaccreditationwillbehowAustraliaensuresthatteachereducationprogramsareprovidingopportunitiesforgraduatingteacherstoengagewithICTcompetenciesanddevelopappropriatepedagogicalpractice.

6. Impacts and issues 

Giventhecomplexposition,andnature,ofteachereducationandschoolingintheAustraliansystemanditshistoricalantecedentsinacolonialstructure,thedevelopment,evolvingimplementation,andwidespreadacceptanceoftheAustralianProfessionalStandardsforTeachers(APST)asanationally‐consistentframeworkforimprovingteacherquality,isaverysignificantachievement.Ithasbeenarigorousprocessthathastakenoveradecadetoachieve(seeSection3).Anindicationofthe

44Seehttp://www.teacherstandards.aitsl.edu.au/OrganisationStandards/ProfessionalCapability45Institutions provide the information required by the accrediting panel on three templates, see, for example, http://www.aitsl.edu.au/verve/_resources/Guide_to_accreditation_process_Final_April_2012_-Template_B.rtf

46Asnoted,thelistofaccreditedprogramsmaybefoundathttp://www.aitsl.edu.au/initial-teacher-education/accredited-programs-list.html

45

impactofthisworkisevidencedbytheadoptionoftheCareerStagesbyallstate,territoryandindependentschoolsystemsandregulatoryauthorities,andtheiracceptancebyteachers,professionalassociationsandteacherunions.AformalevaluationoftheimplementationoftheAustralianProfessionalStandardsforTeachers(APST)isunderwaywithitsfinalreportdueinlate2014(seeSection3,Table4).

Further,theAPSTtaxonomyhashadaprofoundimpactonuniversityteachertrainingcoursesandthecourseaccreditationprocess(seeSection4).ItspositionasoneoftheProgramAccreditationStandards(Standard1)isameasureofitssignificance.This,asexplainedinSections4and5,isoneofthemeanstoalignidentifiedICTCompetencieswithteachertrainingcurriculum.Asnoted,thisisspecificallythroughthoseAPSTwhichexplicitlyreferenceICT,namely,APST2.6,3.4and4.5(seeTable1).

AfurtherissueimpactingontheneedtoensuretheICTcompetenceofAustralianteachersistheparalleldevelopmentoftheAustralianCurriculum47,managedbytheAustralianCurriculum,AssessmentandReportingAuthority(ACARA)(seeSection1).AlllearningareasintheP‐10yearsembedICTasaGeneralCapabilityandmanychallengesremainparticularlyrelatingtoICTpedagogyintegration.

Atonelevel,thechallengeisthecontinualadventofemergingtechnologiesthatpromisenewsolutionstoteachingandlearning.Atanotherlevel,thechallengeistobuildthecapacityofteachereducatorsandawholegenerationofteacherswhoarenotonlystrugglingwithbasicpersonaldigitalliteracybutalso,andmoreimportantly,ICTpedagogyintegration.The2013K‐12HorizonReport48,forexample,describesemergingtechnologieslikelytohaveaprofoundimpactoneducationinthenextonetofiveyears,includingcloudcomputing,mobilelearning,learninganalytics,opencontent,virtualandremotelaboratories,and3Dprinting.This,ofcourse,isinparallelwithcomingtotermswiththedemandsofthenewnationalcurriculum.

Acomparableissueisevidentinteachereducation.SuccessiveeditionsoftheHigherEducationHorizonReport49pointoutthatmanylecturersdonotacknowledgetheimportanceofdigitalliteracyanddonotusenewandcompellingtechnologiesintheirownteaching.TheTeachingTeachersfortheFuture(TTF)project(seeSection3)attemptedtoaddressthisissueandsuccessfullyengenderedsubstantivechangeintheICTineducation(ICTE)capacityofpre‐serviceteachers(seeJamieson‐Proctoretal.,2012).Italso,toacertainextent,redressedtheimpedimentstothebroaderuseofICTinclassroomsandinhighereducationnotedintheliterature.TheprimaryaimoftheTTFprojectwascapacitybuildingandthesystemicembeddingofanICTEdimensioninpre‐serviceteachereducationcurriculum,pedagogies,assessment,andprofessionalexperience50.TheTTFProjectbrokenewgroundinAustralianschooleducationandhighereducation.ItshowedthatallhighereducationinstitutionsofferingteachereducationprogramshaveaclearcommitmenttoICTpedagogyandtoitsintegrationintoclassroomsallaroundthecountryandprovidedsubstantiveevidencethatlarge‐

47TheAustralianCurriculummaybefound,asadigitaldocument,athttp://www.australiancurriculum.edu.au48Thisreportmaybefoundat:http://www.nmc.org/pdf/2013‐horizon‐report‐k12.pdf49Arecentexamplemaybefoundat:http://www.nmc.org/publications/2013‐technology‐outlook‐australian‐tertiary‐education50TheresourcesdevelopedthroughtheTTFprojectmaybeaccessedat:http://www.ttf.edu.au

46

scaleinterventionsofthisnatureareeffectiveinbuildingcapacityandbringingaboutchange.

AsimilarcommitmentisevidentintheworkofnationalagenciessuchasAITSL.Theyhaveaddressedthedissonancecreatedbymanyleadershipteams,individuallecturers,teachersandstudentteacherswhoask,“whatdoesICTpedagogyintegrationlooklike,”thatis,howmightbothin‐serviceandpre‐serviceteachersvisualisetheenactmentofthestandards,aswellastopicsfromtheAustralianCurriculum,intheirclassrooms.OnesolutionthatAITSL,inconcertwithEducationServicesAustralia(ESA)andjurisdictionalauthorities,hasofferedisthroughitsongoingdevelopmentandannotationofthepreviously‐citedIllustrationsofPractice51(seeSection3).AITSLalsoiprovidesseveralprograms/initiativestohelpteachersandprincipalstounderstandthepurposeanduseoftheAPSTandancillarymaterial52.

Further,somestategovernmenteducationsystemsprovideself‐assessmenttoolsandonlinelearningmoduleswhichindividualteacherscanusetomeasure,andimprovetheircompetencewithICTintheclassroom.Forexample,theNSWgovernment’sLeadingmyFaculty53modulesallowteacherstoworkthroughstructuredactivitiesrelatingtoICTpedagogy.AustralianteachersarefurthersupportedbygovernmentagenciessuchasEducationServicesAustralia(ESA)providingexemplarsandresourcesforteachingwithandaboutICTparticularlythroughtheScootleportal54.

TheissuesfacedbyAustralianteachersandeducationsystemsrevolvearoundcurriculumchange,developingtechnologiesandincreasedaccountabilitythroughprofessionalstandards.TeachersarenotaloneinthisandsystemsanduniversitiesarescaffoldingtheirdevelopmentofICTcompetenciesthroughresourcing,provisionofexemplarsandinterventionthroughfundedresearch.

7. Conclusion 

TherehasbeenanincreasingmovementinAustralianschoolingtoregardICTasanintegralpartofteachingratherthanasaseparateentity.Thisisevidentinthreesignificantways:

Firstly,thewordingofthepivotalMelbourneDeclaration(MCEETYA,2008)offersICTasoneofanumberofintegralcriticalskillsneededasafoundationforsuccess.InitsGoal2,theDeclarationdescribesthatsuccessfullearners,amongstotherattributes,will“havetheessentialskillsinliteracyandnumeracyandarecreativeandproductiveusersoftechnology,especiallyinformationandcommunicationtechnology,asafoundationforsuccessinalllearningareas”(p.8,emphasesadded).

Secondly,theAustralianCurriculum,enactingtheadvicefromtheMelbourneDeclaration,hasincludedICTasoneofitsGeneralCapabilities,positioningitonaparwithliteracy,numeracy,criticalandcreativethinking,personalandsocial

51TheIllustrationsofPracticecanbefoundat:http://www.teacherstandards.aitsl.edu.au/Illustrations52TheAITSLlearningCentremaybeaccessedathttp://www.learn.aitsl.edu.au/53Seehttp://www.curriculumsupport.education.nsw.gov.au/digital_rev/leading_my_faculty/index.htm54ResourcesmaybeaccessedbyAustralianteachersthrough:http://www.esa.edu.au/projects/scootle

47

capability,ethicalbehaviourandinterculturalunderstanding.Generalcapabilitiesareunderstoodto:“compriseanintegratedandinterconnectedsetofknowledge,skills,behavioursanddispositionsthatstudentsdevelopanduseintheirlearningacrossthecurriculum,inco‐curricularprogramsandintheirlivesoutsideschool”(ACARA,2012,p.6).

Further,ICTasGeneralCapability,buildingonexistingframeworksandasoundbasisintheresearchliterature,hasbeendefinedinsuchawayastoencouragestudentstobe“creativeandproductive”users.ACARA(2012)explainedthat:

Therefore,ICTcapabilityneedstoconsiderthetypesoftasksthatprovideauthenticcontextsforlearning.Therangeoftasksiscategorisedintothreesets:InvestigatingwithICT,CommunicatingwithICTandCreatingwithICT.StudentsalsoneedtheknowledgeandskillstouseICTbasedonanunderstandingofthe‘natureofthemachine’.ThisisencompassedintheManagingandoperatingICTelementofthecontinuum.(p.43)

Thirdly,theAustralianProfessionalStandardsforTeachers(AITSL,2011b)doesnothaveaseparatecategoryforICT.ThisisparticularlytellinginStandard3.4,whichspeaksofresources,includingICT.ThissitswellwithICT’sroleasaGeneralCapabilityandopensup,forexample,theopportunitytoofferarangeofdigitalsolutionstostandardclassroomtasks.

Overall,thelessontobelearntinwhatishappeninginAustraliaisthatforICTtobecomeacriticalbutmainstreamcomponentofschooling,thenitneedstobeembeddedinanyandalldescriptorsofwhatteachingandlearningisabout.Similarly,andperhaps,seeminglycontradictorytothis,istheAPST2.6whichissimplyentitled,InformationandCommunicationTechnology(seeTable2,Section2).ThisacknowledgesthatbringingICTintoateachingandlearningenvironmentdoesrequireadifferingpedagogywhichtranscendssimpletechnicalskillorcompetence.ItasksthattheuseofICTexpandslearningopportunitiesandprovideswaystomakecontentrelevantandmeaningful.AswiththeUNESCOICTCompetenciesforTeachers(UNESCO,2008),itisclearthattheintenthereisnottoreplicatethepast,buttoenablethefuture.

Finally,itisimportanttonotethecontributionbeingmadebyteachereducators.ThenewProgramAccreditationstandards(seeSection4)aswellastherequirementsofTEQSA(seeSection5)areaskingtertiaryteacherstochangetheirpedagogyandtomakebetterandenhanceduseofavailabletechnologies.Assemblingthecomponentsfortransformationiscompleteand,notonlythecontent,butcontextofinitialteachereducationandwhatisexpectedintertiaryteachingischanging.

ThiscasestudyhaspresentedaglimpseofteachingandlearninginAustraliaandtherolethatICTisbeingaskedtoplay.Ithasfocussedonpractisingteachersandwhatisaskedofthemintermsofnewnationalstandardsforregistration,professionallearningandpromotion.Ithasalsolookedatinitialteachereducation(training)wheretheteachersoftomorrowwillgaintheirunderstandingsofhowtheclassroomsofthefuturewilloperate,withICTcriticaltomuchofwhatstudentscreateandhowtheycommunicateanddemonstratetheirlearning.

48

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CASE STUDY:

NATIONAL ICT COMPETENCY

STATNDARDS FOR TEACHERS

August 2014

52

PR CHINA 

ByJinhuaZhao(SouthChinaNormalUniversity)

1. Background 

1.1 Education background 

According to the statistics, the number of population in China has been 1.36 billion at the end of

2013[1]. In 2010, the illiterate rate in China was 4.08%, which was decreased by 5.08% compared

to 9.16% in 2002[2]. For the first time, in China, the educational investment as a proportion of

GDP, which is 7.79 trillion RMB, has reached 4% in 2013[3].

In 2013, Chinese government has issued the National Medium and Long Term Educational

Reform and Development Plan (2010-2020) [4]. Thanks to the plan, China is on the way to

basically realize the modernization of education, form learning society, and step into the ranks of

powers of human resources. And people-oriented, comprehensive quality education will be

implemented in order to promote students’ all-around development and improve students’ social

responsibilities for serving country and people, innovative spirits and problem-solving skills.

In China, school education is made up of pre-school education, primary education, secondary

education and higher education. Students aged 3-5 have pre-school education and students aged

6-12 receive primary education. Secondary education includes education in junior middle schools

and that in senior middle schools. Students aged between 13 and 15 go to junior middle schools,

and students aged 16-18 go to senior middle schools. According to the statistics, there are 228.5K

elementary schools and 96K secondary schools. The number of primary and secondary school

teachers is 12.6M and that of primary and secondary school students is 192.8M [5].

At present, China has already established a well-structure system of teacher certificate [6]. If one

wants to become a teacher in a primary or secondary school, first of all, one needs to pass a strict

certification test. In addition to the tests of psychology, pedagogy and Mandarin, one needs to

take part in an interview and a professional subject-based test organized by those schools. A

flowchart of this process is shown in Figure 1.

53

Figure 1. A Flowchart of Teacher Certification Test

Generally speaking, it would take 10 years or so for a novice teacher to change into an

experiential teacher in China. Novice teachers (teachers with only one-year service) need to have

at least one-year trial period (or internship) before they become growing teachers (teachers with

2-4 years’ service). The growing teachers continuously build their teaching abilities through in-

service training, school-based educational research, etc. in the next 2 or 4 years to grow into

experimental teachers (teachers with more than 5 years’ service) [7]. The experiential teachers can

finally become famous teachers or educational experts as long as they have accumulated powerful

teaching abilities and rich teaching experience (see Figure 2).

Figure 2. In-service teachers’ career ladder

In China, all kinds of teachers colleges and universities are mainly responsible for pre-service

teacher training, which spans 3-4 years, and teacher training schools and teachers universities are

Teacher Certificate Tests

Professional Subject-based Test

Psychology

Pedagogy

Mandarin

Panel Interview

A Teaching Position Offer

Novice teachers

Growing teachers

Experential teachers

54

in charge of the development and training of in-service teachers. Now, China has already set up

systematic policies and strategies for teachers’ professional development. With the investment

guaranteed, the time and contents of in-service teacher training have been increased, and what are

more, new training methods, such as network training, school-based educational research and so

on have been explored. Since Chinese government has attached great importance to it, teachers’

training and professional development are in the process of rapid development.

1.2 Background of ICT in education 

Chinese government has paid much attention to ICT in education, and even regarded ICT as a

factor with revolutionary impact on education. In the past 30 years, ICT in education has

developed rapidly in China. In 2011, Ministry of Education enacted ICT 10-year Development

Plan (2011-2020), which has clarified the goals of ICT in education [8]. According to the plan, in

2020, an ICT learning environment which can provide quality educational resources for everyone

should be founded, an ICT service system of learning society should be formed and the coverage

of broadband network in all areas and schools at all levels should be realized. As a result,

educational management and integration of ICT in education can be significantly improved.

Meanwhile, digital educational resources with high quality and sharing environment can be

constructed and Standards of ICT in education can be developed. ICT in education has played a

unique and important role in implementing balanced development of education, promoting

educational equity and educational resources shared widely, improving educational quality,

establishing learning society, driving the reform of educational philosophy and cultivating

innovative talents with international competitiveness.

Basically speaking, China has greatly emphasized policy-making and macro-design of ICT in

education. Different provinces and local governments tend to develop targeted strategies based on

their own circumstances and guarantee effective implementation of related projects.

In order to promote teachers capacity building of ICT in education, Ministry of Education

published ICT Competence Standards for National Primary and Secondary School Teachers in

2004 and Views on Implementation of Upgrading National Primary and Secondary School

Teachers ICT Competence in 2013 [9][10]. Those standards and views prompt a new round of

upgrading training for more than 10 million primary and secondary school teachers to promote

their ICT capacities, teaching abilities and self-development capacities, and to facilitate a new

breakthrough to integration of ICT in education.

55

2. ICT Professional Development Strategies for Teachers 

2.1 Framework of teachers’ capacity building  

To build a teaching staff with high quality is regarded as a basic guarantee of ICT in education by

Chinese government. In practice, it is necessary to develop teams of faculty, professionals and

administrators with high ethnics, good skills, reasonable structure and full of life , and to pay

attention to multiple capacity building of teaching staff, administrative staff and technical staff,

which is shown in Figure 3.

Figure 3 Framework of various staffs ICT capacity building

2.2 Strategies to improve ICT professional skills 

The strategies used to improve teachers’ ICT professional skills mainly include:

(1) To improve the ICT application level of the teachers. It includes establishing and improving

standards of all kinds of ICT competence, stressing the integration of training, examination and

certification of ICT competence for teachers in primary and secondary schools and vocational

schools as well, and bringing evaluation results of ICT competence into teachers’ certification

system.

(2) To speed up the construction of national networked consortium for teacher education, and

carry out distance education and training connecting pre-service with in-service. By 2020,

teachers at all levels can basically meet the requirements of ICT competence standards. Various

methods and means will be used to help teachers to apply ICT effectively, update their teaching

philosophies, and improve their teaching methods and teaching quality.

(3) To set up professional technical staff. The responsibilities for ICT professionals should be

clarified, corresponding evaluation approaches will be formulated and various ICT competence

trainings will be performed continuously.

• teaching design and

implementation capacity

• teaching support and

management capacity

• research and development

capacity

• cooperation and communication

skills

Teaching staff

• decision-making and planning

capacity

• organization and application

ability

• assessment and development

capactiy

• cooperation and communication

skills

Administrative staff

• design and development capacity

• application and management

capacity

• assessment and development

capacity

• cooperation and communication

skills

Technical staff

56

(4) To implement ICT competence training. It covers formulating and improving teachers ICT

competence standards, developing training materials and online courses of all kinds and at all

levels, and conducting ICT capacity building training for teaching staff, administrative staff and

technical staff. By 2015, 12 national training bases will have been set up and 32 provincial

training bases will have been improved, as a result, a base-centered and nationwide training

system of ICT capacity building will have been established. The basic training of teachers and

technical staff in primary and secondary schools will be completed, 30% primary and secondary

school teachers will finish intermediate training and 50% administrative staff will complete basic

training.

3. Development of ICT Competence for Teachers 

3.1 Background of standards development  

In order to improve ICT competence of primary and secondary school teachers and promote

teachers’ professional development, Ministry of National Education officially promulgated ICT

competence Standards of for primary and secondary school teachers (trial implementation) on

December 25, 2004 (hereinafter referred to as “Standards”). It is the first competence standards

issued by China for primary and secondary school teachers. On the basis of overall investigation

and extensive consultation of teaching staff, administrative staff and technical staff in primary and

secondary schools and experts, scholars in educational scientific research units, the normative

standards have been come into being, which is suitable in China. The promulgation and

implementation of “Standards” is a milestone in the field of teacher education and have profound

influence on teachers’ reform and development.

3.2 Process of standards development 

Based on research and argumentation, Ministry of Education officially launched a project The

Development of ICT Competence Standards for Primary and Secondary School Teachers in

China in April, 2003, which was a major research project and implemented by National Teachers

Expert Committee for ICT in education. Altogether, there have been more than 40 experts and

scholars, nearly 20 units and organizations joining in the research and development of this project

in two years. The development of “Standards” has four stages, they are design of the framework

and contents, consultation, discussion and amendment of the first draft and experiment and

improvement of “Standards”, which has been shown in Table 1.

Table 1. Process of the development of “Standards”

Serial No. Main job time

Design of framework and contents

Task: The first job is to set up the main research group of the project and design the framework

57

and contents through literature review. Meanwhile, the sub-research groups, such as “theory group”, “skill group” and “application group”, have participated in the development of “Standards” with clear assignments respectively. Finally, the main research group has integrated the whole research results and formed the first draft of “Standards”.

1 The preliminary plan of how to develop “Standards” is proposed by National Teacher Education Informationization Expert Committee.

2002/04

2 Relevant situation is to be investigated, discussed and demonstrated in committee’s conference.

The second half of 2002

3 The initial project report of “Standards” is composed. 2003/01-2003/02

4

The main research group of “Standards” and its sub-groups, including “theory group”, “skill group”, and “application group” have been built. Then, he project of “Standards” is initiated in March, 2003.

200/03

5 The framework has been developed by “theory group”, and “terms and definitions”, “awareness and attitude”, “social responsibility” have been discussed and formulated.

2003/04-2003/08

6 The items of “knowledge and skills” have been discussed and established by “skill group”.

2003/04-2003/08

7 The items of “application and innovation” have been discussed and established by “application group”.

2003/04-2003/08

8 Each sub-group has discussed his own research results and coordinated their relationships and research schedule.

2003/09

9 The main research group has collected and integrated each group’s research results and formed the first draft of “Standards”.

2003/09-2003/10

Broad consultation

Task: Based on the first draft of” Standards”, the on-the-spot investigation report and experiments have been carried out. As a result, an investigation report has been formed.

10 A discussion has been held among 50 people in Nanjing, Hefei and Wuhu, including leaders of Education Bureau, teaching researchers, primary and secondary school principals, key teachers and technical staff.

2003/10-2003/11

11 A discussion has been held with graduates of ICT in education in Beijing Normal University and an interview has been organized with teachers of attached middle school of Beijing Normal University .

2003/10-2003/11

12 A discussion has been held with Pingxiang secondary school 2003/11

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teachers in Jiangxi province.

13 A questionnaire and a discussion have been organized in Teacher Training School, Audio-Visual Education Centre, Bashu Primary School, Education Management school in Chongqing, MaYanyang secondary school etc. in Beibei District of Chongqing Municipality.

2003/11-2003/12

14 A final investigation report has been composed based on the investigation results of various places.

2003/12

Discussion and amendment of first draft

Task: Based on the extensive consultation, testing results and the investigation report, the guidelines are developed to amend the first draft of “Standards”, and then the modification scheme is determined , finally the draft for approval is formed.

15 The modification scheme is determined in accordance with the investigation report of “Standards”.

2003/12

16 On the basis of the amendments of the first draft, ICT Competence Standards for primary and secondary school teachers (trial version) is formed.

2004/01-2004/04

17 An interpretation on the “Standards” is arranged and implementation cases of the “Standards” have been extensively collected.

2004/03-2004/06

18 Some primary and secondary schools have been selected and trained to implement “Standards” (trial version), and further modifications have been made according to the “trial” results .

2004/05-2004/07

Testing and improvement of “Standards”

Task: An expert committee meeting is convened to discuss the implementation of the “Standards” ( draft for approval), further processing and improvement about the preface, general program, terms and definitions, sub-standards are performed. “Standards” (release version) has consequently developed and ready for its implementation.

19 The third expert committee meeting is held to discuss “Standards” (draft for approval) and its implementation.

2004/08

20 Further opinions and views of primary and secondary teachers about “Standards” (draft for approval) have been collected and studied.

2004/09-2004/10

21 Further processing is performed about the preface, general program, terms and definitions, sub-standards of teaching staff, administrative staff and technical staff.

2004/11

22 “Standards” is continuously improved and its draft for approval has been formed. Moreover, “Standards”(draft

2004/11-2004/12

59

for approval) is ready for its implementation, including training, examinations, certifications three parts.

3.2.1 Design of framework and contents  

In order to ensure the scientific nature and applicability of the project, first of all, a literature

review of the project The Development of ICT competence Standards for Primary and Secondary

School Teachers in China has been conducted by experts. A careful study has been performed on

relevant standards of Western developed countries (esp. ICT in education standards ), their

corresponding frameworks and domestic related researches. For example, the relevant standards

abroad include American Teacher ICT in Education in Standards (NETS•T), American Student

ICT in Education Standards (NETS•S), American Education School Administrator Technology

Standards (NETS•A), Educational Communications and Technology Project Teaching

Certification Standards (referred ECIT certification standards ) of U.S. Department of Education

Communication and Technology Association, English Teacher ICT in Education Training

Standards, British Teacher Professional Development Standards and British Principals

Professional Standards and so on, while the domestic ones include Investigation and Analysis of

ICT Capacity of Primary and Secondary school Teacher Education, ICT Performance Standards

of School Teachers, Ability and Quality of Educational Technology Class Professional Social

Needs Analysis and Curriculum Framework Design, and Social Needs Special Survey of

Educational Technology Ability and Quality of Personnel etc.

After studying advanced experience of foreign countries, the expert group proposed an initial idea

of developing ICT competence Standards for Primary and Secondary School Teachers,

established the framework and items of “Standards”, organized meetings for discussion and

arguments, set up the main research group and sub-groups, including "theory group", "skill

group" and "application group", and each group has his own tasks. “Theory group” would be in

charge of the framework of “Standards”, and discussed and developed items of "terms and

definitions", "awareness and attitudes" and "social responsibility"; "skill group" would discuss

and develop items of "knowledge and skills"; "application group "would discuss and develop

items of "application and innovation". The responsibilities of the main research group was to

coordinate the relations and research schedule among various groups, integrate the results of each

group and consequently form the first draft of “Standards”.

3.2.2 Wide consultation 

Once the first draft of “Standards” has been established, the research group would

consult widely through discussions, questionnaire survey and so on in seven experimental

areas, with a total of more than 100 primary and secondary schools. The main results of

those consultations are listed as follows:

60

It is quite necessary to develop the “Standards”.

ICT in education has been overemphasized.

Items of “Standards” should be interpreted in a broader way rather than in a

detailed way; otherwise, it would be easily separated from real situations.

There are little differences among the three versions and “Standards” would

fail to catch the different characteristics of teaching staff, administrative staff and

technical staff.

Some items are repeated.

The operability of some items is not strong.

Introduction and background should be refined.

“Standards” has been implemented in some selected schools, and based on the feedbacks

received from consultations and implementations in those schools, the guidelines on the

amendments of the first draft have been determined.

(1) The framework and basic contents of “Standards” are based not only on the advanced

experience in foreign countries but also on full consideration to Chinese conditions.

(2) On the premise of the requirements of highlighting ICT in education, both ICT and traditional

media and technology should be emphasized.

(3) The descriptions of “Standards” should be broader rather than detailed in order to make more

applicable to all over the country.

(4) “Standards” should reflect different characteristics and needs of three staffs, namely teaching

staff, administrative staff and technical staff.

(5) For all items of “Standards”, operational performance indicators should be established as

soon as possible.

(6) For all items of “Standards”, the descriptions should be specific and operational, and should

not include names of some kinds of software or products of certain company.

3.2.3 Discussions and amendments of the first draft 

According to the guidelines, after many discussions and analyses of the investigation report, the

modification scheme has been determined, and “Standards” (Trial Version) has gradually

developed. At the same time, “Standards” (Interpretive Version) has been composed and

implementation cases have been called for extensively. Some primary and secondary schools have

been trained to implement “Standards” (Trial Version), and owing to the amendments of trial

results, “Standards” (draft for approval) has finally been formed.

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3.2.4 Testing and improvement of “Standards” 

Ministry of Education has held a National Teacher Experts Committee for ICT in Education

meeting to discuss “Standards” (draft for approval) and its implementation as well. After more

primary and secondary school teachers have been interviewed, the preface, general program,

terms and definitions, sub-standards of teaching staff, administrative staff and technical staff have

been further revised. Owing to those revisions and improvements, “Standards” (release) has been

formed and the preparations for its implementation (including training, testing, certification etc.)

have all been made. ICT competence Standards for Primary and Secondary School Teachers

(2004 edition), the official one, completed in November, 2004. On December 25, 2004, Ministry

of Education promulgated “Standards”.

In order to develop “Standards”, besides the advanced experience related to the framework and

basic contents learned from foreign countries, the useful experience of how to develop standards

in developed countries has also been absorbed. For example, in the United States, the following

experience is worthwhile to learn:

(1) One Standard – The same ICT competence standards are adopted by all over the

country.

(2) Two types of implementation cases – One is the case designed in a single discipline

and the other is a study-based comprehensive case involved various disciplines.

(3) Three combinations – That refers to the combination between ICT in education

experts and discipline specialists, the combination between the research of ICT

competence standards and the development of implementation cases, the combination

between the requirements of ICT competence standards and those of curriculum

standards.

(4) Four key steps – Studying standards, developing cases, carrying out pilot research,

assessing and testing are included. The four steps are interlocked to each other, with the

previous step laying the foundation and paving the way for the next step, in return, the

next step being the consolidation, deepening and expansion of the previous step. All in all,

the four steps are indispensable.

3.3 Standards contents 

3.3.1 Overall framework of “Standards” 

The overall framework of ICT competence Standards for Primary and Secondary School

Teachers is shown in Figure 4, including three sub-domains and different standards for different

staffs because of their specific working areas or positions.

62

The sub-domains of teaching staff are suitable for primary and secondary school teachers, training

organizations and institutions of primary and secondary school teachers, organizations and

institutions for assessment and certification for primary and secondary school teachers, and the

staff developing relevant standards too. Teaching is the main job of teaching staff, and teaching

staff have to design, implement, evaluate and manage teaching.

Figure 4. Overall Framework of “Standards”

The sub-domains of administrative staff is designed for primary and secondary education

management personnel, training organizations and institutions for primary and secondary school

administrative staff, organizations and institutions for the assessment and certification for primary

and secondary schools administrative staff , and the staff developing relevant standards too. The

administrative staff are not just responsible for ordinary teaching events, bur also need to plan the

development of the discipline and students, teacher training, promotion and assessment. They also

have to provide more opportunities for teachers development, create a favorable environment and

promote the inter-school exchanges.

The sub-domains of technical staff is developed for those who are engaged in basic educational

system, the training organizations and institutions of technical staff, the organizations and

institutions for the assessment and certification of primary and secondary school technical staff

and staff developing relevant standards as well. The technical staff provides technical supports

and services to the teaching staff.

3.3.2 Main domains of “Standards” 

There are four main domains in “Standards”:

ICT competence Standards for Primary and Secondary School Teachers

General Outline Terms and definitions

Sub-standards

Sub-domains of teaching staff

Sub-domains of administrative staff

Sub-domains of technical staff

63

(1) Awareness and attitudes. “Awareness and attitudes” include the awareness of information

needs, information applications and innovation, sensitivity and insight of information, and interest

and attitudes towards information. “Awareness and attitudes” are not only the driving force of

capacity building, but also a long-term power of cultivating reflection and sustainable

development. Therefore, to realize the value of ICT in education is very important in ICT capacity

building.

(2) Knowledge and skills. “Knowledge and skills” cover basic theories and methods, basic

operational skills, information processing and retrieval, information security and assessment of

ICT in education, and practice-oriented knowledge schema and skills of ICT in education with

rich cognitive flexibility when teachers combine their previous knowledge with their own

teaching experience. The practice-oriented knowledge is extremely complex, because different

teaching activities with heterogeneous students are quite distinctive in different places. Therefore,

it is quite essential for teachers to understand the basic concepts of ICT in education, theories and

methods, form the knowledge schema in accordance with the law of ICT in education. Gradually,

teachers can develop ICT capacities with a wide migration and flexibility to deal with

complicated teaching practice and diverse learning needs in practical scenarios.

(3) Application and innovation. “Application and innovation”, which include instructional design,

teaching practice, integration of ICT in education and curriculum, self-study and collaborative

learning, is the core of ICT competences. ICT in education has played a very important role in

transforming teachers’ roles in teaching, such as from a single lecturer to an expert teacher

focusing on lifelong development.

(4) Social responsibility. “Social responsibility” refers to the fair and effective application of ICT

in education for every student, and the guidance on students’ healthy, legal application of ICT in

education. ICT has brought a lot of convenience for education, teaching and learning, but also

brought a series of social problems and various negative effects, so teachers should use ICT in a

proper way, set a good example for students and direct students to form a healthy, legal habit of

using ICT.

3.3.3 Detailed contends of sub‐standards 

Chinese ICT competence Standards for Primary and Secondary School Teachers includes three

sub-standards, each sub-standard contains four dimensions, and the detailed contents of the sub-

standards for teaching staff are shown in Table 2.

Table 2. ICT competence Standards for teaching staff

ICT competence standards for teaching staff

64

Awareness and attitudes

Awareness of importance

(1) the awareness of recognizing the importance of effectively using ICT in education to promote education informationization, educational reform and the implementation of national curriculum standards. (2) the awareness of being able to recognize that ICT competence is a necessary part of teachers professional quality. (3) the awareness of being able to recognize the importance of effectively using ICT in education to optimize teaching process and cultivate innovative talents.

Application awareness

(1) the awareness of applying ICT in education in practical teaching;

(2) the awareness of integrating ICT into the curriculum and teaching reform;

(3) the awareness of enriching learning resources by using ICT in education;

(4) the awareness of paying attention to the development of new technologies and trying to apply them in teaching .

Evaluation and reflection

(1) the awareness of evaluating and reflecting the use of teaching resources;

(2) the awareness of evaluating and reflecting the teaching process;

(3) the awareness of evaluating and reflecting the teaching effectiveness and efficiency .

Lifelong learning

(1) the awareness and attitudes of continuously learning new knowledge and new technologies to improve their quality;

(2) the awareness and attitudes of lifelong learning and using ICT in education to improve professional development and personal development.

Knowledge and skills

Basic knowledge

(1) to understand basic concepts of ICT in education;

(2) to understand main theoretical bases of ICT in education;

(3) to master basic theories of ICT in education;

(4) to understand basic research methods of ICT in education.

Basic skills (1) to master methods of information retrieval,

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processing and utilization;

(2) to master methods of selecting and developing common instructional media;

(3) to master methods of general approaches to instructional design

(4) to master methods of managing teaching resources, teaching process and projects;

(5) to master methods of evaluating teaching media, teaching resources, teaching process and teaching effectiveness.

Application and innovation

Instructional design and implementation

(1) be able to accurately describe teaching objectives, analyze teaching contents and design effective learning activities based on students’ characteristics and teaching conditions;

(2) be able to actively integrate ICT into curriculum, and explore effective ways of integration;

(3) be able to provide various opportunities for students to use ICT and supply the targeted guidance for them;

(4) be able to apply ICT to evaluate students and teaching process.

Teaching support and management

(1) be able to collect, screen, integrate and apply teaching resources to optimize the teaching environment;

(2) be able to administer teaching resources effectively;

(3) be able to administer teaching activities effectively;

(4) be able to administer teaching process effectively.

Research and development

(1) be able to carry out ICT research combined with pedagogy;

(2) be able to carry out research on the effects of ICT in disciplines;

(3) be able to develop ICT competences through “learning by doing”.

Cooperation and (1) be able to communicate with students by using

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communication ICT;

(2) be able to communicate with parents by using ICT;

(3) be able to cooperate and communicate with colleagues widely in teaching and research by using ICT;

(4) be able to communicate with administrative staff by using ICT;

(5) be able to cooperate and communicate with technical staff about the design, selection and development of teaching resources by using ICT;

(6) be able to cooperate and communicate with subject specialists, technical experts about ICT in education ;

Social responsibility

Fair application To try to make every student with different gender, different economic status have equal opportunities to use learning resources.

Effective application

To try to make every student with different background, different personalities and abilities develop well by taking advantage of learning resources.

Health Use To try to make every student use learning resources correctly to create a good learning environment.

Regulators To be able to demonstrate and teach students laws and regulations and ethical concepts related to application of ICT.

4. Aligning identified ICT competence with teacher training curriculum In order to effectively implement ICT competence Standards for Primary and Secondary School

Teachers, Ministry of Education launched National ICT Capacity Building Project for Primary

and Secondary School Teachers (ICT Capacity Building Project for short) in April 2005,

including training, examination and certification three parts. The training contents refer to

knowledge and skills required by “Standards”; the contents of examination are similar to training

contents; certification means to grant teachers’ corresponding certificates according to their test

scores. With the support of educational administration departments at all levels, relying on

National Teachers Education Network Alliance, the project is going to train 10,000 national key

teachers, 100,000 provincial key teachers and more than 10 million primary and secondary school

teachers with higher ICT competence in three years. To continuously enhance teachers’ ICT

67

competences; it is helpful to create more ICT training opportunities for primary and secondary

school teachers.

4.1  Basic goals of Capacity Building Project  

4.1.1 Overall goals 

ICT competence Standards for Primary and Secondary School Teachers have been developed and

improved in three years. From April 2005 till 2007, a complete training mechanism of ICT

competence for primary and secondary school teachers, including training, examination and

certification, has been constructed to provide a strong support for teachers to develop ICT

competences.

4.1.2 Specific goals 

(1) ICT competence Standards for Primary and Secondary School Teachers has been developed

and institutions and systems are set up to train teachers ICT competences. According to Chinese

actual situation, experts are organized to develop “Standards”. Based on a number of pilot studies,

constant revisions and improvements, “Standards” is implemented all over the country and

eventually, a complete training mechanism is formed.

(2) Relying on Teachers Education Network Alliance and provincial education departments, a

three-level training program, that is, national key teachers’ training, provincial key teachers’

training and teachers’ training, is organized. And then several national training bases, 31

provincial training centers ( one for every province except for Hong Kong, Macao and Taiwan )

and many municipal training centers are built on the basis of strong academic backgrounds,

extensive training resources and training experience. As a result, a complete training network

system is formed.

(3) ICT competences of primary and secondary school teachers need to be developed

comprehensively and treated as part of teacher qualification. Through the three-level training

program and effective integration of ICT and disciplines, a group of key teachers with higher ICT

capacities (among them, 10,000 national key teachers, 100,000 provincial key teachers) are to be

cultivated. Meanwhile, ICT capacity building training for more than 10 million primary and

secondary school teachers are to be arranged and teacher qualification examination is to be

organized.

(4) A national testing system is formed to evaluate ICT competences of primary and secondary

school teachers. The testing system is organized and implemented by NEEA. The testing sites at

all levels are set up in China. Gradually, a standardized testing model and a rich, dynamically

updated test database can come into being. The system uses various testing forms, such as

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traditional written examination, computer operation, instructional design and implementation etc.

to truly reflect teachers ICT competences.

4.2   Main contents of ICT Capacity Building Project  

Themaincontentsoftheprojectareasfollows:

(1) To finish the descriptions of ICT competences for primary and secondary school teachers

(Those descriptions, based on “Standards”, are further refinements of “Standards”, which are

direct guidance for the training syllabus and test syllabus) .

(2) To compile the training syllabus and prepare the training materials. Owing to

“Standards”, Training Syllabus of ICT Competence for Primary and Secondary School

Teachers and training scheme are produced with reference to advanced ICT training

philosophy, contents, methods and some related trainings.

(3) To formulate the test syllabus and construct test database. In accordance with

“Standards” and Training Syllabus of ICT Competence for Primary and Secondary

School Teachers, the test syllabus and evaluation methods are developed and the test

database are constructed too, with both applicability and practicality emphasized.

(4) To determine the certification standards of training institutions. The policy researches

are strengthened, the matching policies are studied and formulated, and the certification

system is built to continuously improve teachers ICT competences.

4.3  Implementation of ICT Capacity Building Project 

The implementation of the project has the following aspects.

(1) To formulate the training syllabus and develop training resources

After ICT Capacity Building Project started in April 2005, Training Syllabus of ICT Competence

for Primary and Secondary School Teachers and training schedule are formulated. After that,

training resources are on the way to be prepared. In light of “Standards” and the training syllabus,

the testing syllabus is worked out on feedbacks and pilot researches, which serves a solid

foundation for ICT competence examinations and a unified national examination.

(2) To set up project administrative department, determine pilot areas and carry out the training

In order to ensure smooth training and achieve tangible results, the leading groups, ICT in

education and examination departments and relevant agencies involved have all been set up

whether in central government or in provinces, autonomous regions and municipalities. The

Central Audio-Visual Hall is responsible for specific coordination and organization of ICT

Capacity Building Project. In May 2005, experts were organized to evaluate the training bases at

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different levels and based on the results of those evaluation, only qualified training bases can

conduct teachers ICT capacity building training.

(3) To issue testing syllabus and organize unified examination

In October 2005, Ministry of Education issued Testing Syllabus of ICT Competence for Primary

and Secondary School Teachers. In December, the first proficiency test was organized by

Examination Center, and after that, the test has been held twice annually. Candidates who pass the

examination will be granted ICT competence certificate.

(4) To strengthen the assessment, sum up experience and improve constantly

From the very beginning of ICT Capacity Building Project, experts are organized to perform the

process assessment in pilot areas. During the training, both process assessment and summative

assessment are adopted to enhance training quality. In pilot areas, the expert group guide and

evaluate the training, summarize experience, identify and solve problems, and improve the project

gradually.

4.4  Organization  and   implementation  guarantee  of  ICT  Capacity  Building  Project  

InordertoguaranteeteachersICTcapacitybuilding,manyorganizationsandinstitutionshavebeenestablished,whichcanbeshowninFigure5.

Figure 5. Structure of organizations and institutions

The responsibilities of various organizations and institutions are shown in Table 3.

Table 3. Responsibilities of various organizations and institutions

Organizations and Responsibilities

Ministry of Education

Leader group

Office

NTEIEC NTENA National

Training Base NCTC

Examination Center

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Institutions

Leader group and Office

（1）be in charge of the macro management and control of the

project ;

（2）to formulate relevant policies；

（3）to evaluate the results of training and testing;

（4）to check and supervise related project work.

National Teachers’ Experts Committee for ICT in education

（1）be responsible for formulation, interpretation and

improvement of “Standards”；

（2）to audit training resources；

（3）to prepare training syllabus and examine testing syllabus

；

（4）to write or recommend good training materials.

National Teacher Education Network Alliance

Be responsible for training hundreds of billions of primary and secondary school teachers

National Training Base

Be responsible for training trainers in provincial and municipal training bases.

National Certified Training Center

（1）be responsible for formulating certification standards for

national training bases and training centers at all levels;

（2）be responsible for qualification certification of three–

level training centers.

Examination Center

（1）be responsible for setting up ICT competence

examination experts committee；

（2）to formulate testing syllabus, design question types and

construct examination database;

（3）be in charge of the organization and management of the

test, issuing certificates;

（4）to determine the relevant policies in line with the self-

study exam.

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In addition, in sake of the effective implementation of the project, Ministry of Education

formulated a series of security measures, such as strengthening the leadership and

establishing training bases, formulating matching policies, increasing investments etc.,

which makes “Standards” become an vital component of qualifications certification for

primary and secondary school teachers.

4.5 Training contents and training modes 

4.5.1 Training contents 

In the new round of training, the project uses distance education, focuses on new ideas,

new curriculum, new knowledge and new technology to build a learning organization in

teaching staff and cultivate teachers with high quality and professionalism. Training

contents are mainly based on “Standards” and the training syllabus. For example, The

Training Syllabus of ICT Competence for Primary and Secondary School Teachers

(primary) include the training preparation, teaching design, the selection of teaching

media, collection and integration of teaching resources, unit /topic design, the

implementation of teaching design, evaluation and reflection, the training summary and

improvement etc. Subsequently, the intermediate level and the advance level training

syllabus are all complied.

When it comes to the training contents, four new aspects have been adhered to:

(1) New ideas. A series of new ideas have been stressed in teachers’ training, such as

adapting themselves to new curriculum reform, moral education of the youth, quality

education, healthy growth of the youth etc.

(2) New curriculum training. According to the principle of “training before teaching, no

training no teaching”, teachers need to be trained purposefully before they conduct new

curriculum-based teaching and the training time is no less than 60 hours.

(3) New knowledge training. Teachers have been organized to expand their knowledge

domains and update their knowledge structures with reference to new scientific

achievements and new knowledge in new curriculum.

(4) New technology training. According to “Standards”, the focus in the new round of

training is to integrate ICT into classroom teaching to improve educational quality.

4.5.2 Training modes 

Two training modes are used in teachers ICT capacity building training, i.e. centralized

face-to-face training and distance training, which is shown in Figure 6.

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Figure 6 Two kinds of Training Modes

Given training contents, to choose rational training methods can effectively warrant the

pertinence and practicality of training modes. The development of teachers ICT

competence is a process of learning, in which teachers expand knowledge and skills to

use ICT in education effectively in practical teaching, so it is quite necessary to pay

attention to the pertinence and practicality of training modes.

(1) Case discussion has been recommended for the training of teachers’ awareness and

attitudes, and social responsibility as well.

Teachers can experience, observe, analyze and discuss specific cases to form certain

opinions about some phenomena or problems in teaching, which is helpful for them to

develop certain awareness and attitudes, social responsibility etc. required by

“Standards”. Teachers’ awareness and attitudes cannot be instilled directly by lectures,

and social responsibility cannot be learnt by rote either.

(2)It is suggestive to use problem-based training method to gain knowledge and skills .

As for ICT knowledge and skills, firstly, some of basic theories, concepts, especially

operation procedures and common problems and countermeasures during operation can

be introduced. After that, trainers could put forward some critical underlying problems or

teachers ask some questions about to their own teaching practice, and problem-based

learning can be used to help teachers make connections between theory and practice.

(3) The training to focus on instructional design is recommended to promote application

and innovation.

In any effective ICT capacity building training model, teacher- centered instructional

design is significant. Thanks to instructional design, teachers can employ their own

existing knowledge to understand ICT in education theories deeply, to discuss,

understand and solve specific teaching problems with the aid of those theories. In fact,

Blended Learning

Centralized face-to-face training

Distance training

Seminars

Real-time presentation

Interactive participation

Seminar Speech

Simulation

Network communication

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Instructional design is a bridge between teachers’ experience and theory, between

concepts and practice. Trainers can guide teachers to carry out systematic instructional

design by applying some models, including analyzing teaching content, determining

teaching objectives, analyzing students’ characteristics and needs, arguing teaching

philosophy, selecting or creating teaching and assessment methods, choosing appropriate

ICT in education and resources, designing teaching procedures, and some other

preparatory work.

When instructional design has become the main content of training, trainers should pay attention

to the role of cases. The case can be used as a carrier to help the designer to express his/her

implicit knowledge and notions and make connection between abstract theories and practical

situation. If possible, it is beneficial to use the case with designer’s self-reflection, peer review,

and the review from teaching and research staff and experts, which facilitates teachers to examine

the same problem from multiple perspectives and then form more diverse, flexible knowledge and

skills.

(1) The combination of centralized face-to-face training and school-based research can

promote teachers’ lifelong learning and sustainable development.

In order to promote teachers’ lifelong learning in ICT capacity building and their sustainable

professional development, the following aspects should be stressed:

Teachers, as the main body, carry out the integration on the basis of systematic

instructional design in order to lower information reduction between theory and practice.

School-based action research is performed to bridge theory and practice.

Through self-reflection and teaching reconstruction, teachers’ professionalism has

been developed and the connection between explicit theory and implicit theory has been

realized.

The communication among colleagues and cooperation between teachers and experts

should be encouraged, and as a result, a teaching research community can be formed.

5. Assessing Acquired ICT Competencies  Ministry of Education has decided to take a series of important measures to propel the

implementation of “Standards”, one of which is to initiate ICT Capacity building Project for

National Primary and Secondary School Teachers.

(1) Training and resources development

According to the training schedule, more and more teachers have the opportunities to gain better

ICT competences. Meanwhile, a series of teaching resource database have been set up to provide

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high quality resource. Besides, ICT capacity building training portals and a number of virtual

communities and online schools have all been built.

(2) Examination

Through national ICT competence examination, a great number of primary and secondary school

teachers have obtained qualification certificate.

(3) Certification

Through certification, some national training bases, 31 provincial training centers and hundreds of

city-level training centers have been set up. Moreover, the scientific, reasonable and authoritative

standards on ICT competences and corresponding examinations and certification system have

been developed. ICT competence has been treated as one of the prerequisites of job qualification

for primary and secondary school teachers. Teachers must participate in training and after

training, they have to take part in ICT competence examination. The training project adopts

Quality Monitoring and Process Assessment System of Teachers ICT Capacity Building Training

to know the training plans of different places, the basic information of trainees and trainers for the

sake of further promoting the training quality. In the training, both process assessment and

summative test are important, for those who do not take part in process assessment could not

participate in summative test. The one who passes summative test will be granted certificate of

ICT competence, while the one who fails the exam has no certificate and not qualified to be a

teacher.

6. Impacts and issues  

6.1 Impacts  

In order to ensure the effective implementation of “Standards”, 1,000 primary and secondary

school teachers have been organized to join in education experts growth plan, 10,000 teachers in

national study, 100,000 teachers in provincial study, 1 million teachers in city-level study and 10

million teachers in a new round of training.

(1) Promoting reform of basic education curriculum

The core of the basic educational reform is to cultivate students’ innovative spirits and make

adolescents develop lively and actively, which calls for teachers’ changes in teaching methods

and teaching behaviors, while ICT in education is the most important means for teachers’

changes. Besides, to integrate ICT in education into various disciplines is a necessary step for

successful new curriculum reform. Theories and methods of how to integrate ICT into various

disciplines effectively are basic contents of ICT in education research. “Standards” puts forward

demands and guidance for teachers on how to take use of ICT in education from four aspects, i.e.

awareness and attitudes, knowledge and skills, application and innovation, social responsibility. It

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is good for teachers to break through the general understanding of ICT in education, and propel

the integration of ICT and curriculum comprehensively. As to “Standards”, “integration of ICT

and curriculum” is just the important exterior manifestation of teachers’ ICT competence, and

cannot represent the whole. It requires the main involvers---teaching staff, administrative staff

and technical staff, to work together to promote ICT in education.

(2) Promoting the development of teachers’ professional competence

ICT competence is among the most important professional competences of modern teachers and it

plays a very essential role in high quality teaching activities. It is far from enough for a teacher to

own educational theories and subject knowledge; he/she must master teaching methods and ICT

in education. Teachers’ ICT competences are essential components of teachers’ professional

capacities. “Standards” has clearly illustrated the requirements for teaching staff, which is helpful

to promote the development of teachers’ professional competences.

(3) Directing and regulating teachers’ ICT capacity building

In respect of ICT capacity building, it is important to promote teachers’ capacities to integrate

ICT with curriculum, enable teachers to optimize teaching process effectively, improve their

teaching methods and advance their teaching quality and effectiveness as well. Since ICT

capacity building is a huge market, ICT competence standards plays an important role in

regulating training requirements and training behaviors of all training institutions, whether they

are enterprises or public institutions, and in establishing access system and assessment system.

“Standards” provide an basis for ICT capacity building of primary and secondary school

teachers, and at the same time, it also serves as a foundation for resource construction,

examination and assessment of ICT capacity building for teachers.

6.2 Issues and Solutions 

Ministry of Education in China launched ICT Capacity Building Project for National Primary

and Secondary School Teachers to promote the implementation of “Standards”. Based on

“Standards”, a system composed of training, examination and certification has been gradually

established to serve ICT capacity building for primary and secondary school teachers. However,

due to the practical situation in China, such as huge regional differences in equipment and

teachers' ICT competences, big differences among teachers of different disciplines, especially

between ICT teachers and teachers of other subjects etc., there are some problems during the

implementation of “Standards” and teachers’ capacity building training .

(1) Hierarchical refinement of “Standards”

Teachers’ current ICT competences vary widely because of their different disciplines, ages,

professions and regions. If an “one size fits all” standard has been adopted, the standard is hard to

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guide teachers in developed areas with higher ICT competence and ICT teachers; meanwhile, for

older teachers or teachers in underdeveloped areas, it is unfair and most teachers’ motivations

probably would be dampened. Thus, “Standards” needs to be refined according to different

disciplines’ features and internal combination with ICT in education, different teachers’ current

ICT competences and the law of teachers’ ICT capacity building as well.

(2) Approaches to implement teachers’ ICT competence standards in different regions

To experiment first, then to promote steadily is the main approach to implement “Standards”.

Pilot areas are chosen, and training, examination and certification are performed systematically.

For original levels of teachers’ ICT competences, ICT devices in schools are significant different

in different places in China, the investigation should be done first to see whether they have basic

conditions to conduct “Standards”. For those unqualified places and schools, they have to do

some preparatory work through school-based research first.

(3) Promoting and implementing three parts in “Standards”

In addition to the requirements on “teaching staff”, “Standards” also has some demands on

“administrative staff” and “technical staff”. But generally speaking, in China, the training,

examination and certification for administrative staff lag behind those for teaching staff.

Meanwhile, the technical staff is not adequate in many places and schools, and the ICT

competence standards for “administrative staff” and “technical staff” cannot be synchronized with

those for “teaching staff”. Finally, the motivations of some teachers to study and use ICT in

education have been damaged, and the promotion of “Standards” and teachers’ the ICT capacity

building have been affected. Therefore, the smooth implementation of “Standards” would be

guaranteed by synchronal training for “teaching staff”, “administrative staff” and “technical

staff”, which could improve ICT competences of related personnel and provide policy security

and technical support for teachers’ ICT capacity building.

(4) Using various training forms

Three-level training, from national training to provincial training to local training, has gradually

been carried out. Centralized face-to-face training has been adopted in the 1st- round training for

national key teachers and provincial key teachers. However, in some areas, such as Tibet, it is

very hard to copy this model for its remoteness and scattered population, and distance training

could be used. So school-based training and blended training which combines face-to-face

training with distance training would be practical training models. Actually, various effective

training models need to be implored and further applied.

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7. Conclusion  ICT competence Standards for Primary and Secondary School Teachers is a big event in the

process of Chinese educational reform and development, and it can reflect social developmental

trends and world's advanced level in Chinese education. The formulation of “Standards” is the

necessity of further development of education, society and nation in China. Meanwhile,

“Standards” is the first professional competence standards for Chinese primary and secondary

school teachers, and its promulgation and implementation is the milestone in teacher education, so

the knock-on effect will have far-reaching influence on education in China. During the

implementation of “Standards”, some leaders, experts and scholars have pointed out the existing

problems and possible solutions from different perspectives.

(1) Preparatory work for implementing “Standards”

In order to implement “Standards”, ICT promotion work comes first. That is to say, the

whole society should have a broad understanding about ICT capacity building training,

and teachers and leaders involved should know what ICT in education is, the benefits of

taking part in ICT capacity building training etc. Secondly, the training funds need to be

raised through multiple channels. At the premise of government financial investment, it is

important to finance teacher training through different channels, to actively integrate and

utilize the funds in projects being implemented. Thirdly, the convergence work among

ICT capacity building training should be well done. In China, the training could be

organized by nation, provinces, local governments and companies, so the cohesion among

those trainings is very important. All of those trainings should have possess common

knowledge and capacities when they keep their own features for the convenience of

assessment. Fourthly, the training contents and examination should be close to the needs

of practical teaching, and the testing methods should be more scientific to examine

teachers’ ICT competences. Fifthly, various training forms have been adopted. Based on

face-to-face training, distance training could be used for trainings in remote areas. In the

future, various training models , such as blending training, school-based training etc.

should be explored and promoted.

(2) Clarifying training contents

In the process of training, it is found that many principals, teachers and even heads of training

departments are still not quite clear about the training contents. For example, some of them don’t

know the relationship between ICT in education and IT, and even identify ICT capacity building

training with traditional IT training, and think ICT in education is IT, ICT competence is IT

ability, which has greatly depreciated the goals and objectives of “Standards”. Thus, it is quite

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necessary to help people understand training contents clearly and distinguish ICT in education

from IT, ICT competence training from IT training.

(3) Focusing on training quality

In the three-level training, some leaders in local authorities do not care about training quality;

they just have a high concern about the qualified rate in local region. Therefore, the leaders and

teachers should adjust their understanding about ICT capacity building and attach great

importance to the training quality.

The implementation of ICT Competence Standards for Primary and Secondary School Teachers

and the practical exploration of ICT Capacity Building Project for Primary and Secondary School

Teachers still have a long ways to go, and the achievements and difficulties in this process would

become the driving force and starting point of the next step. We believe that, under the guide of

national policies, “Standards” will be successfully implemented and ICT in education will have

bright future in China.

References [1] Information Guangzhou (2014). Updating data of Chinese population by the end of 2013.

http://gz.bendibao.com/news/2014225/content152598.shtml (Retrieved on April, 2014).

[2] National Bureau of Statistics (2014). Chinese population increasing steady and the status of employment is keeping smoothly. http://www.stats.gov.cn/ztjc/ztfx/kxfzcjhh/201208/t20120817_ 72839.html. (Retrieved on April. 2014)

[3] Education Institute for 21st Century. (2013). Education blue yearbook, in Chinese Education Development Report 2013. Beijing: Social Science Literature Press.

[4] China Net. (2014). the National Medium and Long Term Educational Reform and Development Plan (2010-2020). http://www.china.com.cn/policy/txt/2010-03/01/ content_ 19492625_3.htm. Retrieved on April, 2014.

[5] Ministry of Education. (2014). Chinese education status 2012. http://www.moe.gov.cn/ publicfiles/ business/htmlfiles/moe/s5990/201111/126550.html. Retrieved on May 2014.

[6] Baidu. (2014). Teachers qualification regulations. http://baike.baidu.com/view/438067.htm. Retrieved on June, 2014.

[7] Liu, J. (2004). Research on the phases of secondary school teachers’ professional development. Unpublished Postgraduate Dissertation, Central China Normal University, 2004.

[8] Ministry of Education. (2012). Ten-year development plan for ICT in education (2011-2020). http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3342/201203/xxgk_133322.html. Retrieved on June 2014.

[9] Ministry of Education. (2004). Educational technology competences standards for primary and secondary schools teachers. http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_496/ 201212 /xxgk_145623.html

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[10] Ministry of Education. (2013). Views on Implementation of Upgrading National Primary and Secondary School Teachers ICT Competence. http://www.moe.gov.cn/publicfiles/business/ htmlfiles/moe/s7748/201311/xxgk_159042.html. Retrieved on June, 2014.

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CASE STUDY:

NATIONAL ICT COMPETENCY

STATNDARDS FOR TEACHERS

September 2014

81

REPUBLIC OF KOREA 

Teacher competencies for SMART education in Korea

ByHeeokHeo(SunchonNationalUniveristy)55

Abstract 

The purpose of this case study is to document the process of which teacher competencies

were identified to fulfill SMART education in Korea, and how the corresponding

assessment tool of the teacher competencies was developed. Since 2011, Korean Ministry

of Education announced a master plan of ICT use in education, pursuing the vision of

‘SMART education’. SMART education may not be easily implemented in the traditional

educational setting. Rather, implementing SMART education may require to transform

educational systems, in which teachers are one of the critical components (Frost, 2012;

Lieberman & Pointer, 2008; UNESCO, 2008). So the teachers’ active participation and

professional development become more important than ever in actualizing SMART

education for educational reform. For improving the quality of the professional

development, it is a probable prerequisite that teacher competencies are identified and

diagnosed, and the professional development needs to be aligned along with the

competency diagnosis.

This study conducted literature reviews, and expert panel reviews and interviews for

identifying core competencies, and factor analysis for the validation of the diagnosis tool.

As results, 13 competencies and 61 indicators in 2 categories were identified as the

teacher competency for SMART education and a web-based online tool was developed

for diagnosing the teacher competency. More specifically, the teacher competencies for

SMART education consist of a fundamental domain and a practice domain. The

competencies in the fundamental domain refer to personal attributes which is the

foundations for SMART education implementation, consisting of six competencies

including creative problem-solving, social ability, flexibility, technology literacy, ethics,

and passion. The competencies in the practice domain relate to specific educational tasks

55Acknowledgement:ThisprojecthadbeenconductedinsupportofKERIS(KoreaEducationandResearchInformationService)andIwouldliketoexpressspecialthankstoco‐researchers:KyuYonLim,HyeonjinKimandHyeonWooLee.

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and activities intended to implement SMART education, consisting of seven components

including understanding of the future education, contents expertise, building relationship

with learners, instructional design and development, building learning affordance,

evaluation and reflection, and building collaborative relationship with community. Four

to five performance statements were developed for each competency, and these

statements were revised for assessment questions. Accordingly, 61 questions were

developed for teacher competency assessment. The diagnosis tool may be used for self-

assessment by teachers and guiding professional development for successful SMART

education implementation.

 

1. Country Context/Background

1.1. Background information

TheRepublicofKoreaisacountryonthefareasternareaofAsia.Table1indicatesthebasicinformationaboutthecountry.AccordingtoKoreanStatisticalInformationService(KOSIS),thepopulationofKoreawas50,423,955peoplein31May2014.EducationinKorea,atanestimatedexpenditureof4.0%ofGDP,islargelymanagedbytheMinistryofEducation.

Table 1. Basic background information about Korea 

NationalFlag TaegeukgiCurrency won(US$1=1,127won)(2012)Language Korean(Writingsystem:Hangeul)Literacylate 98.3%(2008) Primary

schoolsMiddleschools Highschools

Numberofschools 5,913 3,173 2,322Numberofteachers 181,585 112,690 133,414Numberofstudents 2,784,000 1,804,189 1,893,303

1.2. Educational policies and plans for school education

Recently,Koreangovernmentannouncesmajorpoliciesandvisionsforeducationin2011inordertoopenthefutureofKoreawithcreativetalentsandadvancedscienceandtechnologycapabilities.Therearesixmajortaskstofulfillthevisionsasfollows(MOE,2011):1)Expandingcreativeandcharacter‐buildingeducationtostrengthenpubliceducation,2)Establishinganadvancedvocationaleducationsystemthatlinkseducationandwork,3)Enhancingthequalityofeducationinhighereducation,4)Nurturingworld‐classscienceandtechnologycapabilities,5)Improvingnationalstrategicresearchanddevelopmentsystem,and6)Enhancingtheglobalizationofeducation,scienceandtechnology.

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TheschoolsystemofKoreaisa6‐3‐3‐4systemofinstitutionswhichcoverselementaryschool,middleschool,highschoolandcollegeoruniversity.Compulsoryeducationextendsfromage6to14.Figure1indicatestheschoolsysteminKorea.

Figure 1. School system of Korea 

(source from http://english.moe.go.kr/web/1717/site/contents/en/en_0275.jsp)

1.3. Teacher Education System56

TheclassificationandqualificationsofteachersaredefinedinSection2ofArticle21oftheActonPrimaryandSecondarySchoolEducation.Teachersareclassifiedintoteachers(GradeIandGradeII),assistantteachers,professionalcounselors,librarians,trainingteachersandnursingteachers(GradeIandGradeII).TheyarerequiredtomeetthespecificqualificationcriteriaforeachcategoryandbelicensedbytheDeputyPrimeMinisterandMinisterofEducationasregulatedbyPresidentialDecree.

Therearetwodifferentsystemsfordevelopingteachersforprimaryandsecondaryeducation.Anindividualwhowantstobecomeateacherneedstoenterafour‐yearcollegeofeducationatuniversitylevel.Theteachertrainingsystemforprimaryeducationisdifferentthanthatforsecondaryeducation.Primaryschoolteachersaredevelopedatuniversitiesspecializedineducationandsecondaryschoolteachersinthecollegeofeducationatuniversitiesinmostcases.AnindividualwhowantstobecomeaschoolteacherinSouthKoreamusttakeovercertainamountofcreditsingeneraleducationandaspecificsubject,whichhasbeenarequirementforthe

56 Source from http://english.moe.go.kr/web/1701/site/contents/en/en_0213.jsp

84

enrollmentofteachereducationprogramatuniversitylevelsince2009.Aftergraduatingfromuniversities,candidatestakeanation‐wideteacherqualifyingexam.Thepurposeoftheexamistorecruitandselectfullyqualifiedteachersbyobjectiveandfaircompetition.Fortakingtheexamtheymustselectcitiesorprovinceswheretheywanttogetateacherposition,andsubmitanapplication.Cityorprovincialauthoritiesareresponsibleforopeningnewpositionsandselectcompetentteachersforschoolswithvacanciesfromthecandidateswhoholdteachingcertificates.Thequalifyingexamisdividedintotwostages.Thefirststageistotestknowledgeaboutgeneraleducationandaselectedsubject.Doublethenumberofthefinalcandidatesrequiredisselectedduringthefirststageoftheexam.Thetestinthesecondstageincludesanin‐depthinterviewforexaminingteachingaptitude,andtheevaluationoflessonplansandteachingpractices.Afterpassingthefinalstageoftheexamthesuccessfulapplicantswillbeassignedtoschoolsinthecitiesandprovincesthattheychoseatthebeginning.

Specialschoolteachers,schoollibrarians,andnursingteachersarerequiredtobegraduatesoffour‐yearcollegesorjuniorcollegeswithpertinentmajorsandteachertraining.Part‐timetrainingteachersmustsatisfyaminimumstandardofeducationalbackgroundincluding2‐yearor4‐yearcollegedegreemajoringinpertinentfieldswithprofessionaltraining.

Teacherscanpromotethroughin‐serviceteachertrainingaftergettingteachingpositionsatschools,whichaimstoenhanceteachercompetencesinbasisofeducationaltheoriesandpractices.ThetrainingprogramsareavailableforGradeIandGradeIIteachers,librarians(GradeI),nursingteachers(GradeI),professionalcounselors(GradeI),vice‐principals,andprincipals.Teachertraininginstitutesareestablishedatuniversities,teacherscolleges,localeducationofficesorotherorganizationsdesignatedbytheMinistryofEducation.

2. The ICT Professional Development Strategy for Teachers57   

Since1988,ICTshavebeenusedasimportantmediaatschools,andthetrainingofteachersinICTusewasperformedonafullscale.Priorto2000,ICTtraininghadtwocourses:aregularcourseforordinaryteachersandaspecialcourseforprofessorsandschoolinspectors.Theregularcoursewasinitiallyfocusedontheunderstandingofstructuresandtheprinciplesofcomputersandgraduallyadvancedtopromotetheimprovementofinformationcapabilitysuchaswordprocessors,spreadsheets,presentations,internetuse,etc.Thespecialcoursewasoperatedtotraininstructorsinregionaleducationoffices,designersofeducationalcontent,schoolinspectorsforcomputertraining,etc.In2001,theMinistryofEducation,Science&Technologyestablishedandannouncedthe“PlanforICTinEducation”toconsolidatepubliceducation.Thetraining

57 Source from White Paper of Adapting education to the information age in 2012 and 2013. Korea Education and Research Information Service.

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programsconsistedof‘MandatoryICTTraining’inwhichtheregionaleducationofficesprovidedtrainingcreditsand‘VoluntaryICTTraining’whichwasperformedbyschools.In2006,thetrainingcoursesweresystematicallyoperatedbasedontheteachers’lifecyclesandcapabilitylevels.Newcoursesindifferentareaswerebeingdevelopedcontinuouslyconsideringcoursedevelopments,ICTdevelopmentsandchangesintheeducationalenvironment.In2008,the“DevelopmentoftheNextGenerationTrainingProgramforTeachers”projectwaspromotedandcompleted.TheNextGenerationTrainingProgramforTeachersaimstostrengthentheteachers’capabilityinaneweducationalenvironmentcausedbyICTdevelopmentsandtheeducationparadigmshift.

Inaddition,“InformationStrategyPlanningfortheConsolidatedInformationSystemforTeachersTraining”wasestablishedastheneedforconsolidatedinformationsystemstostrengthentheteachers’capability.

Beginning2009,theconstructionoftheConsolidatedInformationSystemforTeachersTrainingwerepromotedinstages:constructionofinfrastructuretocollecttraininginformation,teacherstrainingstatusmanagement,andteachers’self‐diagnosisofcapabilityandconsultingfunction.Figure2indicatesaconceptualdiagramforICTtrainingbyTeacher’slifecycle.

Figure 2. Conceptual diagram for ICT training by Teacher’s life cycle 

Source from ICT use in Education White paper (KERIS58, 2012) 

58 KERIS (Korea Education and Research Information Service) is a leading institution in research and development of ICT use in education.

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Currently,professionaldevelopmentofICTfocusesondevelopmentofcompetenciesforusingDigitaltextbooksandimplementingSMARTeducation.Forexample,distancelearningprogramsforteachereducationhavebeendevelopedbasedonclassroomlearning.Oneforprimaryeducationandthreeforsecondaryeducationweredeveloped.Learninghoursofeachprogramis15classhours.Second,leaderteacherswhocandelivertrainingontheuseofdigitaltextbooksandmasterteacherwhocanleadimplementingSMARTeducationhavebeenfostered.Third,teachergroupsforresearchanddevelopmenthavebeenestablishedtodevelopandimplementavarietyoflearningmethodsandcasesindigitaltextbooksandSMARTeducation.

3. Development of ICT Competencies for Teachers  

RecentlyastudyhasbeenconductedtodevelopteachercompetenciesforSMARTeducationsupportedbyKERISinKorea.Thisstudycarriedoutathree‐stageresearchanddevelopmentinordertoidentifytheteachercompetenciesforSMARTeducation.

3.1. Stage 1: Competency modeling of 21st century teachers in Korea

Thestudyinthisstageaimstoidentifycorecompetenciesofteacherstocopewiththeeducationalneedsin21stcentury.Basedontheanalysisofcurrentstatusonteachercompetencymodelingandexistingstudies,thisstudyconductedamodified3‐roundDelphiprocess.Delphiisastructuredcommunicationtechnique,originallydevelopedasasystematic,interactiveforecastingmethodwhichreliesonapanelofexperts(Keeney,McKenna,&Hasson,2011).Ingeneral,thequestionnaireofthefirstroundisdeliveredtoacquireresponsesrelevanttothetopic.Thenthesubsequentquestionnairesaredevelopedbasedonthereturnsgainedfromtheinitialquestionnaire,requiringjudgmentoneachitem.Forthisstudy,thefirstroundoftheDelphiwasreplacedbyafocusgroupmeetingandbehavioraleventinterviews(BEI)inordertoextractexpertisefromtheexemplaryfieldpractitionerswhilemaintainingefficiencyindatacollection.AssuggestedbyMcClelland(1987),researchersadoptedtheBEImethodinordertoidentifybehaviorsassociatedwithsignificantexperiencesofeachindividualteacherbyusinganumberofprobingquestions.Inaddition,aliteraturereviewwasconductedtoestablishanin‐depthunderstandingofteachercompetency.Existingstudiesrelatedtoteachercompetenciesandprofessionaldevelopmentinnationalandinternationallevelswerereviewedandanalyzedtounderstandcurrenttrendsofteachercompetencedevelopment.Commoncompetenciesandindicatorsforteacherswerederivedfromtheanalysisoftheexistingstudies.Theresultsfromthefirstroundproducedasetofcomprehensivelistofteachercompetenciesandrelevantperformanceandknowledgeindicators.ThesecondandthirdroundsoftheDelphiemployedstructuredsurveyquestionnairesinordertobuildaconsensusamongtheDelphipanel.

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Table 2. Overview information in Stage 1 

Activities Participants/accountability

Methods Duration Output

Step1 Formingaresearchteam

MOE,KERIS,educationalexperts

2months Aresearchteam

Step2:Delphiround1

AnalyzingcurrentstatusonteachercompetencymodelingandfuturedirectionofeducationIdentifyingtheframeworkofteachercompetency

Educationalexperts,policymakers,schoolteachers

Focusgroupmeeting,Behavioraleventinterviews

2months Initialsetofteachercompetency

Step3:Delphiround2

Ratingimportanceofcompetency

Educationalexperts,policymakers,schoolteachers

Delphiquestionnaire

1month 1st Revisedsetofteachercompetency

Step4:Delphiround3

Makingconsensus

Educationalexperts,policymakers,schoolteachers

Delphiquestionnaire

1month 2ndrevisedsetofteachercompetencyset

Step5:confirmationbyKERIS

Confirmingthesetofteachercompetency

Educationalexperts,policymakers,schoolteachers

2months Finalversionofteachercompetencyset

3.1.1. Delphi round 1 

Afocusgroupmeetingwasconductedinordertodiscusstheessentialabilitiesforcompetent21stcenturyteachersaswellasthecurrentstatesandfuturedirectionsofeducation.Theparticipantsforthemeetingwereselectedbasedontheirexpertiserelevanttothetopics.Themeetinglastedfor2hourswithan

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open‐endeddiscussion.Afterthemeeting,theparticipantswereaskedtoelaboratetheiropinionsrelatedtothetopics;theythensentthedescriptionsbacktotheresearchersviaemailwithinaweek.Forbehavioraleventinterviews(BEI),1‐hoursemi‐structuredinterviewwasconductedwitheachparticipant.TheparticipantswereselectedamongMasterteacherswhodesignatedbyMinistryofEducationbasedonthecurrentpoliciesforteacherqualification.Interviewersattemptedtouncovertheirpastexperiencesbyaskingprobingquestions.Thelistofthecoreinterviewquestionswasasfollows:

Pleasedescribeyourdailylifeinschool.Forexample,whatdidyoudoyesterday?

More specifically,what do you do to prepare, deliver, and follow‐upyourteaching?

Do you have any struggle in building a relationship with yourstudents?Whatdidyoudotoovercometheissues?

Doyouhaveanystrugglewithyourpeerteachersoradministrators?Whatdidyoudotoovercometheissues?

What are your success experiences or unpleasant experiences as ateacher?

What isyour teachingphilosophy?Whatdidyoudo topractice this?Diditwork?

Astheinterviewsusedthesemi‐structuredquestionsinordertoinitiatetheparticipants’reflection,thesubsequentquestionsweredifferentbycase.Theinterviewswerefullytranscribedandanalyzedinordertoseekanyindicatorsofbestteachers.Alloftherelevantbehavioralaswellasimplicitknowledgedescriptionswerelisted,inadditiontotheresultsfromthefocusgroupmeetingandliteraturereviewonfutureeducationandteachercompetency.Asaresult,15teachercompetencieswith77indicators,thatis,51performanceindicatorsand26knowledgeindicators,weresuggestedfromthefirstround.Teachercompetenciesweregroupedinto2domains:fundamentalandfieldpractice.Theformerincluded8competenciesofcreativity,problem‐solving,communication,collaboration,flexibility,technologyliteracy,integrity,andpassion,whilethelatterincluded7competenciesofexpertiseincontent,rapportbuildingwithlearners,instructionaldesignanddevelopment,classroommanagement,evaluationandreflection,networkbuilding,andperformancemanagement.ThisresultwasusedtodevelopastructuredquestionnaireforthesecondDelphiround.

3.1.2. Delphi round 2 

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Inthesecondround,theexpertpanelwasaskedtoratetheimportanceofeachcompetencyandindicatorona6pointLikert‐typescalefrom‘veryimportant’to‘neverimportantatall.Thepanelwasalsoaskedtostatetheirpersonalopinionsforrevisionandimprovementofthecompetencymodel.Thesurveyquestionnairewasdeliveredviaemail(seeasamplepageofthequestionnaireinAnnex1).Finally,15competenciesand74indicatorswereidentifiedasaresultofDelphiround2,whichwereusedasaquestionnaireforthenextround.

3.1.3. Delphi round 3 

Inround3,eachDelphipanelexpertreceivedaquestionnairethatincludeddescriptivestatisticalinformationabouthowthegrouprespondedinthepreviousround(seeasamplepageofthequestionnaireinAnnex2).Bypresentingtheactualresponsesfromothers,researcherssoughtconsensusamongthegroupofexperts(Jacobs,1996).Inthisroundallparticipantsmadeconsensustoallcompetencies.ResearchersdecidedtoendtheDelphiprocesswiththisround.

3.2. Stage 2: Investigation of exemplary performance of SMART education

ThestudyofthisstageaimstoinvestigateimportantbehaviorsandattitudethatteacherscanperforminSMARTeducation.Forthis,behavioraleventsinterviews(BEI)andsurveystudywereconductedinthisstudy.

Table 3. Overview information in Stage 2 

Activities Participants/accountability

Methods Duration Output

Step1:CriticalIncidentAnalysis

Identifyingteachers’criticalexperiences

Schoolteachers

Behavioraleventinterviews

1months Listofcriticaleventsconductedbyteachers

Step2:Surveystudy

Confirmingthefindings

Educationalexperts,policymakers,schoolteachers

Questionnaire 2weeks Behavioralindicators

3.2.1. Critical incident analysis 

BEIswerecarriedoutwithMasterteacherswhowereselectedasgoodperformingteachersinSMARTeducationbyMinistryofEducationandRegionalOfficesofEducationinKorea.

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Ittookoneandhalfhourswithsemi‐structuredquestions.Interviewersattemptedtouncovertheirpastexperiencesbyaskingprobingquestions.Thelistofthecoreinterviewquestionswasasfollows:

Whatisthegoodexperiencewhenyouapplyadvancedtechnologiesinyourclasses?Whydoyouthinkitwassuccessful?

Whatisunpleasantexperiencewhenyouuseadvancedtechnologiesinyourclasses?Whydoyouthinkitwasnotthatsuccessful?

Howdoyoustarttodesignyourlessonwithtechnologyuse? Whatareyourstrengthsandweaknessestousethetechnologyinyour

educationalpractices? What isyour teachingphilosophy?Whatdidyoudo topractice this?

Diditwork?Theinterviewswerefullytranscribedandanalyzedinordertoseekanyindicatorsofgoodperformingteachers.Alloftherelevantbehavioralaswellasimplicitknowledgedescriptionswerelisted.Asresults,40behavioralindicatorsofteacherperformanceinSMARTeducationandeducationalneedswereidentified.

3.2.2. Survey study 

Anonlinesurveywasconductedinvolvingtheteacherstovalidateandconfirmthefindingofthefirststepofthisstudy.Thesurveyquestionnaireincludes40questionsaboutteachers’behavioralindicatorsderivedfromthecriticalincidentofStage2,and39questionsabouteducationalneedsforSMARTeducationwitha6pointLikert‐typescalefrom‘veryimportant’to‘unimportant’andopen‐endedquestions.Asaresult,29behavioralindicatorswasidentifiedandvalidated,especiallyforSMARTeducation.

3.3. Stage 3: Development of teacher competency for SMART education

IntegrationoftheoutcomesderivedfromStage1and2wascarriedoutinordertoidentifyteachers’corecompetencyforSMARTeducationinthisfinalstage.Toachievethisgoal,expertpanelreviewsandinterviews,andsurveywasemployedasmajormethods.

Table 4. Overview information in Stage 3 

Activities Participants/accountability

Methods Duration Output

Step1:integration

Identifyingteachers’competencies

Educationalexperts,school

expertpanelreviewsandinterviews

1months Asetofteachercompetency

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forSMARTeducationthroughintegratingtheresultsfromStage1and2

teachers forSMARTeducation

Step2:Validation

Confirmingthefindings

Schoolteachers

Questionnaire 2months Finalsetofteachercompetencies

3.3.1. Integration 

Thecompetencysetof21stcenturyteachersfromStage1andteachers’behavioralindicatorsfromStage2wereintegratedintoanewsetofteachercompetenciesforSMARTeducation.Torefinethecompetencyset,literatureonthetrendsofthefutureeducationandSMARTeducationfor21stcentury,competenciesofteacherssuggestedbypriorstudies,andthebestpracticesofteachertrainingprogramwerereviewedandanalyzed.Expertpanelreviewswerealsoconductedtorefinethecompetencyset.Expertsineducationfieldandteachersatschoolwereinvolvedinthereviewprocess.

3.3.2. Validation 

Tovalidatethecompetencyset,asurveywascarriedouttwotimes.Inthefirstsurvey,aquestionnaireconsistsof13competenciesand67indicators(seeasamplepageofthequestionnaireinAnnex3).Participantswere299goodperformingteachersforSMARTeducation.Theywereaskedtorateimportanceandtheirownperformancelevelforeachindicatorona6pointLikert‐typescale.Thesurveywasconductedfor2weeksbyemail.Thesurveyresultswereanalyzedbyfactoranalysisandregressionanalysis.Asaresult,13competenciesand61indicatorswereidentified.

Thesecondsurveywasconductedwiththerevisedversionofthecompetencyset.Participantswere1066teachersatelementary,middleandhighschools.Theywereaskedtorateimportanceandtheirownperformancelevelforeachindicatorona6pointLikert‐typescale.Thesurveywasconductedfor3weeksthroughanonlinetool.Thesurveyresultswereanalyzedbyfactoranalysisandregressionanalysis.

Throughthethree‐stageresearchanddevelopment,theteachercompetenciesforSMARTeducationwasidentifiedandfinalized.

3.4. Final set of teacher competencies for SMART education

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TheteachercompetenciesforSMARTeducationisdefinedas“theessentialcharacteristicsrequiredforteacherswhoperformeffectiveeducationinordertoenhance21stcenturycorecompetenciesofstudentsandinnovateeducationforthefuture.”Thisdefinitionhasanintegratedpropertiesofknowledge,skills,andattitudes,andincludescompetenciesofteachersneededforeffectiveinnovationbyextendingtheconceptofSMARTeducationtothevisionandgoalforthefutureeducationratherthanconfiningtouseofcutting‐edgetechnologiessuchassmartdevicesineducation.Morespecifically,theteachercompetenciesforSMARTeducationconsistofafundamentaldomainandapracticedomain(seeFigure2).

Figure 3. Teacher competency for SMART Education 

ThecompetenciesinthefundamentaldomainarepersonalattributeswhichisthefoundationsforSMARTeducationimplementation,consistingofsixcompetenciesincludingcreativeproblem‐solving,socialskills,flexibility,technologyliteracy,ethics,andpassion.ThecompetenciesinthepracticedomainarespecificeducationaltasksandactivitiesintendedtoimplementSMARTeducation,consistingofsevencompetenciesincludingunderstandingofthefutureeducation,contentsexpertise,buildingrelationshipwithlearners,instructionaldesignanddevelopment,buildinglearningaffordance,evaluationandreflection,andbuildingcollaborativerelationshipwithcommunity.IndicatorsforeachcompetencyarepresentedinANNEX4.

4. Conclusions  

ThiscasestudyaimstointroducetrendsandissuesinICTteachercompetencies,andespeciallyidentifyteachers’corecompetenciesforSMARTeducationinKorea.Themaindevelopmentprocessoftheteachercompetencieswasdividedintothreestages.Asaresult,13competenciesand61indicatorswereidentifiedasthecorecompetencysetforteacherstoimplementSMARTeducation.

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ThecompetenciesintheFundamentalscategoryrepresenttheessentialskillsandabilitiesaswellaspersonalitywhichplayapivotalroleinbeingagoodteacher(Korthagen,2004;Tigelaar,Dolmans,Wolfhagen,&Vleuten,2004).ThecompetenciesintheFieldpracticecategorycontaintheskillsandabilitiesthatarerequiredinperformingSMARTeducationandeducationalpracticesinthe21stcentury.

Currently,KERIShasbeendevelopedanonlinediagnosisinstrumentusingtheteachercompetenciesforSMARTeducation.TheinstrumentwillbeaccessedthroughEDUNET59atJune,2014.Forfurtherprogress,teachers’professionaldevelopmentprogramshouldbedesignedinordertodevelop21stcenturyteachercompetency.Bothpre‐serviceandin‐serviceteachereducationmustfocusondevelopingthe21stteachercompetency,whichisrequiredtoeducatefuturegenerations.Whendevelopingthetrainingprograms,variouslearningandteachingmethodsshouldbeintegratedwithcompetencydevelopment.Forexample,actionlearningandcase‐basedlearningcanbeemployedforlearningcontentknowledgeaswellasfordevelopingproblem‐solvingcompetency.Also,peerconsultingandcounsellingbyexperiencedteachersoffercontinuingdevelopmentbeyondtraininginalimitedperiod.Second,thediagnosisinstrumentcanbeusedforassessingteachers’currentcompetenciesanddiscerningcompetenciesthatareneededfordevelopmentandenhancement.Diagnosingandevaluatingteachers’competenciesmaybeanessentialconditioninbuildinganadaptiveeducationalservice.Inmanycases,professionaldevelopmentprogramsforteachersaredevelopedinordertoenhanceteachers’knowledgeandabilitiesinspecificfields,andimplementedwithoutscientificanalysisoftheirreadinessandpreferences.Sothecompetencymodelandthediagnosisinstrumentmaybeusedtoprovideteacherswithatailoredtrainingprogramandsustainabledevelopment.Thecompetencysetshouldalsobecontinuouslyrefinedandvalidatedthroughtheprocessofinstrumentdevelopment.

59EDUNETisaneducationalinformationservice,whichisthelargesteducationportalinKoreaandadministratedbygovernmentalsupport.Pleaserefertohttp://www.edunet.net/redu/main/mainForm.doformoreinformation.

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References

Keeney,S.,McKenna,H.,&Hasson,F.(2011).TheDelphitechniqueinnursingandhealthresearch.UK:Wiley‐Blackwell.

KERIS(2012).ICTuseineducationWhitepaper.KoreanMinistryofEducation,ScienceandTechnology(2011).Implementationplansforsmart

learning:Thewaytothecountryoftalents.ReportpresentedatTheopenpolicyforumofKoreanMinistryofEducation,ScienceandTechnology,Seoul,Korea.

Korthagen,F.J.(2004).Insearchoftheessenceofagoodteacher:Towardsamoreholisticapproachinteachereducation.TeachingandTeacherEducation,20(1),77‐97.

McClelland,D.C.(1973).Testingforcompetenceratherthanfor“intelligence.”AmericanPsychologist,28,l‐14.

McClelland,D.C.(1987).Characteristicsofsuccessfulentrepreneurs.TheJournalofCreativeBehavior,21(3),219‐233.

Reimers,F.(2009).Enlighteningglobalization:Anopportunityforcontinuingeducation.ContinuingHigherEducationReview,73,32‐45.

Selvi,K.(2010).Teachers’competencies.InternationalJournalofPhilosophyofCultureandAxiology,7(1),167‐175.

Spencer,L.,&Spencer,S.(1993).Competenceatwork:Modelsforsuperiorperformance.NewYork,NY:Wiley&Sons.

Tigelaar,D.E.H.,Dolmans,D.H.J.M.,Wolfhagen,I.H.A.P.,&Vleuten,C.P.M.(2004).Thedevelopmentandvalidationofaframeworkforteachingcompetenciesinhighereducation.HigherEducation,48(2),253‐268.

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ANNEX1.Asamplepageofthequestionnaireinthe2ndroundofDelphistudy

Competenciesandindicators

Importance

Veryimportant

Neverimportant

atallFundamentalsCreativityGeneratemeaningfuloutcomebyapplyingnewideasorconcepts,orbyassociatingcurrentideasandnewideas.

1 2 3 4 5 6

1.Imagination:Formnewideastocombinepersonalexperiencewiththingswhichdonotexistorhavenotbeenexperienced.

1 2 3 4 5 6

2.Originality:Developnewideasthataredifferentfromexistingones. 1 2 3 4 5 63.Usefulness:Elaborateandevaluateanewidea,andunderstandthelimitationsofitsapplication. 1 2 3 4 5 64.Diversity:Developandpresentnewideasinvariousways. 1 2 3 4 5 6Problem‐solvingApplysolutionstothegivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectingtheappropriateapproach.

1 2 3 4 5 6

1.Understandingproblems:Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.

1 2 3 4 5 6

2.Systemsthinking:Analysehowpartsofawholeinteractwitheachothertoproduceoveralloutcomeswithincomplexsystems.

1 2 3 4 5 6

3.Criticalthinking:Analyseandevaluatethegivenconditions,andintegrateandinterprettheinformation.

1 2 3 4 5 6

4.Applyingsolutionstoproblems:Prioritisethesuggestedsolutionsandapplyittosolvetheproblems. 1 2 3 4 5 6

Pleasedescribeanycompetenciesandindicatorsneedtoberevisedordeletedinthisdomain.

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ANNEX2.Asamplepageofthequestionnaireinthe3rdroundofDelphistudy

Competenciesandindicators Median

Response

range(25%‐75%)

Answerfromthe2ndround

Importance

Veryimportant

Neverimportan

tatall

FundamentalsCreativityGeneratemeaningfuloutcomebyapplyingnewideasorconcepts,orbyassociatingcurrentideasandnewideas.

6 5‐6 6 1 2 3 4 5 6

1.Imagination:Formnewideastocombinepersonalexperiencewiththingswhichdonotexistorhavenotbeenexperienced. 5 4.8‐6 5 1 2 3 4 5 6

2.Originality:Developnewideasthataredifferentfromexistingones. 5 5‐6 6 1 2 3 4 5 63.Usefulness:Elaborateandevaluateanewidea,andunderstandthelimitationsofitsapplication.

5 5‐5.5 5 1 2 3 4 5 6

4.Diversity:Developandpresentnewideasinvariousways. 5 4‐6 6 1 2 3 4 5 6Problem‐solvingApplysolutionstothegivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectingtheappropriateapproach.

6 5‐6 5 1 2 3 4 5 6

1.Understandingproblems:Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.

5 5‐6 5 1 2 3 4 5 6

2.Systemsthinking:Analysehowpartsofawholeinteractwitheachothertoproduceoveralloutcomeswithincomplexsystems.

5.5 5‐6 6 1 2 3 4 5 6

Pleasedescribeanycompetenciesandindicatorsneedtoberevisedordeletedinthisdomain.

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ANNEX3.Asamplepageofthequestionnaireforvalidation

Competenciesandindicators

Performance Importance

Veryagree

Neveragreeatall

Veryimportant

Neverimporta

ntatall

FundamentalsCreativeproblem‐solvingGeneratenewideasorsolutions,applysolutionstogivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectappropriateapproach

1. Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.

1 2 3 4 5 6 1 2 3 4 5 6

2. Analyseandevaluatethegivenconditions 1 2 3 4 5 6 1 2 3 4 5 63. Providevariousideasandsolutions. 1 2 3 4 5 6 1 2 3 4 5 64. Prioritisethesuggestedsolutionsandapplyittosolvetheproblems. 1 2 3 4 5 6 1 2 3 4 5 6SocialskillsInteractwithothersinorderforproblemsolving,outcomegenerating,andlearning

1. Interpretthoughts,emotionsandopinions,andexpresspersonalthoughtsandopinions.

1 2 3 4 5 6 1 2 3 4 5 6

2. Understandandmanagepersonalemotion,motivationandactivitiesinsocialrelationship. 1 2 3 4 5 6 1 2 3 4 5 6

3. Shareknowledgeandskillswithothersinordertoachieveamutualgoal. 1 2 3 4 5 6 1 2 3 4 5 64. Establishvisions,setgoals,andinspireandleadpeopleforachievinga

sharedgoal.1 2 3 4 5 6 1 2 3 4 5 6

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ANNEX4.Definitionandindicatorsforteachercompetencies

Category Competency Definition Indicator

Fundamentals Creativeproblem‐solving

Generatenewideasorsolutions,applysolutionstogivenproblemsbyanalyzingissuesandconditions,employingavarietyofthinkingprocedure,andselectappropriateapproach

1.Analyseandidentifytheattributeofproblemsinagivencontextusingappropriatethinkingmethods.

2.Analyseandevaluatethegivenconditions3.Providevariousideasandsolutions.4.Prioritisethesuggestedsolutionsandapplyittosolvetheproblems.

Socialskills Interactwithothersinorderforproblemsolving,outcomegenerating,andlearning

1.Interpretthoughts,emotionsandopinions,andexpresspersonalthoughtsandopinions.

2.Understandandmanagepersonalemotion,motivationandactivitiesinsocialrelationship.

3.Shareknowledgeandskillswithothersinordertoachieveamutualgoal.

4.Establishvisions,setgoals,andinspireandleadpeopleforachievingasharedgoal.

5.Respectothersandworktogethertoaccomplishasharedgoal.6.Behaveresponsiblytakingintoconsiderationthebenefitsofcommunity

Flexibility Activelyembracediversitywhichexistsinsociety

1.Enjoyandtakeupthechallenges,andunderstandthenewchangesinroles,tasksandgivenconditions,andadapttothechanges.

2.Acknowledgeconditionsandincidentsthatarenotclearandunstable,andbehavewiselywithinthegivencontexts.

3.Embracedifferentcultures,acknowledgefailure,andkeepbalancedforbetterachievement.

4.Participateinanewculturewithadvancedtechnologiesincludingsmartdevices

Technologyliteracy

Selectanduseappropriatetechnologyforcollecting,

1.Understandcriticallymessagesinawidevarietyofmediamodesandforms.

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interpreting,using,andgeneratinginformation

2.Selectandusemediatoexpressmessagesrelevanttoacontext.3.Search,evaluate,use,andcreateinformationfortheissueorproblemathand.

4.Complywithcopyrightlawforthefairuseofeducationalcontents.5.Usesmartdevices(e.g.smartphones,SNS)togatherandusevariousinformation

Ethics Demonstratetruthfulandappropriatebehaviorsinvolvingconsistencyingoalsandmeans

1.Judgetherightandthewrongwithoutanydeceitandhypocrisy,anddotherightthings.

2.Actreasonable,rightandjust,recognizingindividuals’uniquenessandvalue.

3.Examinepersonalfeelingsandthoughtsinthepreviousexperience,andimprovecurrentperformanceinordertobeagoodteacher.

4.Dobestasateacherforthepublicgood.Passion Demonstrateaffectionanddevotion

asateacher1.Becertainofsomethinggoodandtrue.2.Continuewithanunpleasantordifficultsituation,experience,oractivityoveralongperiodoftime.

3.Preparethoroughlyforeverywork.4.Workwithastrongsenseofvocationineducation.5.Dobestjobperformanceasteachersforpubliccontribution.

PracticalExpertise

Understandingfutureeducation

UnderstandthedefinitionsoffutureeducationandthevisionsofSMARTeducation

1.ApplythedefinitionandscopeofSmarteducationineducationalpractices.

2.Recognize21stcenturyskillsforstudentsinaknowledge‐drivensociety.

3.Figureouteducationalneedsrelevanttofuturesociety.4.Predictthefeatureofeducationinfutureandinvestigatenecessaryinformation.

Expertiseincontent

Understandandapplyknowledgeinthesubjectdomain

1.Developandillustrateappropriatelearninggoals,andsharethemwithlearners.

2.Organizelearningcontentswiththeconsiderationofthegivenconditions,suchastheattributesofsubjectmatter,learners,and

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environment.3.Delivercontentseffectivelyusingappropriatepresentationmethods.4.Developexpertiseinsubjects5.Inquireandsearchlearningmethodsandstrategiesrelevanttosubjects

Rapportbuildingwithlearners

Buildapositiverelationshipwithstudentsinwhichteacherandstudentsareabletounderstandeachother

1.Facilitatelearnerstodiscovertheirownpotential,andletthemknowteacher’sexpectations.

2.Behelpfulandfriendlytowardlearners,andrespectlearners’perspectivesandbehaviours.

3.Beaffectionateandshowyourfondnessforlearners.4.Identifylearners’needsandconditions,andprovideappropriateadviceaccordingly.

5.Providesupporttolearners’digitalcultureandbehaviours.6.Utilizesmartdevicesforbuildingthepositiverelationshipsbetweenteachersandstudents.

Instructionaldesignanddevelopment

Designteachingstrategiesandtactics,anddevelopteachingmaterialsusingsmartdevicesandapplications

1.Designcoherentinstructionsintermsoflearningobjectives,content,methods,media,andevaluation.

2.Designinstructionsinvolvingeffectiveuseoftechnology,anddeveloprelevantmaterialsinordertoachieveobjectives.

3.Designformalandinformalteachingandlearningactivities,anddeveloprelevantmaterials.

4.SelectcurriculumandcontentrelevanttoSMARTeducation5.ImplementSMARTeducationdifferentiatedinstructioninsubjecteducation.

6.Useadvancedtechnologiesandinfrastructureinclass.7.UsevariouslearningmethodsfordesigninganddevelopingSMARTlearning.

8.Developandusedigitalmaterials(e.g.digitaltextbooks,videos,etc.).Learning‐affordance

Promotemeaningfullearningexperiencebyorganizingclassroom

1.Facilitateandmaintainlearnermotivationbyusingquestions,discussions,practicesinwhichthelearnerscanactivelyparticipate.

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building environment,teachingandlearningactivities,andsocialrelationshipsamongstudents

2.Establishandmaintainanatmospherewherelearnersareabletoconcentrateonlearning.

3.Makecarefulobservationoflearners,andprovidetimelyandmeaningfulfeedback.

4.Acquireandmanageavarietyofeducationalresourcesandenvironmentssystematically.

5.Helplearnerstopromoteasoundmindandbody.6.Maximizetheinteractionbetweenteachersandstudents,andamongstudents.

7.Usesmarttoolsforencouraginglearners’engagement.8.Copewithnegativeaspectsofsmartlearningenvironment.

Evaluationandreflection

Assesslearners’performanceandoutcomeofeducationalactivities,andutilizetheresultofassessmentforimprovement

1.Developstrategiesforevaluatingthelearningprocessandperformance,developmeasurementinstruments,andshareevaluationresultswithlearners.

2.Developstrategiesforevaluatingeducationalprogramoutcomes,developevaluationtools,andreflectontheresultsforimprovement.

3.Developandimplementevaluationforassessing21stcenturylearners.

4.Useavarietyofeducationalevaluationmethods5.Usesmarttoolsforevaluation.

Networkbuilding

Playaroleasamemberofcommunityandbuildrelationshipswithregionalstakeholdersandresources

1.Providelearnerswitharichlearningexperiencebyactivelyutilizingvariousresourcesfromthecommunity.

2.Establishpositiveandcooperativerelationshipswithparentsinordertoacquiresupportfromparents.

3.Practiceasenseofcommunitybyparticipatinginvariousvoluntaryservicesforthelocalcommunity.

4.Recognizecurrentinternationaleducationissuesrelevanttoteaching,andmakeanefforttobeapartofit.

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CASE STUDY:

NATIONAL ICT COMPETENCY

STATNDARDS FOR TEACHERS

September 2014

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TANZANIA AND KENYA 

ImplementingICTCompetencyFrameworksforTeachersintheStrengtheningInnovationandPracticeinSecondaryEducation(SIPSE)

teacherdevelopmentprojectinTanzaniaandKenya

ByMaryHooker(Globale‐SchoolCommunitiesInitiatives(GeSCI))

AbstractTeacherdevelopmentremainsamajorchallengefortheimplementationoftechnologyenhancedlearningastheextremelyrapidgrowthandturnaroundinnewtechnologyandknowledgecontentmeanthatthisemergentfieldischangingfasterthaneducationpersonnelcantrackit(Coolahan2002;Chinein2003).TheUNESCOICTCompetencyFrameworkforTeachers(ICT‐CFT)launchedin 2008 and updated in 2011 presents a framework to help educational policy‐makers andcurriculum developers identify the skills teachers need to harness technology in the service ofeducation.

Since2010theGlobalE‐SchoolsandCommunitiesInitiative(GESCI)60hassupportedMinistriesofEducationinpartnercountriesofRwanda,Kenya,Tanzania,NigeriaandGhanainthecriticaltasksofcontextualizationandroll‐outoftheUNESCOICT‐CFTinvolvingforteachers,teachereducatorsandpolicymakersacrossmainstreamEducationandTVETsectors.

Thiscasestudyexamines thedevelopmentand implementationof theICT‐CFT inGESCIpartnercountries of Tanzania and Kenya in the Strengthening Innovation and Practice in SecondaryEducation (SIPSE)project thatwas launched in July 2013as a2 year pilot initiative.The SIPSEproject is a GESCI, Master Card and Ministry of Education partnership programme 61conceptualized to enhance teacher capacity in ICT competencies and skills to teach Science,Technology, English and Mathematics (STEM) subjects in secondary schools for a 21st Centurycontextandtoincreaseaccessto,andqualityofteachingandlearningmaterials.Theprojectusesblended learningmethodologies to build the capacity of 12 teacher educators (master trainers)and120secondarySTEMteachers from20schools (6STEMteachers ineachschool)across thetwoprojectcountriesduringitstwoyearpilotimplementation.

1. The Case Study Countries  KenyaandTanzaniahavebeenmakingremarkableprogressputtinginplacenationalICTineducationpolicyframeworksandimplementationstrategiesthatspecifytheuseofICTinteachereducation.ItisinthiscontextthatopportunitiesandchallengesforthedevelopmentandimplementationofICTcompetencyframeworksforteachersinbothcountrieswillbeexamined.ThefirstsectionbrieflydescribesthebackgroundoftheKenyaandTanzaniacasestudycountries.Thecountryprofilesencompassingdemographicandsocio‐economicindicatorsarebrieflyexamined.Theaimistoexploreinthisandthefollowingsectionsthe

60Global e-Schools and Communities Initiative (2013) Home page. GESCI is an International Non-Government Organization (INGO) set up under the auspices of a United Nations (UN) Information and Communication Technology (ICT) Task Force in 2004 as a designated body to provide demand-driven assistance to developing countries seeking to harness the potential of ICT to improve access to and quality and effectiveness of their education systems 61ReadmoreontheGESCI,MasterCardFoundationandMinistryofEducationSIPSEPartnershipProgrammeat:http://www.gesci.org/mastercard‐foundation‐and‐gesci‐introduce‐stem‐teachers‐to‐new‐mobile‐learning‐platform1.htmlandhttp://www.mastercardfdn.org/Projects/global‐e‐schools‐and‐communities‐initiative‐gesci

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factorsthatareleadingtoorinhibitingtheadoptionofICTineducation,inteachereducationandindevelopment.

1.1. General overview 

KenyaandtheUnitedRepublicofTanzania(alsoknownsimplyasTanzania)arebothlocatedinEasternAfricawithbordersontheIndianOcean.Kenyaoccupiesalandmassof569,250sq.kmwithapopulationin2013ofalmost44millionandanannualpopulationgrowthrateof2.7%.Tanzaniacoversanareaof945,087sq.kmwithapopulationin2013estimatedat49millionandanannualpopulationgrowthrateof3.1%(UIS,2011;UNESCO2013/2014).Thereisacommonpatternofpopulationbreakdownbetweenbothcountrieswhere:inKenyasome42%ofthepopulationisbelow15yearsand2.7%above65years(CIA,2013);andinTanzaniasome44%ofthepopulationisagedbelow15years,some4%isaged65yearsandaboveandthemedianageofTanzania’spopulationis18years(TanzaniaNationalBureauofStatistics,2012).

1.2. Kenya 

KenyaisconsideredtobethelargestandmostdiversifiedeconomyinEastAfricaanddescribedbysomesourcesasa“linchpincountryforthegrowthandstabilityoftheentireregion”(USAID,2013).62Thecountryisamajoreconomic,financial,communication,andtransportationcentreinEastAfrica.Agriculture,tourism,manufacturingindustryandinvestmentandgrowthintherapidlyexpandingtelecommunicationssectorarethemainstayanddriversoftheeconomicbase(SwartsandWachira,2009;OpenDataInitiative2011).63

1.3. Tanzania 

Tanzaniaisacountrythatisrichlyendowedwithnaturalresources,pursuessoundeconomicpoliciesandhasattractiveinvestmentpolicies.Theagriculturalsectorplaysanimportantroleintheeconomyinemployingapproximately80%oftheworkforce,accountingforhalftheGDPandproving85%ofexports.Theroleofcommunications,financialservices,tourism,construction,manufacturingandretailtradeareemergingasexpandingsectorsanddriversofeconomicgrowthanddevelopment(WorldBank,2014).

Table1presentssomeselectedsocio‐economicindicatorsofthecasestudycountriesbasedontheHumanDevelopmentIndex(HDI)fromtheUNDPHumanDevelopmentReportfor2013.

Table 1: Key Socio‐Economic Indicators for Kenya and Tanzania 

KeyEducationIndicatorsfortheCaseStudies

Kenya Tanzania

Population 43,924,000(2013est.) 49,153,000(2013est.)Languages English,Swahili,and

some42localdialectsKiswahili,English,andsome100differentlocaldialects

GDP(inUSDollars) 62.7 59.8GDPpercapita(inUSDollars) 1,541(2012) 1,383(2012)HumanDevelopmentIndex 145(outof186

countries)153(outof186countries)

62USAID(2013)KenyaG‐Youth,retrievedfrom:http://www.g‐youth.org/main/index.php/partners/usaid.html63FiguresfromtheKenyaOpenDataInitiative(2011)indicatethatnearly30%ofKenyansareinternetusersandmorethan80%usemobilephones–aphenomenonthatis‘changingthewayKenyanscommunicateanddobusiness’

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KeyEducationIndicatorsfortheCaseStudies

Kenya Tanzania

Populationvulnerabletopoverty 27.4(2011) 21.0(2011)Internetusers(per100people) 25.9(2010est) 11.0(2010est.)Sources:UNDPHumanDevelopmentReport(2013)

2. Enabling Education Policy Environments 

TheintegrationofICTineducationandteacherdevelopmentrequiresenablingvisionandpolicyenvironmentswheretechnologyisusedaspartofaholisticapproachforeducationanddevelopment.TheeducationandICTpolicyenvironmentsofthecountrycasestudiesarebrieflyexaminedbelow.Table2presentssomeselectededucationindicatorsofthecasestudycountriesbasedontheEducationindicatorsfromtheUNDPHumanDevelopmentReportfor2013andtheUNESCOEducationGlobalMonitoringReportfor2013/2014.

Table 2: Key Education Indicators for Kenya and Tanzania 

KeyEducationIndicatorsfortheCaseStudies Kenya TanzaniaYouthliteracyrate(bothsexes)(%agedbetween15and24) 82(2011) 75(2011)Combinedgrossenrolmentfromprimarytotertiary(bothsexes)(%)

66.78(2012) 56.41(2012)

Expenditureoneducation(%ofGDP)(%) 17.2 18.3Meanyearsofschooling(ofadults)(years) 7.0 5.1Expectedyearsofschooling(ofchildren)(years) 11.1 9.1Satisfactionwitheducationquality 59.6 45.8Sources:UNDPHumanDevelopmentReport(2013);UNESCOGlobalMonitoringReport2013/2014

2.1. Kenya Education and Development Vision and Policy 

Kenya is working towards becoming a Knowledge‐based economy and society byimplementing its Vision 2030 for social, cultural, political and economic development(GoK, 2007). Education and training in Kenya lie at the heart of national vision anddevelopmentandareseenasthecorestrategyforbuildinghumanresourcesnecessaryforemployment and wealth creation (Swarts & Wachira, 2009). The launch of the KenyaEducation Sector Support Programme (KESSP) (2005 – 2010), free primary education(FPE) (started in 2003) and free secondary education (FSE) (started in 2008) haveresultedinmajorbreakthroughsinexpandingeducationaccessandequityatprimaryandsecondary levels – with primary net enrolment moving from 62% to 83% and lowersecondarygrossenrolmentmovingfrom65%to91%between1999and2010(UNESCO,2012a).As canbeseen from table2above thesuccessesof theFPEandFSEandKESSPinterventionsaremanifestedinthelevelofyouthliteracy,theexpectedyearsofschoolingandthelevelofsatisfactionwiththequalityofprovisionwhicharequitehighineachcase.ChallengesremainhoweverwithalmostonemillionchildrenstilloutofprimaryschoolinKenya and growing concerns about the quality of provision under pressures of rapidexpansion(UNESCOGMR,KenyaFactSheet,2012b).

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2.2. Tanzania Education and Development Vision and Policy 

In Tanzania the National Vision 2025 envisages development towards a society of highqualitylivelihoodsandastrongandcompetitiveeconomy–whereeducationisconsideredas ‘a strategicagent formind‐set transformationand for thecreationof awell‐educatednation’ (URT 2002 p19). In recent decades Tanzania like Kenya has made remarkableprogress in education provision and outreach. The launch of the Primary EducationDevelopmentPlan(PEDP)in2001andtheSecondaryEducationDevelopmentPlan(SEDP)in2004haveresultedinexpandingeducationaccessandequityatprimaryandsecondarylevels.Therehasbeensignificantprogressinyouthliteracythathasincreasedfromaround60%in1980to75%in2011andalsoineducationgrossenrolmentsrecordedin2010at106.4% in primary education and a comparative 47.3% in secondary education (BEST,2010).HoweverTable2showsaperformancethatisalittlelowerthanKenyainrelationto the combined gross enrolment ration, themean years of schooling for adults and theexpected years at schooling for children. In Tanzania like in Kenya there are growingconcernsofthecapacityoftheeducationsystemtoprovideinclusiveandqualityeducationand to train adequate and competent teachers under the pressures of rapid expansion.(WorldBank,2010).

2.3. Opportunities and challenges 

The biggest challenge for Kenya and Tanzania may lie in their greatest asset – theburgeoningpopulationofyouth.ThesuccessofEducationforAllpolicieshavecreatednewproblemswhereunprecedentedlargecohortsofyoungpeoplearenowcompletingthefirstcycle of basic education. The pressure on governments is to provide either furtheropportunitiesforeducationortocreateemploymentforthethousandsofgraduateswhoenterthelabourforceeveryyear.Thereisafurtherurgentneedforaccesstoappropriateskillstrainingtoenablepeopletofindwork/ortocreateworkintheformalorinformal21stcenturyeconomies(PalmerandKing2010;UNESCO2012;WorldBank2012/2013).

 

3. Education Systems and Teacher Education Provision  

TheeducationandtrainingandteachereducationstructuresinKenyaandTanzaniaarepresentedbelowwithdetailsofprogressionandprovision.

3.1. The Kenya Education System 

TheformaleducationsysteminKenyacomprisesofEarlyChildhoodEducation,8yearsofcompulsoryschoolinginprimaryeducation,4yearsinsecondaryeducationandaminimumoffouryearsintheUniversitydependingonthedegreepursued.Thisiswidelyreferredtoasthe8‐4‐4systemwhichhasbeenoperationalsince1985.OthereducationandtrainingprogrammesincludetheTechnicalIndustrial,VocationalandEntrepreneurshipTraining(TIVET),SpecialNeedsEducation,AdultandNon‐formalEducation(MoE,2008).ProgressionfromprimarytosecondaryschoolandfromsecondarytouniversityisthroughselectiononthebasisofperformanceinthenationalexaminationsfortheKenyaCertificateofPrimaryEducation(KCPE)andtheKenyaCertificateofSecondaryEducation(KCSE)respectivelywhichareadministeredbytheKenyaNationalExaminationsCouncil.Figure1belowisagraphicalrepresentationofgraduationatvariouslevelsandagesinthe

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educationsystemwherethedifferentlevelsintegratebothhorizontallyandvertically(Swarts&Wachira,2009).

Figure1:StructureandOrganizationofEducation&TraininginKenyaSource:GoK2005,SessionalPaperNo.1of2005–APolicyFrameworkforEducation,TrainingandResearch

 

3.2. The Tanzania Education System 

TheformaleducationsysteminTanzaniaconsistsof7yearsofprimaryeducation,4yearsin lower secondary (Ordinary or O Level), 2 years in senior secondary (Advanced or ALevel) and a minimum of 3 years in tertiary or university education. Early childhoodeducation liespartlywiththeMinistryofCommunityDevelopment,GenderandChildrenand theMinistry of Educationwith the latter focusing on the pre‐primary level. SpecialEducationisofferedaspartoftheformalsystemthrough:specialschoolswhichcaterforchildrenwithspeciallearningneeds;integratedunits,whichcaterforchildrenwithspeciallearningneedsbutareattachedtoregularschools;and inclusiveschoolswhichcater forchildren with special learning needs in a regular classroom but children with speciallearningneedsareassistedbyaspecializedteacher.

TheNon–FormalEducation(NFE)systemcomprisesmostlyofadultliteracyimplementedunder the IntegratedCommunityBasedAdult Education (ICBAE). Programmes targetingout‐of‐school childrenandyouthareoffered throughComplementaryBasicEducation inTanzania (COBET) Centres. COBET graduates have the opportunity to join in the formaleducation.

ECCD (THREE YEARS)

ECCD (ONE YEAR)

THE PRIMARY CYCLE

(EIGHT YEARS)

SECONDARY CYCLE

(FOUR YEARS)

BASIC TIVET

ARTISAN AND CRAFT(FOUR

YEARS)

UNIVERSITYUndergraduate

TIVETARTISAN AND CRAFT

DIPLOMA AND UNDERGRADUATEBachelor of Technology

Master of ArtsMaster of Science

MA, MSc

Master of Technology

M.Tech

Doctorate

Ph.DTechnical Doctorates

Ph.D

HIGHER DOCTORATE

0 - 3

3 - 4

4 - 6

6 - 14

15 - 18

Above 18

SeniorScientists

ECCD (TWO YEARS)

EC

CD

PR

IMA

RY

ED

UC

AT

ION

TIV

ET

BA

SIC

ED

UC

AT

ION

HIG

HE

R E

DU

CA

TIO

N

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3.3. Teacher Education in Kenya and Tanzania 

Teacher education in Tanzania and Kenya can be broadly categorized in pre‐service(PRESET)andin‐service(INSET)modalitiesofprovision.Inbothcountriesthetwomaininstitutionsinvolvedinthepre‐servicepreparationofteachersaretheUniversitiesandtheTeacherTrainingColleges.Theseareexaminedbelow.

Universities:

InKenyathepublicandprivateuniversitiesofferBachelorofEducationdegreesinArtsandSciencesaswellaspost‐graduatetrainingforsecondaryschoolteachers.Inthis4‐year training, trainee teachersarerequiredtospecialize in twosubjectsthey can effectively teach once deployed to schools. There are student teacherswhotakeICTasoneoftheirspecializationsubjects.However,ICTintegrationintheteachingprocessisyettobefullyimplementedeventhoughtheuniversitiesoffere‐learning.

In Tanzania the universities train graduate teachers who are posted to teach insenior secondary schools and in TCs. Itwas reported that graduate teachers areprone to leave teaching for other forms of employment early in their careers(Swarts&Wachira,2010).Attritionrates in thiscadreof teachergraduateshavebeen noted to be in the range of 15% or greater. This means that although asubstantialnumberofteachersmaybegraduatingfromtheuniversities,thesemaynot all take teaching jobs.This alsomeans that themajority of secondary schoolteachersarediplomaholders.

TeacherTrainingColleges(TTCs):

InKenyatherearesome22publicand50privateprimaryteacher‐trainingcollegesoffering two year certificate courses for teaching in primary schools and oneoffering a two year diploma course to non‐graduates for teaching in secondaryschools. Around 18,700 trainees graduate from public colleges every two years.TeachersfrompublicTTCsaresupposedtobepostedtopublicprimaryschools.Ashiftfromhavingprimaryschoolteachersteachallsubjectstoaspecializationin2subjectswaseffectedfrom2005inanefforttoimprovequalityofteachertraining.The curriculumhas since been tailored to child‐cantered approaches to teachingandlearning.

In Tanzania there are 34 public Teacher Colleges of which 18 offer certificatecoursesineducationforprimaryschoolteachingand16offerdiplomasinteachereducationforteachinginlowersecondaryschools.Howeverduetotheshortageofteachers in the country, teachers in the latter category usually end up teachingsenior secondary as well. Student teachers destined for secondary schoolsspecialize intwosubjectswhereas inthecertificatecoursetheyaretrainedinallsubjects. Teacher competencies have not been defined at the Certificate andDiplomalevelsofteachereducation.

In‐serviceProvision: InKenya in‐serviceof school teachers structurally fallsunder theDirectoratesof

Primary and Secondary Education. The biggest provider is the Institute forCapacityDevelopmentofTeachersinAfrica(ICDTA).TheInstituteco‐ordinatesin‐service education and training (INSET) activities for teachers geared towards

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Strengthening of Teaching in Mathematics and Science Education (SMASSE) inPrimary,Secondary,TeacherTrainingColleges,andTVETinstitutions.The ICDTAruns 108 District INSET Centres for its Secondary INSET programme and 18RegionalINSETCentresforitsPrimaryINSETprogrammesinKenya.

In Tanzania the in‐servicing of teachers does not tend to be regularized and isreportedtobetakingplaceinanadhoc,anduncoordinatedmanner(KombaandNkumbi,2008).Professionaldevelopmentofteachershasnotbeenincorporatedinthestrategicplansatanylevelandhasnotbeenbudgetedfor.

Inbothcasestudycountries therearenosystematicefforts in the in‐servicingofteachers in ICT skills other than a tendency for one‐off training of teachers inparallelwithsmallorlargescaletechnologydeployments.Theskillsupgradingthattake place in such training tend to be fragmented and not geared towardsaddressing the identified needs of practicing teachers for ICT integration inprofessionalandclassroompractices(SwartsandWachira2009/2010).

3.4. A Summary Overview of Institutions and Provision 

Tables3and4provideasummaryofkeystatistics intheKenyaandTanzaniaeducationandtrainingsectorsinrelationtothenumberofschools,teachersandstudentsatalllevelsoftheeducationsystems.

Table 3: Kenya key statistics in the Education and Training sector 

LevelofEducation No.ofinstitutions TotalNumber

2011 2012 Students/Pupils

Grossenrolmentrate(%)

NumberofTeachers

Pre‐Primary 38,000+(2009)(public&private)

2,370,000(2009)

N/A 78,230(2009)

PrimarySchools 28,567 29,161(20,301public)

9,970,000(2012)

115.8% 176,243(2012)

SecondarySchools 7,297 8,197 2,023,000(2013)

49.3% 59,273(2012)

TeachersTrainingCollegesPrimary

18 50 17,922 N/A N/A

TeachersTrainingCollegesDiploma

2 ‐ 1,800 N/A N/A

Universities 65public/privateuniversities2012/2013

271,142(public)90,246(private)

Source: Statistics in the Education and Training Sector, EMIS, MoE, 2009; Economic Survey Highlights, 

MDP, 2013 

N/A* = Not Available

Table 4: Tanzania key statistics in the education and training sector 

LevelofEducation No. ofinstitutions

TotalNumber

Public Non‐governmental

Students/Pupils

Male(%)

Female(%)

Teachers/Educators/Lecturers

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LevelofEducation No. ofinstitutions

TotalNumber

Public Non‐governmental

Students/Pupils

Male(%)

Female(%)

Teachers/Educators/Lecturers

Qualified Unqualified Total

Pre‐PrimaryEducationCentres

925,465 461,628 463,837 11,980(81%)

2,799(19%)

14,779

Public PrimarySchools

15,265 551 8,419,305 4,203,269

4,216,036

156,733(94.5%)

9,123(5.5%)

165,856

SecondarySchools 3397 869 1,638,699 910,171 728,528 N/A* N/A* 40,517TeachersColleges 34 58 25,814 14,578 11,236 1,665 80 1,745AdultandNon‐formalEducation

625,973 311,817 33,4156 2580 3431 29701

Technical andVocationalInstitutions

21 900 166,786 91,688 75,098

Universities 11 20 169,124 106,615 62,509 Source: Basic Education Statistics in Tanzania (BEST), 2010 N/A* = Not Available

Thetablespresentasummaryoverviewofeducationsystemsthatareinrapidexpansion.Theyreflecttrendsmovingtowardsashiftindemandfromuniversalprimarytouniversalsecondaryeducation.Inparalleltheyrevealemergingscenariosforgrowingdemandsformoreteachersandformoreoptionsforteachereducationprovision.InKenyatheMinistryof Education Statistics in 2008 recorded a shortfall of some 47,000 teachers at primarylevel and 17,000 teachers at secondary level (MoE 2008). In Tanzania governmentestimates in 2007 recorded a requirement of some 45,000 additional teachers to meetdemand resulting from the exponential growth in student populations from primary tosecondarylevel(Hare,2007).TeachersofMathematics,ScienceandLanguage(especiallyEnglish) are inparticular short supply.Many schoolshaveno teachers for some sciencesubjects,andfailureratesforthesesubjectsarehigh(WorldBank,2010).

In this context many experts in the national and international fields of TeacherDevelopment and Information and Communication Technologies (ICT) believe that thethoughtfuluseofnewformsofICTscanbeexploitedtostrengthenandenhanceTeacherDevelopmentprogrammes,addressaccessandimprovethequalityofeducationaldelivery(Leach 2008;Nihuka&Voogt, 2009; Gacicio, 2013). Yet effective technology integrationinto teachers’ classroom practice has not been widespread (McDonough and Le Baron,2010).Theissueiscomplexwheretheneedistoequipeducatorsandadministratorswithexpertise for ICT integration from a systems perspective to support both whole schooldevelopment that will in turn support the pedagogical integration of ICT in classroompractice(Gakuuetal.,2011).

InthefollowingsectionICTpolicyandstrategyframeworksareexaminedintermsoftheirscopeandlimitationsforICTuseineducationandteacherprofessionaldevelopment.

 

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4. Context of the ICT Professional Development Strategies and Frameworks  

ICTteacherprofessionaldevelopmentpoliciesandstrategywhetherdefinedorindevelopmentarecriticaltoolsformappingaholisticapproachforICTuseinteachereducation.ThefollowingsectionsexaminetheparametersofemergingICTeducationandteachereducationpoliciesandstrategiesinthecasestudycountries.

4.1. ICT in Education Policy 

TheGovernmentsofKenyaandTanzaniaseethepotentialfortheuseofICTtoimproveaccessto,quality,relevanceandmanagementofeducationprovision.BothcountrieshavedevelopedpoliciesandstrategiesforintegratingICTintheireducationsystems.

InKenyatheICT4EpolicyisintegratedintheboththeNationalICTandEducationPolicies.TheNationalICTPolicy(2006)emphasizestheuseofICTtomodernizeandimproveitseducationandtrainingsystembyexpandingaccesstotrainingresources,acceleratingthespreadofscienceandtechnology,improvingthequalityoftrainingandthelevelofICTliteracyaswellasresponsivenesstosocietalrequirementsinKenya.InadditionKenyahasbeenimplementingtheNationalICTstrategyforEducationandTrainingdevelopedin2006inresponsetoeducationalprioritiesoutlinedintheNationalICTPolicyandtheKenyaEducationSectorSupportProgrammeandtheneedtorecognizeICTasauniversaltoolforeducationandtrainingthatcanprovide‘capabilitiesandskillsneededforaknowledge‐basedeconomy’(GOK,MoE,2012,p5).

InTanzaniatheNationalICTPolicyof2003recognizestheroleofICTcanplayto‘enhanceeducation, including curriculum development, teaching methodologies, simulationlaboratories,life‐longlearninganddistanceeducationandforteachingofnotonlyICT,butofallsubjectsandspecializations.’Furthermore,adistinctframeworkforlinkingICTandBasic Education has been developed in the form of the ICT Policy for Basic Education(2007)whichrecognizestheuseofICTineducationasatoolthat‘willempowerlearners,teachers, educators, managers and leaders to use ICT judiciously and effectively forexpandinglearningopportunities’(MoE,2007,p2).

4.2. Building Teacher Capacity 

Teacherqualityisthemostimportantfactorfordeliveryoflearningoutcomes.AMcKinsey(2008)reportobservesthat“thequalityofaneducationsystemcannotexceedthequalityofitsteachers”(p16).Theurgentneedisforpre‐serviceandin‐serviceproviderstoequipteacherswithexpertizeforICTintegrationinteachingandlearningthatgoesbeyondtheacquisitionof technological skills.This sections looksat the strategiesand initiatives forbuildingteachercapabilityinICTuseinadministrationandclassroompracticeinthecasestudycountries.Kenya

In Kenya the National ICT Strategy for Education and Training (2006) includes criticalfeatureswhichspecifyhowICTsaretobeusedforbuildingcapacityinpre‐serviceandin‐serviceteachereducation.Thefocusistoestablishmodelinstitutionsthatwillbeusedtodemonstrate integrationof ICT in teachingand learning; to train teacherson integrationtechniques in the contextof classroompractice; and to sensitize educationmanagersontheimportanceofICTintegration.Theaimistobuildcapacityofuniversitiesandcolleges

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toequipteachersinpre‐serviceprogrammeswithICTskillsuptocertificate,diplomaanddegree level. In in‐service the focus is to develop school‐based capacity for at least oneteacher in each school to teach ICT, support ICT literacy and integration and basicmaintenanceofICTequipment.

KenyahasimplementedanumberofICTinteachereducationtraininginitiativesincluding:the multi‐partnership education programme lead by USAID (2006 – 2012) for ICTIntegration in Pre‐Service Teacher Training in Primary Teacher Training Colleges ‐integrating infrastructure inputs from CISCO for networking of TTCs, INTEL Teach andMicrosoft curricula that have been vetted by the Kenya Institute for Curriculum andDevelopmentforuseinICTsandtrainingoftechnicians;64theAfricanUnionNEPADmulti‐partner demo project that equipped 6 secondary schools with state‐of‐the art ICTs andprovidedteachertrainingandlearnercontent;65themassivein‐serviceprogrammebeingconductedin2013‐2014bytheKenyaEducationManagementInstitute inthetrainingof150MasterTrainerswhowillinturntrainsome60,000teacherstokickofftheintegrationofICTinthePresidential‘LaptopProgramme’initiativeforprimaryschools66;theMinistryofEducationScienceandTechnology(MoEST)collaborationwithGeSCIforplanninganddevelopingICTinEducationandTraininginitiatives, including ICTuse intheTVETsub‐sector where: in 2011 a TVET ICT baseline survey was carried out; in 2012 acontextualized framework of ICT‐Competency Standards for Teachers in Kenya’s TVETinstitutions was developed; and in 2013, a strategy for integration of ICT in TVETprogrammeswasdeveloped(MoEST&GESCI,2011).

Tanzania

In Tanzania there have been concerted and on‐going efforts to build teacher ICTcompetenciesandskillsinpre‐serviceandin‐service.In2005thedeploymentofICTintheTeachers Colleges (TCs) was prioritized by the Ministry of Education and VocationalTraining (MOEVT) and ICT use in TC programmes was first implemented as a jointinitiative with the support of the Swedish International Development Agency (Sida).CurrentlyICTprogrammesarebeingimplementedin34Teachers’Colleges(TCs)withtheaimof facilitatingtutorsandstudentteachersto integrateanduseICTasa teachingandlearning tool. Diploma Colleges offer courses on ICT at Diploma level which areInformation and Communication Technology (Academic) and Information Computerstudies(Methodology).

InTanzaniatherehavebeenseveralon‐goinginitiativesthathavebeenintegratingICTinteacher development inclusive of the following examples: theMinistry of Education andVocational Training (MoEVT) and IICD partnership collaboration project on TeacherProfessionalDevelopmentusingICT(BEFT)todevelopschool‐basedcapacityonnewwaysof teaching and administrating with ICT;67 the ICT‐Connect and national TeacherEducationDepartmentpartnershipprojectthathasenabledinformalprofessionallearningopportunitiesandcommunitiesofpracticethroughconnectingtheteachertrainingcollegenetwork toaplatform formutualactivities;68the ‘Badiliko’BritishCouncil andMicrosoft

64http://pdf.usaid.gov/pdf_docs/pdacx751.pdf65http://www.eafricacommission.org/projects/127/nepad‐e‐schools‐initiative66http://www.humanipo.com/news/34207/kenyan‐government‐picks‐trainers‐for‐laptops‐programme/67http://www.iicd.org/projects/tanzania‐betf68http://www.iicd.org/projects/tanzania‐ict‐connect‐ted

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project that uses a digi‐hub model to provide resource outreach and a professionaldevelopment cascade programme for educators to hundreds of schools;69the multi‐partner collaboration between the MoEVT, the Open University of Tanzania (OUT), theUniversity of Dar‐es‐Salaam (UDSM) and the Mid Sweden University (MiUn) on an m‐learning secondary teacher education project providing access to pedagogy and subjectspecializededucationtraining.70Inthiscontextthegovernmenthasmadeeffortstodefinearoadmapforstreamliningthemultiple ICT in teacher education initiatives. In 2009 the MoEVT with assistance fromGESCI facilitated the development of a “Framework for ICT use in Teacher ProfessionalDevelopment in Tanzania” elaborating a development path with vision, goals, resourcerequirements and outcomes for ICT integration in teacher education. In 2013 thepartnershipfacilitatedamulti‐stakeholderdevelopmentoftheTanzaniaBeyondTomorrowstrategy71with a HumanResource Development component that clarifies the need for aclearframeworkforpre‐service,inductionandin‐serviceICTprofessionaldevelopmentofeducators.

4.3. Towards a Framework for ICT Use in Teacher Professional Development 

The Kenya and Tanzania case study ICT professional development strategies andprogrammes describe in broad terms national and local efforts for building teacher ICTcapability: from basic literacy skills to ICT use in management and administration tocontent development and the pedagogical integration of ICT in practice. However thedesiredoutcomesforICTinteachereducationcanonlybeachievediftheoverallstrategiesarecomprehensiveandrealistic.Whatisneededisaframeworkthatcanalignnationalandlocalinitiativesandprogrammesintoacontinuumapproachforbuildingteachercapacitysystematically through different levels of ICT competency from pre‐service to in‐serviceprogrammes.In 2013 GESCI in partnership with the Master Card Foundation and working incollaboration with theKenya and the Tanzania Ministries of Education, introduced theglobally benchmarked UNESCO ICT Competency Framework for Teachers (ICT‐CFT)(2011)intothepartnershipteacherdevelopmentprojectforStrengtheningInnovationandPractice in Secondary Schools (SIPSE) in Kenya and Tanzania. The SIPSE project wasconceptualizedtoenhanceteachercapacityinICTcompetenciesandskillstoteachScience,Technology, English and Mathematics (STEM) subjects in secondary schools for a 21stCenturycontextandtoincreaseaccessto,andqualityofteachingandlearningmaterials.TheadoptionoftheUNESCOICTcompetencyframeworkinSIPSEpresentedanumberofadvantages forpromoting the innovativeand transformativepractices thatunderpin theSIPSEprojectaslistedintable5.

 

Table 5: Advantages of an ICT Competency Framework for Teachers in Professional Development 

Innovationat AcompetencyframeworkintheSIPSEprojectcanfocusICTintegrationoninnovativeandtransformativepracticeatthe

69http://www.britishcouncil.org/partner/corporate/our‐stories/project‐badiliko‐microsoft70http://matsdeutschmann.files.wordpress.com/2013/01/e‐learning‐africa‐2009.pdf71http://www.elearning‐africa.com/eLA_Newsportal/%E2%80%98tanzania‐beyond‐tomorrow%E2%80%99‐soon‐ready/

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classroomlevel

classroomlevelofSTEMteachingandlearning;wheretechnologyintegrationchangescontentaswellaspedagogy(whatstudentslearnaswellashowtheylearn)

InnovationatSystemiclevel

AcompetencyframeworkintheSIPSEprojectcanfocusICTintegrationontransformativepracticesatthesystemiclevel:leadingtochangesintheorganizationalandstructuralfeaturesofICTcourseprovisioninpre‐serviceandin‐serviceincasestudycountries

Clarity ItwillbeclearforallintheSIPSEcoursecountrieswhatisrequiredforcertificationintermsofcompetenciesandskillsforICTuseinSTEMteachingandlearning.

Confidenceincoursematerials

Theministry,partnersandcoursestakeholderscanbeconfidentincoursedevelopmentandmaterialsthatarealignedtoagreedandtransparentICTteachercompetencystandards

ThefollowingsectionoutlinestheprocessesinvolvedinoperationalizingtheICT‐CFTinSIPSEandmoreexplicitlytheprocessesinvolvedincontextualizing,prioritizingandoperationalizingICTCompetencyFrameworksforTeachersinKenya(ICT‐CFTK)andTanzania(ICT‐CFTT)in‐serviceprogrammes.

5. Development of ICT Competencies for Teachers 

Competencewithtechnologyintegrationisthebasisforeffectivechange.ICTcompetenciesorstandardsaredescriptionsofwhataqualifiedteachershouldknowandbeabletodowithtechnologyineducationalsettings.

5.1. An Overview of the SIPSE ICT‐CFT National Task Forces – Kenya and Tanzania 

Thenationaltaskforceineachcountryismadeupofrepresentativesfromnationalandschoollevelsaffiliatedtoteachereducationpolicyandprogrammes,e.g.educationalpolicymakersintheareasofteachereducationandcurriculumdevelopmentforScience,Technology,EnglishandMathematics(STEM)subjectsandteachereducatorsintheareasofSTEMspecialistareasfrompre‐serviceandin‐serviceinstitutions(Universities,TEIsandSchools).Thenationaltaskforcestogetherwithotherkeyexpertpartiesareresponsibleforvalidatingthecontextualizedcompetencyrecommendations,andprovidingassistancetoon‐goingdevelopmentofcurriculummapping,totheidentificationofOERsandthedevelopmentofmodulesfortheprojectteacherdevelopmentblendedlearningcourses.

KenyaNationalTaskForce

1. MinistryofEducation(MoE)–1representative2. KenyaInstituteofCurriculumandDevelopment(KICD)inchargeofTeacher

EducationCurriculum–1representative3. TeacherServiceCommission–1representative

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4. CentreforMathematics,ScienceandTechnologyEducationinAfrica(CEMESTEA)inchargeofin‐serviceteachereducationcurriculuminMathematicsandScienceforprimaryandsecondary–1representative(andSIPSEmastertrainer)

5. SecondaryschoolICTChampionteachersandspecialistsinScience,Technology,MathematicsandEnglishsubjectteaching–5representatives(andSIPSEmastertrainers)

TanzaniaNationalTaskForce

1. MinistryofEducationandVocationalTraining(MoEVT)–1representative2. TanzaniaInstituteofEducation(TIE)inchargeofTeacherEducationCurriculum–

1representative3. TeacherCollegesteachereducationspecialistsinScience,Technology,Mathematics

andEnglishTeacherEducation–6representatives(andSIPSEmastertrainers)

5.2. An Overview of the UNESCO ICT‐CFT 

Competencewithtechnologyintegrationisthebasisforeffectivechange.ICTcompetenciesorstandardsaredescriptionsofwhataqualifiedteachershouldknowandbeabletodowithtechnologyineducationalsettings.

TheUNESCOICTCompetencyFrameworkforTeachers(ICT‐CFT)(2011)promotesateacherdevelopmentmodelforeffectiveICTintegrationacrosssixeducationsystemdomainsofPolicy,CurriculumandAssessment,Pedagogy,ICT,OrganizationandAdministrationandTeacherDevelopment.Itprovidesacontinuumofapproachestoenableteacherstomovefromapplying(technologyliteracy)toinfusing(knowledgedeepening)totransforming(knowledgecreation)stagesofICTintegration.ItisaframeworkthatgraduallydevelopsteachercapabilitytouseICTasanaturaltoolforsupportingandtransformingeverydaypractice(UNESCO,2011;CommonwealthofLearning,2012).

Figure2:ICTCompetencyFrameworkforTeachersSource:UNESCO2011

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5.3. Development of ICT‐Competency Frameworks for Teachers in Kenya and Tanzania 

TheICT‐CFTpresentsaholisticviewofICTteachercompetenciesthatgoesbeyondbasice‐literacy.Itprovidesacomprehensiveframeworkofcompetenciesneededby21stcenturyteachers.HowevertheICT‐CFTisatheoreticalframework.ThissectionpresentstheprocessesinvolvedintheoperationalizationoftheICT‐CFTinSIPSEin‐serviceprogrammesforteachersinKenyaandTanzania.Theoperationalizationprocessesinvolved5principalstages:needsassessmentandsituationalanalysis,contextualizationandprioritizationofcompetencies,curriculummappingbasedonICT‐CFTpriorities,moduledevelopmentbasedonICTcompetencyprioritiesandassessmentandevaluationofthecompetencypilotinginin‐servicecourses(SeeTable6foranoverview).

Table 6: Stages of ICT‐CFT Operationalization 

Activities Participants/accountability

Methods Duration

Output

Stage1 Situationalandneedsassessmentanalysis

Ministries&Departments,Universities,TEIs,TVEs,Schools,etc.

Literaturereview,Questionnaire,FocusGroupDiscussion,Interview,Surveys

2monthsperiod

InstrumentsSituationanalysisreport

Stage2 Contextualization&prioritizationofICTcompetencies

PolicymakersTeachereducation,TeacherServices,teachereducatorsTEIs&Universities

ICT‐CFTRoadmaptool;Development‐prioritysurveyandmatrixtools

2daysperiod

ICT‐CFTRoadmapContextualizedcompetencyframeworkforteacherinKenya(ICT‐CFTK)andinTanzania(ICT‐CFTT)Prioritizedcompetenciesformoduledevelopment

Stage3 CurriculumMappingUsingICT‐CFTPriorities

Nationaltaskforce&partnerexperts

ICT‐CFTcurriculumreviewandmappingtools

2weeksperiod

NationalCurriculumreviewsCurriculummappingforin‐servicetraining

Stage4 ModuleDevelopmentusingICT‐CFT&TPACK

Nationaltaskforce&partnerexperts

OERsandICT‐CFT&TPACKframeworks

4monthsperiod

Modulesfor2levelsofICTcompetencies

Stage5 Assessment&Evaluation

MasterTrainerteamfromnationaltaskforce

LessonobservationLessonplanassessmenttools

Ongoing Certificationfor2levelsofcompetencyattainment

SummaryofactivitiesforSIPSEICT‐CFTImplementation:

SIPSEyear1implementation

1) Situationalandneedsanalysis,2) ICT‐CFTcontextualization&prioritization,

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3) Preandin‐servicecurriculumreview&SIPSEcurriculummappingbasedonprioritizedICT‐CFTcompetencies,identificationofOERS,developmentofSIPSEmodulesfortechnologyliteracyandknowledgedeepeninglevels,

4) DeploymentofSIPSEmodulesfortechnologyliteracy(TL)level–workshops,e‐learningandm‐learningandschoolbasedprojectbyteacherteams(schoolreview)

5) Monitoringof3levelsofSIPSEprofessionaldevelopmentimpactinyear1 Level1‐teacherreactiontoTLmodulartrainingdeliveredviaworkshopsand

online Level2‐teacherself‐assessmentpreandpostTLmodules Level3‐teacherapplicationofTLlevellearning(measuredviaobservationof

classroompractice,lessonreview)

SIPSEyear2implementation

1) DeploymentofSIPSEmodulesforknowledgedeepening(KD)level–workshops,e‐learningandm‐learningandschoolbasedprojectsbyteacherteams(lessonplanning,teachingandreflectioninteacherdesignteams,schoolplanningforICTintegration)

2) Monitoringof5levelsofSIPSEprofessionaldevelopmentimpactinyear2 Level1‐teacherreactiontoKDmodulartrainingdeliveredviaworkshopsand

online Level2‐teacherself‐assessmentpostKDmodules Level3‐teacherapplicationofKDlevellearning(measuredviaobservationof

classroompractice,lessonreview) Level4‐schoolorganizationandculture(schoolsupportforICTintegration–

leadership,schoolculture,ICTacrossthecurriculum,teacherprofessionaldevelopmentresourcesandinfrastructure)

Level5–studentattitudesanddispositionstowardsICTuseinSTEMteachingandlearning

3) Evaluation–externalevaluationofprojectimpactat5levelsofteacherprofessionaldevelopment

TheprocessofcompetencyframeworkoperationalizationinTanzaniaandKenyawassetuptobeamorecollaborativeprocessofcompetencyconsensusthatisthenormofcompetencysettingineducationsystems.TheflowofthecompetencyframeworkoperationalizationisshowninFigure3.

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Figure3:FlowChartofICT–CFTImplementationRoll‐out

 

Stage 1: Needs assessment and situational analysis  

GESCIhasconductedICTinEducationneedsassessmentsandsituationalanalysisinKenya(SwartsandWachira2009;MoEST2010)andinTanzania(SwartsandWachira,2010;Hookeretal.2011).ThefollowinggoalswerespecifictotheassessmentoftheteachereducationlandscapeineachcountrywithaviewtopilotingtheICTCompetencyFrameworkforTeachers:a) AscanoftheICTteacherdevelopmentlandscapelookingatexistingICTteacher

trainingpolicies,strategies,programs,standards(ifany),curriculum,content,deliverymechanisms,evaluationandassessmentamongothersbothatin‐serviceandpre‐servicelevels.ThisscanwouldbeusedtodeterminethecontributionofICTcompetencystandardsinKenyaandTanzania

b) AstakeholderanalysisanddeterminationofkeynationalcounterpartsfortheICTinTeacherEducationinitiativesinconsultationwiththeMinistriesofEducation

c) Determiningatwhatlevel(primary,secondaryortertiaryincludingvocationaltraining)topilottheICTTeacherCompetencyFrameworkinalignmentwithcountryneedsandobjectives

d) IdentifyingteachertraininginstitutionstotargetforpilotingtheICT–CFTframeworkandtools

Theneedsanalysiswasconductedintwophases:adeskstudyfollowedbycountryfieldstudies.

DeskReview: The purpose of this stage was to generate a knowledge base about thegeneralstatusof ICT ineducationandteacherdevelopment inKenyaandTanzania.Thisstage consisted of reviewing existing literature, reports, comparableworkdone inothercountries,websitesandavailabledata.

Stage2:Contextualization&prioritizationofICT‐CFT

Stage 3: Curriculummappingagainstpriorities

Stage1:Needsassessmentandsituationalanalysis

Stage4:Moduledevelopment usingICT‐CFT&TPACK

Stage5:Assessmentandevaluation

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FieldSurvey:Thisstage,conductedoveraperiodoftwoweeks,collectedmorein‐depthdataandinformationabouttheICTineducationandteacherdevelopmentlandscapesinKenyaandTanzania,gatheringinformationthroughinterviewsandconsultationwithactorsfromtheeducationandteacherdevelopmentnationalsectors,agenciesandinstitutions.Thekeytoolsusedduringfieldresearchwere:

Interviewsconductedwithkeyinformantsinministries,nationalinstitutionsandagencies,statecollegesandlocalschoolsforadurationofbetween45minutestoonehour.

Focus group discussions conducted with lecturers, teachers, student teachers

and students

Surveys on stakeholder importance and prioritization ratings of UNESCO ICT

teacher competency standards

Questionnaires to verify status of ICT infrastructure in Colleges of Education

and schools

SeethecompletefieldresearchtoolsetinAppendix1.

Stage 2: Contextualization of the UNESCO ICT‐CFT framework 

ThecontextualizationoftheICT‐CFTinvolvedatwo‐stepprocess:(1) FormulationofaroadmaptoolforICTcompetencystandardsforteachers

ThegoalofdevelopingaroadmaptoolwastohaveabaselineframeworkreadyforfacilitatingcontextualizationprocessesinTanzaniaandKenya.Theroadmapwasthusthestartingpointofcontextualizationprocess.Thestepsinvolvedincreationofroadmapwere:

a) Reviewingcompetenciesfromaroundtheworld:Variousinternationaland

nationalframeworkswereconsultedduringthecreationofroadmaptool.Theframeworksreviewedduringroadmapdevelopmentwere:

‐ ISTE:NationalEducationalTechnologyStandardsforTeachers(NETS‐T)‐ UNESCO:ICTCompetencyFrameworkforTeachers‐ Australia:ICTCompetencyFrameworkforTeachers‐ DutchICTKnowledgeBase‐ TeachersCompetenciesandQualificationsFrameworkforEUcountries‐ ICT‐enhancedTeacherStandardsforAfrica‐ SouthAfricanICTTeacherDevelopmentFramework72

72CommonwealthDepartment of Education Science andTraining (2002). RaisingtheStandards:AproposalfortheDevelopmentofanICTCompetency Framework for Teachers. Retrieved from: http://pandora.nla.gov.au/pan/32689/20030102‐0000/www.dest.gov.au/schools/publications/2002/RaisingtheStandards/RaisingtheStandards.pdfeQSF(2010).AQualityStandardsFrameworkforICTinLearning.Retrievedfrom:http://www.eqsf.eu/index.php?homeGovernment of Australia, Department of Education (2013). ICT Professional Standards and Indicators. Retrieved from:http://www.det.wa.edu.au/curriculumsupport/ocs/detcms/navigation/ict‐professional‐learning‐and‐pedagogies/developing‐skills‐for‐using‐ict/?oid=Category‐id‐3727005#toc1Government of South Africa (2007). Guidelines for Teacher Training and Professional Development in ICT. Retrieved from:https://www.google.co.uk/?gfe_rd=cr&ei=df1AU8nLN6LY8gf3y4GYDg#q=www.thutong.doe.gov.za%2FResourceDownload.aspx%3Fid%3D35998VanderLinde,D.,VanderHoeff,A.,Pronk,H.andVanAst,M.(2009)ICTKnowledgeBase.Retrievedfrom:http://www.edusummit.nl/fileadmin/contentelementen/kennisnet/EDUSummIT/Documenten/ICT_Knowledge_Base.pdf

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b) ICTTeacherCompetencyRoadmap:TherestructuringoftheUNESCOICT

CompetencyFrameworkforTeacherstocreateanICTTeacherCompetencyRoadmaptool.ThisworkinvolvedanalysingeachoftheUNESCOcompetencydevelopmentapproaches(technologyliteracy,knowledgedeepeningandknowledgecreation)andsystemdomains(policy,curriculum,pedagogy,ICT,organization&management,teacherdevelopment). Eachcompetencydomainwasdividedintosub‐domains(e.g.policy‐policy

awareness;classroompractice). Aprogressionpathwasmappedofkeyperformanceindicatorsand

benchmarkstodescribeincreasinglevels(beginning,applying,proficient&transformativelevels)ofteacherattainmentinthefullimplementationofeachcompetencysub‐domainandapproach.

AnumberofgapswereidentifiedwheretherewasnotarelevantUNESCOstatementforaparticularsub‐domain.NewstatementsweredraftedwhichwereconsistentwiththenearestUNESCOcompetencystatement.

Anew“emergent”levelwasaddedtotheICT‐CFTframeworksothattheroadmapwouldbemoreinclusivetoschoolsandinstitutionsthatwerejustbeginningtoengagewithICT–astagethatwasevidentinasignificantnumberofeducationinstitutionsandschoolsduringtheneedsanalysis(Table7).

Table7:ExtractfromtheICTTeacherCompetencyRoadmap

Emergent TechnologyLiteracy KnowledgeDeepening KnowledgeCreation

Competencydomains&

sub‐domains

Performance

Indicators

Teachers…

Beginning

Teachers…

Applying

Teachers…

Proficient

Teachers…

Transformative

Teachers…

Policy&Vision

Policyawareness

research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas.

identifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment

contributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.

collaboratewithotherstoplanandimplementnewandmoreeffectiveapproachtointegratenewICTacrossallsubjectareas

embed,school,districtandnationalpolicyinICTintegrationbyapplyingitintheirdailyworkandengagingwithstudentsininnovativeandexemplarypractice.

Classroom

Practice

design,adaptanddevelopclassroompractices

createlessonplanswithabasicreferencetoschooland/or

identifykeycharacteristicsofclassroompracticesandspecifyhow

explainandanalysetheprinciplesofusingICTineducation‐

design,implement,andmodifyschool/institutionalleveleducation

UNESCOInternational Institute for Capacity Building in Africa (IICBA) (2009) ICT‐enhanced Teacher Standards for Africa (ICTeTSA). Retrieved from: http://unesdoc.unesco.org/images/0021/002161/216105e.pdf UNESCO(2008,2011).ICTCompetencyFrameworkforTeachers.Retrievedfromhttp://unesdoc.unesco.org/images/0021/002134/213475e.pdf

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andschoolprogrammestoimplementnationalICTandeducationreformpolicies

nationalICTpolicyandpractice.

thesecharacteristicsservetoimplementpolicies(TL.1.a.)

describehowtheseprinciplescanbeputintopracticeintheirownteaching‐analysewhatissuesariseinimplementingtheseprinciplesandhowthoseissuescanbeaddressed.(KD.1.a.)

reformprogramsthatimplementkeyelementsofnationaleducationreformpolicies.(KC.1.a)

Note:EnumeratedstatementsrefertocompetenciesintheUNESCOICT‐CFT

c) Fourlevelsofcompetencies:Allinall,theroadmaphasfourlevelsofteachercompetencies: Intheemergingstage,theteacherdevelopmentfocusisontheuseofICTasan

add‐ontothetraditionalcurriculaandstandardizedtestsystems.TeachersandlearnersarediscoveringICTtoolsandtheirgeneralfunctionsanduses,andtheemphasisisonbasicICTliteracyandskills.

Intheapplyingstage,thefocusisonthedevelopmentofdigitalliteracyandhowtouseICTforprofessionalimprovementindifferentdisciplines.ThisinvolvestheuseofgeneralaswellasparticularapplicationsofICT.

Intheproficientstage,theteacherdevelopmentfocusisontheuseofICTtoguidestudentsthroughcomplexproblemsandmanagedynamiclearningenvironments.TeachersaredevelopingtheabilitytorecognizesituationswhereICTwillbehelpful,andchoosingthemostappropriatetoolsforaparticulartask,andusingthesetoolsincombinationtosolverealproblems.

Inthetransformativestage,thelearningsituationistransformedthroughtheuseofICT.ThisisanewwayofapproachingteachingandlearningsituationswithspecializedICTtools.Teachersarethemselvesmasterlearnersandknowledgeproducerswhoareconstantlyengagedineducationalexperimentationandinnovationtoproducenewknowledgeaboutlearningandteachingpractice.

TheroadmapisatoolthatcanbeusedtocontextualizeortailordevelopmentpathsforICTuseinprofessionaldevelopmenttoaparticularcountry,itspoliciesanditscurrenteducationalconditions.SeethecompleteroadmapandperformanceindicatorsinAppendices2and3

(2) ContextualizingcompetenciesthroughaconsensusbuildingprocessInKenyaandTanzanianationaltwo‐dayworkshopswereheldaspartoftheSIPSEpartnershipproject,foranintroductiontoandcountrycontextualizationoftheICT‐CFTroadmap.

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a) Theworkshopswereattendedbyparticipantsrepresentingkeystakeholdersinteachereducationineachcountry,e.g.educationalpolicymakersintheareasofteachereducation,teacherservicecommissionsandcurriculumdevelopmentforScience,Technology,EnglishandMathematics(STEM)subjectsandteachereducatorsintheareasofSTEMspecialistareasfrompre‐serviceandin‐serviceinstitutions(Universities,TEIsandIn‐serviceproviders).DuringtheworkshoptheMOEandGESCIpartnerteamsservedasinformants,facilitatorsandresourceprovidersratherthanhavingadirectroleincontextualizingthecompetencies.

b) Thekeyworkshopactivitiesforcompetencycontextualizationandprioritizationwereasfollows:

‐ Familiarization:Facilitationteaminteractivepresentationanddiscussionof

theICT‐CFTroadmap;thefocusinthediscussionwastoexaminetheICT‐CFTroadmapdomainsandperformanceindicatorsinthecontextofglobaltrendstowardsICTcompetenciesandstandardsineducationandteachereducation(seeroadmapandperformanceindicatorsinappendices2and3)

‐ Review:ParticipantreviewofvariousinternationalandregionalICTcompetencyframeworks;thefocusinthereviewwastoexamineanddiscusscompetencyfeaturesandcharacteristicsthatwouldbeappropriateforcountrycontexts;whetherthecompetenciesshouldbegenericorsubject‐specific;whethertheyshouldbetargetedatpre‐serviceorin‐service;whethertheyshouldbedevelopedforteachers,administratorsorteachereducators,oranyothergroup;howthecontextualizedcompetenciesmightbeusedandownedaswellasobstaclestotheiruse(seethecompetencyreviewtoolsinappendix4).

‐ Contextualization:ParticipantuseofStandardsforStandardstoolfor

contextualizingICT‐CFTroadmapcompetencies:thefocusinthecontextualizationwastousethetoolcriteriaofclarity,scopeandrelevancetoassesswhethertheRoadmapICTTeacherCompetencieswereclear,sufficientintermsofcontent,andapplicableandrelevanttotheparticipantteacherdevelopmentcontexts;andthentomodifythecompetenciesbasedontheparticipantassessmentandsuggestionsforimprovementandlocalizationofthecompetencies(seethecontextualizationtoolinappendix5)

‐ Prioritization:ParticipantuseofaDevelopment‐PriorityScantoolcontaining

26performancecriteriadrawnfromtheICT‐CFTroadmap;thefocuswastoenableparticipantstoidentifywheretheythinktheirteachersareintermsoftheirICTdevelopmentleveloneachperformancecriterion(emerging,applying,proficientortransforminglevel)andwheretheywanttheirteacherstobeintermsofselecting3or4priorityperformancecriteria(outofthe26)thatshouldbethefocusofprofessionaldevelopmentcourses(seethedevelopment‐prioritytoolinAppendix6).

‐ CompetencyPriorityMatrix:Amatrixwasdevelopedfromananalysisofthedevelopment‐priorityscanningamongstakeholders(policymakers,educators,teachers,principals)inthenationalworkshopsandsurveys;thematrix

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presentedamappingofcompetenciesratedbystakeholderstobeathigh/lowlevelsofdevelopmentandpriority.Seetable8ICT‐CFTprioritycompetenciesidentifiedfortheSIPSEcourseimplementationinKenyaandTanzania.Allthecompetenciesthatwereratedashighinpriority(whethertheywerehighorlowindevelopment)wereselectedasthefocuscompetenciesfortheSIPSEteacherin‐servicecourseonICTusetosupportSTEMteachingandlearning.

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Table8:ICTteachercompetencyprioritiesforSIPSEcoursefocusinKenya&Tanzania

QuadrantIII:HighDevelopment.LowPriority

QuadrantIV:HighDevelopment,HighPriority

LowDevelopmentHigh

• ICT‐Internet• ICT‐Communication&collaboration• ICT‐Educationalsoftware• Org‐LeadingICTintegration• Org‐Acceptable&appropriateuses

• Curriculum‐CurriculumPlanning• Pedagogy‐Planning• Pedagogy‐Problembasedlearning• ICT‐Productivitytools• Org&Management‐Classroom

management

QuadrantI:LowDevelopment,LowPriority

QuadrantII:LowDevelopment,HighPriority

• Cur‐Communication&collaboration• Cur‐SpecialNeedsEducation• Pedagogy‐Communication&

collaboration• ICT‐Administration• ProfessionalDev‐Informallearning

• Policy‐Policyawareness• Policy‐Classroompractice• Curriculum‐LearningEnvironment• Curriculum‐• ProfessionalDevelopment–

Planning• ProfessionalDev‐Teacher

awareness

Low PriorityHigh

 

Stage 3: Curriculum Review  

Thenextstagefocusisoncurriculumreviewofpre‐serviceandin‐serviceteacherdevelopmentprogrammesusingcurriculummappingtoolsthatdrawoncontextualizedandprioritizedcompetencies.

a) Curriculumreviewandimprovement:Curriculumreviewcanbealengthyandeven

expensiveprocess,dependingonhowitisstructured.Inaworldwherechangeisaccelerating,itisdesirabletohaveshortercurriculumreviewcyclesinformedbycontinuousinformalreviewsasthecurriculumisa‘work‐in‐progress’andneedstoberesponsivetochangingcircumstancesandemergingneedsofstudentsandsociety.

b) UNESCOICT‐CFTReviewTool:IntheKenyaandTanzaniaSIPSEprojecttheadoptionoftheUNESCOICT‐CFTwasausefultooltocarryoutshortandfocusedinformalcurriculumreview.Anexampleofthecurriculumreviewtemplatecanbefoundinappendix7.Thetemplatepresentsareviewprocessthatrequiresanexaminationofteacherdevelopmentcurriculumandsyllabusgoals,priorities,learningoutcomes,pedagogy,assessmentpracticesandteacherpreparationinrelationtohowthesecouldbeenhancedorimprovedwiththeintegrationanduseoftheICT‐CFTandits6systemcompetencydomains.

c) STEMCurriculumReview‐Kenya&Tanzania:Theexistingcurriculumfor

secondaryteachereducationinKenyaandTanzaniawasreviewedbythenationalteams,asin:thepre‐servicediplomacoursecurriculumoftheKenyaInstituteofCurriculumDevelopment;73thein‐servicecurriculumforMathematicsandScienceoftheKenyaCentreforMathematics,Science&TechnologyEducation;74andthediploma

73http://www.kicd.ac.ke/74http://www.cemastea.ac.ke/

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courseforsecondaryeducationoftheTanzaniaMinistryofEducationandTraining.75TheteamsidentifiedatendencyforseparateguidelinesincurriculumsyllabusesforICTuseinsubjectteachingandtheneedforICTtobeintegratedintocurriculumorientationsforsupportingcontentandpedagogy.SeeTable9exampleofcurriculumreviewandimprovementforICTintegrationinKenyaIn‐serviceMathematic&ScienceSyllabuses.

75http://www.moe.go.tz/index.php?option=com_docman&task=cat_view&gid=369&Itemid=618

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Table9:CurriculumReviewandImprovement–In‐serviceScienceandMathematics

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Stage 4: Module Development and Deployment 

ThefollowingphasesofmoduledevelopmentwerecompletedoverafourmonthperiodduringandafterthenationaltaskforceteamconsultationworkshopsinKenyaandTanzania.The development phases involved processes that built on the analysis coming out of

the ICT Teacher Competency contextualization, prioritization and curriculum review. The

module development and deployment phases involved processes of module curriculum

mapping, identification and assessment of appropriate open education resources, guided

writing and review, and piloting and evaluation of the first iteration of the SIPSE modules.

The following section presents an overview of these phases.

a) CurriculumMappingforModuleDevelopment:

BasedontheanalysisoftheICTcompetencyprioritizationandnationalteachereducationICTcurriculummappinggaps,afirstdraftofacurriculumframeworkcanbemappedtooutlinebroadthemesandcompetenciesforthedevelopmentofpre‐serviceorin‐servicemodularcoursesthatareinformedbyprioritiesandneeds.Table10showspartoftheSIPSEcurriculumframeworkthatwasdevelopedfromthestakeholderprioritizedcompetenciesforin‐serviceprofessionaldevelopment.Theframeworkscaffolds‘curriculumpathways’totaketeachersthroughthreelevelsofICTcompetencies–startingfromalevelofICTbasiccompetency(‘emerging’),toanapplyingICTcompetencylevel(‘technologyliteracy’)toaproficientICTlevel‘knowledgedeepening’.

Table10:SIPSECurriculumpathwaysmapping3levelsofteacherICTcompetencydevelopment

KeyCurriculumAreas

Emerging TechnologyLiteracy KnowledgeDeepening

PolicyAwareness

Teachersidentifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment

TeacherscontributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.

TeachersdiscussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.

Curriculum&Assessment–CurriculumPlanning

Teachersexplainhowexistingcurriculumobjectivesandassessmentprocedurescanincludetheuseoftechnologytosupportstudentlearningandoutcomes.

Teachersmatchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsanddescribehowthesestandardsaresupportedbytheseapplications.(TL.2.a.)

TeachersdesignunitsandclassroomactivitiesthatintegrateinastructuredwayarangeofICTtoolsanddevicestosupportstudentlearning.

Pedagogy‐Planning

Teachersselectandusehardwareandsoftwarebestsuitedtoparticularlearningexperiencesandplanstudentlearningexperiencesforappropriateuseofthese

TeachersdescribehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofschoolsubjectmatterKnowledge(TL.3.a.),incorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionof

Teachersdesignunitplansandclassroomactivitiessothatstudentsengageinreasoningwith,talkingabout,andusingkeysubjectmatterconceptswhiletheycollaboratetounderstand,

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tools. schoolsubjectmatterknowledge.(TL.3.b.)

represent,andsolvecomplexreal‐worldproblems,aswellasreflectonandcommunicatesolutions.(KD.3.d.)

ICT‐Internet Teachersexploreand

demonstratetheuseoftheinternetforsearchandretrievalofinformation.

TeachersdescribetheInternetandtheWorldWideWeb,elaborateontheiruses,anddescribehowabrowserworksanduseofURLtoaccessawebsite(TL.4.e.),useasearchengine.(TL.4.f)

TeachersevaluatetheaccuracyandusefulnessofWebresourcesinsupportofproject‐basedlearningwiththesubjectarea.(KD.4.b.)

Organization&Administration–ClassroomManagement

Teachersusewholeclassinstructionaspredominantteachingstylefortechnology‐basedlearningactivities.

Teachersidentifytheappropriateandinappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.(TL.5.c.)

Teacherscreateflexibleclassroomlearningenvironmentsthatintegratestudentcentredactivitiesandflexiblyapplytechnologytosupportcollaboration.

TeacherDevelopment‐Planning

Teachersinvestigateandreflectonresearchandprofessionalpracticeforusingdigitaltoolsandresourcestosupportstudentlearningneeds.

TeachersuseICTtoenhancetheirproductivity.(TL.6.a.)

TeachersuseICTtoaccessandshareresourcestosupporttheiractivitiesandtheirownprofessionaldevelopment.(KD.6.a)

b) MappingModuleCurriculumObjectives,ContentandPedagogyStrategies:

Thenextphaseofmodulecurriculummappingoutlinestheidentificationofhigh‐levelobjectives,proposalsforcontentandpedagogicalstrategiesforeachcurriculumcompetencydomain.Table11illustratesapartofthetechnologyliteracylevelcurriculummappingofobjectives,contentandpedagogyproposalsbynationalteamsineachdomainoftheSIPSEprioritizedcompetencies.TheICTcompetencydomainunderpinsalldomainsandwasthereforenotspecifiedasaseparateareaforcurriculummappingbynationalteams.

Table 11: Technology Literacy Module Curriculum Objectives,  

Content and Pedagogical Strategies Mapping 

Module&UnitTitle Objectives ProposedContent Teaching&learningstrategieswithproposedactivities

Policyawareness TeachersshouldbeabletodiscussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.

Identificationofpolicydocuments,

methodsofcollaboration,

approachesforICTintegration.

Explanationofpolicydocuments,discussiononmethodsofcollaboration,agroupactivityonapproachesforICTintegration.

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Curriculum&Assessment‐CurriculumPlanning

Teachersmatchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsanddescribehowthesestandardsaresupportedbytheseapplications.(TL.2.a.)

ConceptsandprocessesintheSTEMsubjectareas.

functionandpurposeofsubject‐specificsoftwaretools.

DiscussionofkeyconceptsandprocessesinrespectiveSTEMsubjectareas.PlanningactivitiestoexploreonthefunctionsandpurposeofSTEMsubject‐specifictools.

Pedagogy–Planning TeachersshouldbeabletodescribehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofschoolsubjectmatterKnowledge(TL.3.a.),incorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionofschoolsubjectmatterknowledge.(TL.3.b.)

Whatitmeanstobeanexemplaryteacher;

RoleofICTinteachingandlearning,

UnderstandingtheTechnology,PedagogyandContent(TPACK)modelanditsapplicationtoteachingandlearning;UseofICTinworkplanningandlessonpresentation

Teacherexpositionontheconceptofgoodteachingstrategieswithtechnology,TPACK.throughthink‐pairandshare,cumulativetalk,discussionstrategies,5levelsofquestioningtopromotehigherorderthinkingetc.

Organdadmin‐classroommanagement

Teachersshouldbeabletoidentifytheappropriateandinappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.(TL.5.c.)

ConceptandmeaningofappropriatesocialarrangementsinICTuse;Howstudentslearn;andtheroleofgroupwork,pairwork,individualworkinrelationtoICT

Facilitatorsexpositiononbasicunderstandingoftheconceptssocialarrangements;Discussiontasksandreporting,demonstrationsandsimulationsofsomeofthesocialarrangements

TeacherDevelopment‐Planning

TeachersshouldbeabletouseICTtoenhancetheirownproductivity(TL.6.a)

TeacheruseICTresourceinpreparationofcontentintheirteachingareas.

StrategiestobuildICTintodailyroutinessuchthateverysubjecthasICTintegratedlessonatleastoneaweek,test&assignmentpreparation,etc.studentstoaccessmoreinformationonsamecontentexploringmoreskillsusingblendedICTtoolslikeInternet.

Thisprocessallowsformoduledevelopmentinthenextphasetoweighthedifferentpriorityfocusareasanddeterminethenumberofmodulesandnotionalhoursforcoursedevelopmentwhetherinonlineorworkshoporblendedlearningmodalitiesofpre‐serviceand/orin‐servicedelivery.

c) OpenEducationResourcesIdentification:Guidedbythecurriculummapping,the

nationalteamsandexpertscanconductinternetsearchesforpotentialresources.Thefocusinsuchsearchesistolocateopeneducationandfreeresources(OERs)thatcan

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bealignedtothemoduleobjectives,contentandpedagogystrategiesidentifiedbythecurriculummapping.SeveralexistingOERwebsitesandteacherdevelopmentcoursewareweresharedtomakethesearcheasierforidentifyingOERSfortheSIPSEmoduledevelopmentandrelatedmaterialsforICTuseinSTEMsubjectteaching.

d) CourseGuidedWriting:Userguidesofinstructionaldesignaredevelopedtoguide

teamsinthedevelopmentofthecoursemodulesto:a)layouttherecommendedlearningpathwaythroughtheselectedICTteachercompetencyprioritiesandOERresourcesidentifiedbythenationalteams;andb)toidentifyasequenceofteacherlearningandapplicationactivities.TheSIPSECoursecentredonmodulardevelopmentforashortfive‐monthin‐serviceprogramme.Fromthenationalteamcurriculummapping,fivemodulesweredevelopedonthebroadthemeofICTuseinScience,Technology,EnglishandMathematics(STEM)attwolevelsofICTteachercompetency(technologyliteracylevel–3modules;knowledgedeepeninglevel–2modules).Teachersweregivenapre‐courseworkshoptocovertheemerginglevelofICTcompetencybasisskills.

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The5coursemodulescoveredthefollowingtopicareas: Module1–ICT&DidacticTeaching–focusonpracticeanddrillICTtoolsand

introducingpresentation,spreadsheetandwordproductivitytools Module2–ICT&STEMCurriculumStandards–focusonpresentationICTtools Module3–ICTintheClassroom&theComputerLab–focusonsimulationtools;

specialunitonnationalpolicies&theirimpactoneducation Module4–Problem‐basedlearning–focusonconceptandmindmappingICT

tools Module5–Project‐BasedLearning–focusonSTEMSubjectSpecificICTTools&

Webquest

SeeAppendix8foramoredetailedoverviewofthe5SIPSEmoduletopicsandcontent.AkeycomponentoftheSIPSEinstructionaldesignwastheintegrationofTechnology,PedagogyandContentKnowledge(TPACK)76featuresinthemoduledevelopment.EachofthefivemodulescontainsinformationandactivitiesthatarestructuredintofourunitsforbuildingteachersTechnological,PedagogicalandContentknowledge(TPACK)attechnologyliteracyandknowledgedeepeningcompetencylevels‐asin:‐ Unit1presentsexemplarycurriculummaterialsintheformoftechnology

enhancedSTEMcasestudiesandlessonplans(ContentKnowledgefocus);‐ Unit2examinespedagogicalstrategiesthatcansupportstudentunderstanding

andknowledgearoundSTEMconcepts(Pedagogicalknowledgefocus);‐ Unit3buildsteachercapacityintheuseofthecourseICTtoolkit–frombasicto

advancedskillslevels(TechnologyKnowledgefocus);‐ Unit4centresonteachersapplicationoftechnology,pedagogyandcontent

knowledgeinclassroomactivities,lessonplanningandresourcedevelopment(Technology,PedagogyandContentKnowledgeapplicationfocus).

TheoverallpurposeistoassistteacherstoseewhatICT‐CFTcompetenciescanlooklikeinpracticeandtoputthemintopractice.SeeFigure4andappendix9foramoredetailedexampleandoverviewofaSIPSEmoduleunitsetillustratingtheunderpinningTPACKinstructionaldesigntodevelopICT‐CFTteachercompetenciesthatcansupportSTEMteachingandlearninginpractice(TPACK‐ICT‐CFT‐in‐Practice).

76http://www.tpack.org/

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Figure4:SIPSECDOverviewofModuleunits‐TPACK&ICT‐CFTinpractice

e) Modulepiloting:The5moduleshavebeenpilotedinKenyaandTanzaniain2014overaperiodof15weeks(3weeksforeachmodule)intwocyclesofprofessionaldevelopmentfora)technologyliteracylevelcompetencydevelopment(modules1,2and3)andb)knowledgedeepeningcompetencydevelopment(modules4and5).Feedbackbasedonmastertrainerandteacherfeedbackontheonlinecourse,workshops,schoolvisitsandclassroomobservationshasbeencollectedandcollatedtoinformrevisionstothecoursemodulesandresources.

f) PlatformDevelopment:Asthecoursemoduleshavebeendesignedtobedelivered

throughablendedapproachofface‐to‐faceworkshopsandonlinelearning,e‐learningandm‐learningplatformsandCDsweredevelopedtoenablevariousconduitsofaccessbyteachersandmastertutors/trainerstothemodules.Communicationtools(discussionsforums/chats)wereusedontheplatformstoencourageandnurtureSIPSEteacherpeer‐to‐peerengagement,knowledgeexchange,networkingandprofessionallearningcommunitieswithinandbetweenSIPSEschoolsandacrosscasestudycountries.

Stage 5: Assessing/Evaluating Acquired ICT Competencies  

TheSIPSEContextualizedICTCompetencyFrameworkforTeachersinKenyaandTanzaniadefinewhatteachersshouldknowandbeabletodowithtechnologyinSTEMteaching.Outcomesaredefinedbyperformanceindicatorsordescriptorofachievementatthedifferentstagesofapplying(technologyliteracy)andproficient(knowledgedeepening)stagesoftheteacher’sprogressionpathofcompetencydevelopmentoverthe5modules.

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Howeveritisimportanttoclarifythatsuccessinattainingthegeneralprogressindicatorswilldependontheteachers’supportsystemattheSIPSEsecondaryschoollevel.ThiswoulddescribeasupportsystemthatisbasedonsharedvisionandstrongleadershipforICTintegrationintheschoolcurriculumandassessmentthatislinkedtonationalpolicyforICTineducationandteacherprofessionaldevelopment.ThiswouldrequiresupportivepoliciesonICTplanningandbudgets,technicalsupportandothersuchconditionstobedefinedandclarifiedbyschoollevelstakeholders.Withoutsuchasupportsysteminplace,itisverydifficultforteacherstoattainatransformativecompetencylevelforICTuseinclassroompractice.AnimportantcomponentintheSIPSEassessmentisthewholeschooldevelopmentforICTschoolpolicyandplanningthatislinkedtotheICT‐CFTcompetencydomainsonawarenessandapplicationofICTpolicyinschoolandclassroompractice.

Assessment Framework 

TheSIPSEcoursewillprovideteachercertificatesasevidencethatteachershavecompletedeachcycleof‘technologyliteracy’and‘knowledgedeepening’competenciessuccessfully.ThecertificateswillbecreditedwithinthenationalTeacherServiceCommission(Kenya)andTeacherEducationDepartment(Tanzania)standardsframeworksofevidenceforrenewalofprofessionalregistrationandforpromotion.77

Tothisendthecourseassessmentwillfocusonminimumrequirementsofteacherparticipationoncourseonlineactivitiessuchasdiscussionforumsandchats,formativeassessmentofteachercourse‘portfolios’,classroomobservations,andschoolreviewandpolicyprojectsasfollows:

1) TheminimumcriteriatocompletetheSIPSEcoursearethefollowing:

a) Teacherparticipationinandcontributiontoonecontenttopicchatpermoduleb) Activeparticipationinandcontributiontoonediscussionforumtopicpermodule.

2) Theformativeassessmentcoversthefollowingassessmentactivitiesa) A minimum of one classroom observation for each cycle – where the

observationisassessedusingaTPACKobservationframeworktool(Appendix10).Each teacherreceivesaminimumofoneclassroomobservationtobecarriedoutbytheMasterTrainertaskforceteamineachcycleofcompetencytraining. Eachindividual teacher classroom observation accounts for 25% of marks (2observationsintotalcovering2cyclesofcompetencydevelopment)

b) Ateacherportfolioforeachcompetencycycle–teacherscollatethetwo“best”itemstheyhavepreparedfromeachmodule‐lessonplans/activities/teachingandlearningmaterials/reflectionjournal.Thematerials formthefinalportfoliotobeassessed using a technology, pedagogy and content knowledge lesson reviewframework(Appendix10).Eachindividualteacherlessonreviewaccountsfor20%ofmarks(2lessonreviewspercycle).

c) A teacher group school project to assist whole school review anddevelopmentofICTpolicy,visionandplanning‐theprocessesinvolvedifferentstages of ICT school visioning, review, SWOT analysis, priority identification and

77TeacherServiceCommission,Kenyaat:http://www.tsc.go.ke/index.php/our‐services/hr/promotionTeacherEducationDivision,Tanzaniaat:http://www.moe.go.tz/index.php?option=com_content&view=article&id=1594&Itemid=592

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planning based on SIPSE ICT School of Excellence criteria domains for Schoolleadership and vision, ICT across the school curriculum, ICT school culture, ICTprofessional development and ICT infrastructure and resources (Appendix 10).Eachteachergroupschoolreviewprojectaccountsfor10%ofthemarks.

 

Evaluation Framework 

The evaluation of the SIPSE professional development for ICT use in STEM sets out tomeasuretheimpactofthecourseworkICT‐CFTandTPACKframeworksthathavedefiendmodule development and impelementation. The proejct uses an adaptation of Guskey’s(2002) framework for evalauting professioanl development programmes whereinformation is collected and analysed at five levels of implementation. The focus is tosystematicallyassesstheimpactoftheSIPSEcoursefromthef2fteachercapacitybuildingworkshopstotheonlinecourseandteachercommunityplatform(level1),totheteacherself‐assessmentoftheirICT&TPACKcompetencies(level2),toschoolsupport(level3),toteacher application of competencies in classroom practice (level 4), to student learning(level 5). Teacher self‐assessment and student survey tools form part of the additionalassessmenttoolstomeasureimpact(Table12).

Table12:Evaluationof5levelsofprjectprofessioanldevelopmentimpact

M&ELevel M&EToolsFirstlevel–teacherreaction Workshop&onlinemoduleevaluationonlinesurveyto

gatherinformationonteachers’initialsatisfactionSecondlevel–qualityoflearning

Teacheronlineself‐assessmentande‐diary/e‐portfolioartifacttoolsprogrammeintheirprofessionalpractice

Thirdlevel–schoolorganizationsupport

• Aschoolvisitprotocolwhichisaninterviewprotocolforschooladministrators(SchoolHeadsandHeadsofDepartment)

• SchoolreviewbasedonSIPSESchoolsofExcellenceCriteria

Fourthlevel–teacherapplication

TPACKclassroomobservationprotocolisatooltoassessteacherapplicationoftheirTPACKinclassroompractice

Fifthlevel–studentlearningandattitude

StudentsurveytoolisaquestionnairetoassesstheprojectinfluenceonstudentlearningandattitudestowardstechnologyuseinSTEMclasses.

Adapted:Guskey2002

6. Impacts and issues  

6.1. Impacts  

TheSIPSEcourseisstillinimplementationandtheassessmentandevaluationprocessesofdatacollectionandanalysishavenotbeenfinalized.TheexpectedendoftheSIPSEcourseandmodelevaluationwillbeMay2015.Howeveritispossibletopresentsomeimpactassessmentbasedontheevaluationofthefirstcycleofmoduleimplementationtodevelopteachers’ICTcompetenciesattechnologyliteracylevel.

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TheSIPSEcourseprovisiononlineviae‐learningandm‐learningplatforms,off‐lineCDsandPDFoptionsforprintingthemodules,theintensiveprocessofschoolvisits,classroomobservationandco‐reflectionwithteachersbythemastertrainerteamshavecreatedasignificantimpactonteachers’perceptionsandpracticeonthevalueoftechnologyintegrationandthepotentialforchangeinschoolpractice.Theteacherworkshopandonlineevaluationfeedbackaswellasthechatsanddiscussionforumengagementbytheteacherswouldsuggestthatthecoursematerialsinthefirstcycleseemtobeappropriate.ThematerialsseemtoenableteacherstoengagemeaningfullywithexploringtheuseofICTtosupporttheirSTEMteachingandlearning.TheevidencefromschoolvisitsandclassroomobservationsconfirmsbothteachersemergingconfidencewithanduseofICTintheclassroomandschoolmanagementadjustmentstosupporttheuseofICTacrossthecurriculum.ThelatterwasevidencedinanumberoftheprojectschoolsshowingmanagementcommitmenttorevampingICTinfrastructureandresourcestofacilitateteacheruseofICTinthelabandclassroomsandtosupplyingteacherswithresourcesofmodemsandinternettimetosupportteachersonlinecourseattendance.

 

6.2. Issues and solutions 

“Teachersouttherearedoinggreatworkdespitetheirbusyschedules.WhatIsuggestisthatoneoftheoutputsofthispartoftheSIPSEprojectistocollect,makeafewadjustmentsandconsolidatetheselessonsplans,togetherwiththeiraccompanyingresources/URLsandmakeamanualofSIPSEICTintegratedlessonplans”.

MasterTrainer1‐ObservationfromSchoolVisits“Iwasobservinglessonsinoneschoolwhichhadproblems.ButIamhappythattheteachershavenowembracedtheuseoftechnology.IthinkmanyofourschoolsweweredealingwithwereattheemergingstageofICTandfewoftheteacherswereahead.HowwillwesustainICTIntegrationaftertheendofthetrainingandproject?Youcouldthinkoftheimpactafterfiveyearsweseeiftheyhavereachedtheinfusionstageofknowledgedeepening”.

MasterTrainer2‐ObservationfromSchoolVisits

Formanyschoolheadsandteachersthefirstcycleof‘technologyliteracy’courseimplementationhasbeenafast‐trackedexperience–wheretheyaretryingtocopewithnewideaswhilemaintainingtheirworkpracticesforalignmentwithschoolrequirements.Thelessonplanreviewsandclassroomobservationsinthefirstwaveofschoolvisitsdemonstrateteacherswhoaretryingtoapplyknowledgeandskills–butwhomayneedmoresupport–whetherfrommastertrainersorfromotherteachersintheirschools,orfromschoolheads.TheissuemayalsobeoneofbetteraccesstocoursematerialsviatraditionalhardcopiesorCDsofthecoursemodulesaswellastheonlinee‐learningandm‐learningplatforms.Manyteacherssimplydonothavetimetoaccesscoursesonlineandmaynotbecomfortablewithmultiplelearningpathformatsassociatedwithonline

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instructionaldesign.Thenon‐mandatorystatusofcontinuousprofessionaldevelopmentcoursesalsopresentschallengesforteachercommitment.Theschoolculturesdonotnecessarilyprovidespaceforteacherstoexperimentwithnewtoolsandmaterials–wherethereisconstantpressuretopreparestudentsforexamsandtocopeswithlargeclassesandheavyteachingloads.Preparationofclassmaterialsusingtechnologyisalsodemandingonteachersinaninitialphaseandrequiresenablingconditionstosupportteachersthroughthechangeprocess.ThespecialmoduleadditionattheendofthefirstcycleforwholeschoolreviewandvisionforICTintegrationhashadapositiveimpactinbringingtogethermanagementandteacheractionsandsynergiesforICTintegrationatschoollevel.TheICTschoolreviewandplanningactivitywillbekeytoaddressingquestionsonshiftingteachers’capacityfromanemergingstagetothetechnologyliteracyandknowledgedeepeningstagesoftheICT‐CFT.Theteachersneedadequateandsustainedsupportandresourcesatschoollevelsothattheycancontinuetoexperimentandtaketherisksnecessaryforinnovativepractice.ThiswouldputastrongemphasisonschoolreviewandplanningascriticaltoolsforsupportingbothcourseimplementationandthelongertermsustainabilityoftheICT‐CFTteacherdevelopmentmodelandapproach.

7. Conclusions TeachersplayapivotalroleinadoptingICTintoclassroompractice.Howeververyoftenteacherdevelopmentfortechnologyintegrationhastendedtobeneglectedorfocusedmoreonimmediateconcernswhennewtechnologiesareintroducedintoeducationsystems(Muellaretal.,2008).ThereisaneedforadeeperdevelopmentandevaluationfocusonframeworkssuchastheUNESCOICTCompetencyFrameworkforTeachers(ICT‐CFT)thatcanenablemorerigorousapproachesfortheadoptionofICTinteacherdevelopmentprogrammesandclassroompractices.ThiscasestudyhasexploredhowtheUNESCOICT‐CFTcanbeadapted,contextualizedandimplementedinin‐serviceprovisionbasedontheexperiencesoftheICT‐CFTimplementationintheStrengtheningInnovationandPracticeinSecondarySchools(SIPSE)projectinKenyaandTanzania.SeverallessonsemergedfromthefirstphaseoftheICT‐CFTimplementationintheSIPSEproject.SomeoftheselessonsareoutlinedbelowandsomelessonscontinuetoemergeastheSIPSEprojectentersthesecondphaseofICT‐CFTimplementation.‐ TheUNESCOICT‐CFTframeworkisanexcellentpointofreferencetoprovideguidelines

forplanningICTteachereducationprogrammeswhethertopreparepre‐serviceteachersortofacilitatein‐serviceteachers’professionaldevelopment.

‐ ThecountrylevelneedsassessmentresearchandstakeholderconsultationworkshopsarecriticalprocessesforbuildingownershipandcapacityforcontextualizingandaligningtheICT‐CFTtonationaleducationandteacherdevelopmentpoliciesandobjectives.

‐ ThereisaneedformoreelaboratecapacitybuildingontheICT‐CFTasitcannotbeassumedthatteachereducationstakeholdershavethenecessarycapabilitiesto

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contextualize,adaptanddevelopmodulesandimplementcoursesthatarealignedtotheframework.

‐ TheintegrationofaTPACKinstructionaldesignintheICT‐CFTmodulardevelopmenthelpstosituateteachers’competencydevelopmentfirmlyinpedagogicalpractice(TPACK&ICT‐CFT‐in‐practice).

‐ Thereisaneedtorecognizethenationalandschoollevelessentialconditionsthatarenecessarytoenableteacherstoexplore,applyanddevelopICTcompetenciesandskillsinteachingandlearningpractice.

‐ Inthecaseof‘knowledgedeepening’and‘knowledgecreation’ICTteachercompetencylevels,nationalandschoollevelICTpolicyandcultureenvironmentsarecriticalfactorsinsupportingteacherstodothenecessaryexperimentationandrisktakingfordevelopingthesehigherorderICTcompetenciesandinnovativepractices.

‐ Thedevelopmentofthecoursematerialsisenhancedifthemoduleoutputsmeettherealneedsofteachersastheyattempttoapplytheirknowledgeandskillsintheoftencomplexandmessyenvironmentsofschoolandclassroomcontexts.TheSIPSEfivelevelmonitoringandevaluationprocesseswithin‐builttoolsforcontinuousreviewandlearningcanenabletimelyfeedbackforcoursere‐adjustmenttomeettheneedsofteachersandthechallengesofthecontextsinwhichtheywork.

 

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Appendix1:Situational&NeedsAnalysisSurveyInstruments

APPENDIX1A:INTERVIEWPROTOCOLICTCompetencyStandardsforTeachersinTanzania/Kenya

Purposeoftheinterviews

PrimaryobjectiveofmissionisaneedsassessmentistounderstandthelandscapeofICTinEducationandTeacherDevelopment

InterviewProtocol

1. Sixareasa. Mandate–institutional/organizationalrelatedtoEducation,TeacherDevelopment&

ICTb. Actors–Whoisinvolved?c. Policyandobjectives–Education,TeacherDevelopment&ICTd. Resources–ICT/non‐ICTavailable/requiredforICTinEducation/Teacher

Developmente. Regulatoryframeworks–formal&informalforICT/TeacherDevelopmentf. Community–public/privatenetworksinICTinEducation&TeacherDevelopment

2. TrainingneedsInyouropinion,whatisthemostimportantICTtrainingneedforateacherinTanzania/Kenya?

3. ICTCompetenciesforTeachersIfyouwentintotheclassroomofagoodteacherwhoisusingICTinhis/herpractice,whatwouldyousee?

4. Wrapup

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APPENDIX1B:FOCUSGROUPPROTOCOL

Lecturer/TeacherFocusGroupDiscussions StudentTeacher/SecondaryStudentFocusGroupDiscussion

Question1‐Policyissues

WhatarethemostimportantfactorswhichencourageyoutouseICTinyourinstructional/courseactivities?

Question1‐

PolicyissuesonICTaccess

‐ HowimportantisICTinyourdailylives/inyourlearning?

‐ WhatdoyouthinkabouttheuseofICTsinteachereducation/learningtoday(Isitanecessityoraluxury?

Question2‐Curriculum

HaveyouexploredopportunitiestouseICTinyourcurriculum/forinstructionalpurposes?

Howdoyouuseit?

Question2‐ Curriculum

IstheICTonofferintheCollegeofEducationprogrammes/schoolprogrammesrelevanttoyourfutureprofessionalneeds?

Question3–Pedagogy

Ifyouwentintoalecturehall/classroomofagoodlecturer/instructorwhowasusingtechnology,whatwouldyousee?

Question3– TeachingandLearning

DoyouuseICTinyourcourses/subjects?

WhatICTsareusedinyourcourses/subjects?(collectonflipchart)

Question4–Infrastructure

WhatarethenonICT/ICTresourcesthatyouuseinteachingandlearning?Whatresourcesthatyouneed?

Question4– Infrastructure

‐ HowfarisittheCollegeofEducation/schooljobtohelpyoutoworkwithtechnology?

‐ Whydoyouthinkthat?

Question5–Organization&administration

HowdoestheadministrationsupportICTuseforyourteachingfunction/yourspecializedarea?

Question5– Organization&administration

HowdoyouthinktheCollegeofEducation/schoolshouldsupportyouinusingtechnology?

Question6–ProfessionalDevelopment

CanyougetaccesstoICTspecifictrainingsupport?

HaveyoubeenonICTcoursesforteachers?

Whatfurthertrainingdoyoufeelyouneed?

Question6– StudentDevelopment

‐ Whattechnologyapplicationsdoyouunderstandeasily/notunderstand?

‐ Isthereanytechnologyinyourcourseworkthatyoudonotgetinvolvedwith?Why,whynot?

‐ Whathelpdoneedtoimproveyourskillsinusingtechnologyinyourcourse‐work/learning?

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APPENDIX1C:IMPORTANCE‐PRIORITIZATIONSURVEYICTTeacherCompetencyStandardsforTanzania

ThetablebelowliststhesixICTTeacherCompetencyStandarddomainsofpolicy,curriculum,pedagogy,ICT,organization&managementandteacherdevelopmentwhicharebasedontheUNESCOframework.

PrioritizingICT‐TeacherCompetencies

1. HowimportantareeachoftheICTteachercompetencystandardsforyouasalecturer/teachers?(Pleasetickasappropriate).

2. UsethestickersprovidedtoidentifythetopthreeprioritiesyouwouldliketheICTTeacherCompetencyStandardsforTanzaniaprojecttofocusoninthepilotphase(Redsticker1stpriority;Greensticker2ndpriority;Yellowsticker3rdpriority)

ICTTeacherCompetencyStandardDomains Important Moderatelyimportant

Notimportant

Policy

PolicyawarenessAwarenessofnational/institutionalICTineducationpolicy

ClassroompracticeApplyingnational/institutionalICTpolicyintheclassroom

CurriculumandAssessm

ent

CurriculumPlanningUsingICTtoolsforcoursedesignandlessonplanning

LearningEnvironmentUsingICTtoolsindesignofteaching&learningactivities

StudentexperienceUsingICTtoolstosupportstudentunderstandingofsubjectconcepts&theirapplications

AssessmentUsingICTforformative&summativeassessmentandtoprovidestudentswithfeedbackonprogress

Communication&collaborationUsingICTcommunicationandcollaborationtoolstoaccessandsourceinformationandtoconnectstudentstotheworldoutsidetheclassroom

SpecialNeedsEducationUsingICTresourcesandassistivetechnologiestoaddressspecialeducationalneeds

Peda

gogy Planning

UsingICTtodesignteaching&learningunitplansandactivities

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ICTTeacherCompetencyStandardDomains Important Moderatelyimportant

Notimportant

ProblembasedlearningUsingICTtoidentifycomplex,real‐worldproblemsandstructuretheminawaythatincorporateskeysubjectmatterconceptsandservesasthebasisofstudentprojects.

StudentexperienceUsingICTtodesignandimplementcollaborative,project‐basedunitplansandclassroomactivities

ProjectbasedlearningUsingproject‐basedlearningandICTtoolstosupportstudentthinkingandsocialinteraction

Communication&collaborationUsingopen‐endedtoolsandsubject‐specificapplicationstosupportstudentcollaboration

ICT

ProductivitytoolsUsingopen‐endedsoftwarepackagesappropriatetosubjectmatterareas

AuthoringtoolsUsinganauthoringenvironmentortoolstodesignofflineand/orwebresources

InternetUsingwebresourcesinsupportofproject/problem‐basedlearning

Communication&collaborationUsingsearchengines,socialmediawebsitesandemailtofindpeople&resourcesforcollaborativeprojects

AdministrationUsingICTtomanage,monitorandassessprogressofstudentprojects&progress

StudentlearningUsingICTtoenablestudentcommunicationandcollaborationwithstudents,peersandthewidercommunity

Organizationand

Administration

TeacherunderstandingUsingcomputers,radio,televisionandotherdigitalresourceswithintheclassroomand/ortheschoolsoastosupportandreinforcelearningactivitiesandsocialinteractions.

LeadingICTintegrationPlayingaleadershiproleinsupportinginnovationandcontinuouslearningintheschoolcommunity

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ICTTeacherCompetencyStandardDomains Important Moderatelyimportant

Notimportant

ClassroommanagementIdentifyingtheappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.

Acceptable&appropriateusesDevelopingproceduresandpoliciesforethical,responsibleandappropriateuseofICTtosupportteaching&learning

TeacherDevelopment

PlanningUsingICTtoenablestaffaccesstoe‐learningcoursesforprofessionaldevelopment

TeacherawarenessUsingVirtualLearningEnvironmentstolinkstafftoexternalexperts&communities

InformallearningUsingICTtoenablestafftoactivelycontributeknowledgeandtoshareinformationandresourcesthatcanbeusedtosupportclassroompractices,researchandprofessionaldevelopment.

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APPENDIX1D:ICTINFRASTRUCTUREQUESTIONNAIRE1. Facilities and hardware 

How many computers are in the institution? (total approximate number) ____________

How many computer labs are there? ____________

How many computers in average per computer lab? _____________

What % of them is connected to the internet? _____________

1.1) Computers 

Brand and specifications Numbers  % functioning Branded 

(i.e. Compaq, IBM) 

Clones (unbranded) 

Desktops Pentium I and below

Desktops Pentium II or III

Desktops Pentium IV and above

Others (i.e. Macs)

Laptops, notebooks or netbooks

Don’t know

1.2) If you have servers please describe them (brand, hardware specifications) 

1.3) How were the computers acquired? Through (Select all applicable) 

NGO(s) Private vendor(s) School

Church Private donor(s) PTA

Ex‐students

Donations I do not know

Other (specify): ______________________________________________________

1.4) Which operating Software(s) are in use in the institution? (Select all applicable)    

Windows (specify): 95 98 ME

XP Vista

Dual boot operating system

Linux Specify distribution(s): ____________

Others (Specify): ______________________________________________________

I do not know

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1.5) Which office application software is in use in the Institution? 

Office 97 Office 2000 and above Open Office

Others (Specify): ______________________________________________________

I do not know

1.6) Are the operating systems (Software) licensed?                   

Yes

No

Some

Don’t know

1.7) How were the Operating Systems (Software’s) and Application Software Acquired? 

Bought by school

Donated

Came with the machine

Installed by the Technician from a personal copy

Don’t Know

Others (Specify): __________________________________________________

1.8) Are there any set standards (minimum versions, languages, technical, etc) for software and or digital content? If so, please describe 

1.9) Which of the following software are used in your institution? 

Software in use  Yes (Please name some if the answer is Yes)  No`

Educational softwares

School management software

Statistical software

Engineering software

Accounting software

   

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2. Connectivity 

2.1) Are the computers networked? _____________________________

If yes, which is the network operating system? ____________________

2.2) Is there a central server or more? YES/NO

If yes, what is it used for? (tick all that apply)

Data storage

Content and software storage

Proxy server

Security

Data cache

Centralized network management

Content filtering

I do not know

2.3. Internet 

Are the computers connected to the internet? YES/NO ________________

All the PCs have access or Some of the PCS have access

Only teachers have access

Only admin have access

Access is available only some days or for limited time

I do not know

If yes, what is the technology type?

Internet connection arrangement  Speed/ bandwidth

dial up(telephone)

leased line(fiber optics)

3G (cell phone)

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ISDN/ADSL

broadband via cable

Wireless

Satellite

3. Policy 

3.1) Does your school/ department have formal (written policies or plans) regarding:

Policy, plan or guideline regarding 

Yes No

User password, security recommendations, etc

Content filtering

Correct use of the equipment

Rules for the use of the equipment (i.e. teachers have priority, etc)

Preventive maintenance

Users rights and duties

IT technician duties

Use of ICTs in other subjects other than ICT

 

4. Maintenance 

4.1) How often are the computers maintained (tick below as appropriate) 

Routine schedule  Preventive maintenance Curative maintenance 

Monthly

Quarterly

Half yearly

Yearly

When the break down

Never

4.2) Who repairs and maintains the equipment? 

Me / My team

An external company

The hardware providers

5. Professional development 

5.1) What type of training do you have in order to perform your job? (check all that apply) 

Self‐taught

Learned by doing

Took Private courses without certification

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Took Private courses with certification (i.e. MS, Cisco)

Tertiary level diploma

University level diploma

5.2). How do you keep your skills up‐to‐date? 

Self‐learning and learn by doing

School/ Institution provides training

Pay for courses privately

I am doing or continuing my formal education (university level)

 

6. ICT Usage 

6.1) Do you have ICT tools for ICT Integration in teaching in learning in your institution?

YES NO

If Yes which are the tools available?

6.2) In your opinion, how are ICT used by teachers and students for the purpose stated below? 

ICT use in teaching & learning  By teachers By students

Communications

Content development

Instructional purposes

Lesson preparation

Personal use (emails)

Professional development (online

courses)

Project based learning

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ICT use in teaching & learning  By teachers By students

Research

Other

Support for Assignments

6.3) Is the computer lab open after schools hours or over the weekends?

  Yes No 

After school hours

Over the weekends

7. Funding of ICT related activities at the institutional level

7.1 Is there a budget line for ICT related activities? _____________

If yes which ones:

Software acquisition

Hardware maintenance

Hardware acquisition

Professional development

Other

I do not know

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APPENDIX2:ICT‐CFTRoadmapPOLICY PERFORMANCE

INDICATORTeachers…EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

PolicyAwareness

research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas

identifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment

contributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.

discussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.

helpembedschool/district/nationalpolicyandvisionforICTintegrationbyapplyingitintheirdailyworkandengagingwithstudentsininnovativeandexemplarypractice.

ClassroomPractice

contributetodiscussionofeducationreformpoliciesandparticipateinthedesign,implementationandrevisionofprogrammestoimplementthesepolicies

createlessonplanswithabasicreferencetoschooland/ornationalICTpolicyandpractice.

identifykeycharacteristicsofclassroompracticesandspecifyhowthesecharacteristicsservetoimplementpolicies(TL.1.a.)

ExplainandanalyzetheprinciplesofusingICTineducation.Describehowtheseprinciplescanbeputintopracticeintheirownteaching.Analysewhatissuesariseinimplementingtheseprinciplesandhowthoseissuescanbeaddressed.(KD.1.a.)

design,implement,andmodifyschool/institutionalleveleducationreformprogramsthatimplementkeyelementsofnationaleducationreformpolicies.(KC.1.a)

StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)

CURRICULUM PERFORMANCE

INDICATORTeachers…EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

CurriculumPlanning

usetheirknowledgeoftheirsubjectarea,ofteachingandlearningstrategiesand

explainhowexistingcurriculumobjectivesandassessmentprocedurescanincludetheuseoftechnology

matchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsand

designunitsandclassroomactivitiesthatintegrateinastructuredwayarangeofICTtoolsanddevicesto

designunitsandclassroomactivitiesthatintegratearangeofICTtoolsanddevicestohelpstudents

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technologytoadvancestudentlearning,creativityandknowledgebuilding

tosupport studentlearningandoutcomes.

describe howthesestandardsaresupportedbytheseapplications.(TL.2.a.)

support studentlearning. acquirethe skills ofreasoning,planning,reflectivelearning,knowledgebuildingandcommunication.(KC.2.c.)

LearningEnvironment

identifyauthenticproblemsandtechnologytoolsthatcansupportlearningenvironmentsforenablingstudentunderstandingofkeysubject‐specificconcepts

researchanddiscusswaysinwhichtechnologytoolsandresourcescanenablestudentstoexplorequestionsandissuesinareasofinterestandsubjectspecificareas.

selectanddemonstratetheuseoftechnologyresourcesthatenablestudentstoexploreissuesandkeyconceptsandprocessesinareasofinterestandsubjectspecificareas.

identifykeyconceptsandprocessesinthesubjectarea,describethefunctionandpurposeofsubject‐specifictoolsandhowtheysupportstudents’understandingofthesekeyconceptsandprocessesandtheirapplicationtotheworldoutsidetheclassroom.(KD.2.a.)

identifyanddiscusshowstudentslearnanddemonstratecomplexcognitiveskills,suchasinformationmanagement,problemsolving,collaboration,andcriticalthinking.(KC.2.a.)

StudentExperience

designoradaptrelevantlearningexperiencesthatusedigitaltoolstorespondtostudentlearningneedsandanticipatedifficulties

researchanddiscusswaysthatdigitaltoolsandresourcescanhelpstudentsplanandmanagetheirworkandrelatedresearch

helpstudentsacquireICTskillswithinthecontextoftheirsubjectsorcourses.(TL.2.b.)

helpstudentsuseICTtoacquiretheskillsofsearchingforandmanaginginformationintheirsubjectsorcourses.

helpstudentsuseICTtoacquiretheskillsofsearchingfor,managing,analyzing,evaluatingandusinginformation.(KC.2.b.)

Assessment providestudentswithtechnology‐basedformativeandsummativeassessmentstoassesstheirunderstandingofkeysubjectmattercontentandICTskills

researchtechnologybasedformativeandsummativeassessmentsandexplainhowtheycanbeusedtoinformteachingandlearning.

useICTtoassessstudents’acquisitionofschoolsubjectmatterknowledgeusingbothformativeandsummativeassessments.(TL.2.c.)

developandapplyknowledge‐andperformance‐basedrubricsthatallowteacherstoassessstudents’understandingofkeysubjectmatterconcepts,skillsandprocesses.(KD.2.b.)

helpstudentsdevelopbothknowledge‐andperformancebasedrubricsandapplythemtoassesstheirownunderstandingofkeysubjectmatterandICTskills.Helpstudentstousetheserubricstoassessotherstudents'work.(KC.2.e.)

Communicationand

Collaboration

selectandusedigitalmediatocommunicateandcollaboratewithstudents,peersandparents

researchanddemonstratetheuseofdigitalresourcesforbasiclevelsofcorrespondenceandcommunicationwith

usedigitalmediatocommunicationinformationandideastostudents,peersandpeers

selectandusethemostrelevant,facilitativeandeffectivemediaforenablingstudentstocommunicatetotheworldoutsidethe

helpstudentsuseICTtodevelopcommunicationandcollaborationskills(KC.2.d.)

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students,parents andpeers

classroom

SpecialEducational

Needs

useICTdiagnostictools,assistivetechnologiesandICTresourcestoaddressstudentswithspecialeducationalneeds

demonstratetheuseofICTtoenhancethelearningopportunitiesofstudentswithspecialeducationalneeds.

useICTtosupportdevelopmentofliteracyandnumeracyforstudentswithspecialeducationalneeds.

useICTdiagnostictools,assistivetechnologiesandICTresourcestoaddresscurriculumobjectiveswithstudentswithspecialeducationalneeds.

embedICTinallaspectsofspecialeducationalneedsteachingandlearninganduseICTinallaspectsofspecialeducationalneedsassessment.

StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)

PEDAGOGY PERFORMANCE

INDICATORTeachers…

EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

Planning designoradaptunitplansandclassroomactivitiestoengagestudentsinexploringrealworldissuesandsolvingauthenticproblemsusingtechnologytoolsandresources

selectandusehardwareandsoftwarebestsuitedtoparticularlearningexperiencesandplanstudentlearningexperiencesforappropriateuseofthesetools.

describehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofschoolsubjectmatterKnowledge(TL.3.a.),incorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionofschoolsubjectmatterknowledge.(TL.3.b.)

designunitplansandclassroomactivitiessothatstudentsengageinreasoningwith,talkingabout,andusingkeysubjectmatterconceptswhiletheycollaboratetounderstand,represent,andsolvecomplexreal‐worldproblems,aswellasreflectonandcommunicatesolutions.(KD.3.d.)

designonlinematerialsandactivitiesthatengagestudentsincollaborativeproblemsolving,research,orartisticcreation.(KC.3.b.)

ProblemBased

Learning

promote,supportandmodelproblem‐solvingandknowledgecreationwhileteachingstudentswiththesupportoftechnologytoolsandresources

researchandexplaintechnology‐basedlearningactivitiestoengagestudentsinauthenticproblemsolvingbasedonreal‐worldissues.

identifyordesigncomplex,real‐worldproblemsandstructuretheminawaythatincorporateskeysubjectmatterconceptsandservesasthebasisofstudentprojects.(KD.3.b.)

designonlinematerialsthatsupportstudents'deepunderstandingofkeyconceptsandtheirapplicationtorealworldproblems.(KD.3.c.)

explicitlymodeltheirownreasoning,problem‐solving,andknowledgecreationwhileteachingstudents.(KC.3.a.)

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StudentExperience

engagestudentswiththesupportoftechnologyinprojectplansandactivitiesforcollaborativeproblemsolving,research,creativethinkingandinnovation

researchanddemonstratehardwareandsoftwareresourcesbestsuitedtoparticularsubjectareas.

usepresentationsoftwareanddigitalresourcestosupportinstruction.(TL.3.c.)

implementcollaborative,project‐basedunitplansandclassroomactivities,whileprovidingguidancetostudentsinsupportofthesuccessfulcompletionoftheirprojectsandtheirdeepunderstandingandkeyconcepts.(KD.3.f.)

helpstudentsdesignprojectplansandactivitiesthatengagethemincollaborativeproblem‐solving,researchorartisticcreation.(KC.3.c.)

ProjectBasedLearning

promoteprojectbasedlearningusingtechnologytoolsandresourcestosupportstudentsocialinteraction,collaborationandreflectionontheirownlearning.

explainhowexistinglearningresourcesandstudentsuseofdigitaltoolstoresearchandcollectinformationonlinecouldbeusedtosupportproject‐basedlearning.

usecollaborative,project‐basedlearningandICTtoolstosupportkeysubjectmatterconceptsandprocesses.

describehowcollaborative,project‐basedlearningandICTtoolscansupportstudentthinkingandsocialinteraction,asstudentscometoadeeperunderstandkeyconcepts,processes,andskillsinthesubjectmatterandtheirapplicationandusetosolverealworldproblems.(KD.3.a.)

helpstudentsreflectontheirownlearning(inproject‐basedcollaboration).(KC.3.e)

Communicationand

Collaboration

structurelessonstoincorporatemulti‐mediaproduction,webproductionandpublishingtechnologiestosupportstudentknowledgeproductionandcommunicationwithotheraudiences

exploretheuseofdigitaltoolsandresourcesforsharinginformationandprojectsamongstudentgroupsinsideandoutsideoftheschool

communicateandcollaboratewithstudentsandotherstakeholderstoshareinformationandtopromoteprojectsforenhancingcreativity,innovationandimprovedlearning

structureclassroomactivitiessothatopen‐endedtoolsandsubject‐specificapplicationswillsupportstudentsintheirreasoningwith,talkingabout,anduseofkeysubjectmatterconceptsandprocesseswhiletheycollaboratetosolvecomplexproblems.(KD.3.e.)

helpstudentsincorporatemultimediaproduction,webproduction,andpublishingtechnologiesintotheirprojectsinwaysthatsupporttheirongoingknowledgeproductionandcommunicationwithotheraudiences.(KC.3.d.)

StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)

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ICT PERFORMANCE

INDICATORTeachers…

EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

ProductivityTools

demonstrateabilitytouseICTproductiontoolfunctionstosupportstudents'innovationandknowledgecreation

describehowexistinglearningcouldbedesignedoradaptedtoincludestudent'suseoftechnologytoolstoresearchandcollectinformationonlineandtocreateadigitalproduct

describeanddemonstratethebasictasksandusesofwordprocessors,suchastextentry,editingtext,formattingtextandprinting(TL.4.b),describeanddemonstratethepurposeandbasicfeaturesofpresentationsoftwareandotherdigitalresources(TL.4.c.)

operatevariousopen‐endedsoftwarepackagesappropriatetotheirsubjectmatterarea,suchasvisualization,dataanalysis,role‐play,simulationandonlinereference.(KD.4.a.)

describethefunctionandpurposeofICTproductiontoolsandresources(multimediarecordingandproductionequipment,editingtools,publicationsoftware,webdesigntools)andusethemtosupportstudents’innovationandknowledgecreation.(KC.4.a.)

AuthoringTools

setupauthoringenvironmentstopromotestudentknowledgeconstructionanddevelopmentofinnovativeproducts

Researchanddiscusswaysstudentscanusedigitaltoolsandresourcestoenhancecreativeandinnovativethinking.

describethepurposeandbasicfunctionofgraphicsoftwareanduseagraphicsoftwarepackagetocreateasimplegraphicdisplay.(TL.4.d)

useanauthoringenvironmentortoolstodesignofflineand/oronlinematerials.(KD.4.c.)

enablestudentstouseICTauthoringtoolstodemonstratecreativethinking,constructknowledgeanddevelopinnovativeproducts

Internet developstudentcapacitytocriticallyevaluatetheaccuracyandusefulnessofwebresourcestosupportlearninggoalsandstrategies

exploreanddemonstratetheuseoftheinternetforsearchandretrievalofinformation.

describetheInternetandtheWorldWideWeb,elaborateontheiruses,anddescribehowabrowserworksanduseofURLtoaccessawebsite(TL.4.e.),useasearchengine.(TL.4.f)

evaluatetheaccuracyandusefulnessofWebresourcesinsupportofproject‐basedlearningwiththesubjectarea.(KD.4.b.)

empowerstudentstocriticallyevaluatetheaccuracyandusefulnessofWebresourcesinsupportoftheirownlearninggoalsandlearningstrategies.

CommunicationandCollabration

usecommoncommunicationandcollaborationtechnologiestoaccessinformation,

researchanddemonstrateeffectiveuseofICTresourcesforcommunicatingandcollaboratingwithstudents

createanemailaccountanduseitforasustainedseriesofemailcorrespondence(TL.4.g.),usecommon

usesearchengines,onlinedatabases,(socialnetworks),andemailtofindpeople,resourcesforcollaborative

engagestudentstousethenetworktosupportstudentcollaborationwithinandbeyondtheclassroom.(KD.4.h)

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peopleandresourcesforsolvingselectedproblemsandfordevelopinglocalandglobalcollaborativeprojects

and peers. communicationandcollaborationtechnologies,suchas(email),textmessaging,videoconferencing,andweb‐basedcollaborationandsocialenvironments.(TL.4.K.)

projects.(KD.4.g)

Administration usetechnologysoftwaretomanage,monitorandassessdevelopmentandprogressofstudentlearningandprojects

exploreanddemonstratetheuseandbenefitsofstudentmanagementsystemsforattendanceandstudentrecords.

usenetworkedrecordkeepingsoftwaretotakeattendance,submitgrades,andmaintainstudentrecords.(TL.4.j.)

useanetworkandappropriatesoftwaretomanage,monitor,andassessprogressofvariousstudentprojects.(KD.4.d.)

describethefunctionandpurposeofvirtualenvironmentsandknowledgebuildingenvironments(KBEs)andusethemtosupportincreasedknowledgeandunderstandingofsubjectmatterandthedevelopmentofonlineandface‐to‐facecommunities.(KC.5.a.)

EducationSoftware

evaluateanduseeducationalsoftwaretosupportstudentsknowledgeacquisition,thinking,reflection,planningandcreativeprocesses

describethefunctionandpurposeoftutorialanddrillandpracticesoftwareandhowtheysupportstudents'acquisitionofknowledgeofschoolsubjects.(TL.4.h.)

Locateoff‐the‐shelfpackages,tutorial,drillandpracticesoftwareandWebresourcesfortheiraccuracyandalignmentwithcurriculumstandardsandmatchthemtotheneedsofspecificstudents.(TL.4.i.)

useICTtocommunicateandcollaboratewithstudents,peers,parents,andthelargercommunityinordertonurturestudentlearning.(KD.4.e.)

describethefunctionandpurposeofplanningandthinkingtoolsandusethemtosupportstudents’creationandplanningoftheirownlearningactivitiesandtheircontinuousreflectivethinkingandlearning.(KC.5.b.)

StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)

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ORGANIZATION&MANAGEMENT PERFORMANCE

INDICATORTeachers…EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

TeacherUnder‐standing&leadership

exhibitaleadershiproleincreatingavisionfortechnologyinfusionintocurriculumandclassroompractice

usetechnologytoolsandresourcesforresearchandlessonplanninglinkedtoclassroompractice.

integratetheuseofacomputerlaboratoryintoongoingteachingactivities.(TL.5.a.)

placeandorganizecomputersandotherdigitalresourceswithintheclassroomsoastosupportandreinforcelearningactivitiesandsocialinteractions.(KD.5.a.)

playaleadingroleincreatingavisionofwhattheirschoolmightbelikewithICTintegratedintothecurriculumandclassroompractices.(KC.6.a.)

ICTIntegration seekandparticipateinshareddecisionmakingforuseofICTinschoolplanningandthedevelopmentoftechnologyskillsinothers

usesupplementarytechnologybasedlearningresourcestoengagestudentsincriticalthinking,creativityandproblemsolvingactivities.

managetheuseofsupplementalICTresourceswithindividualsandsmallgroupsofstudentsinregularclassroomsoasnottodisruptotherinstructionalactivitiesintheclass.(TL.5.b.)

managestudentproject‐basedlearningactivitiesinatechnology‐enhancedenvironment.(KD.5.b.)

playaleadingroleinsupportinginnovationintheirschoolandcontinuouslearningamongtheircolleagues.(KC.6.b.)

ClassroomManagement

addresslearnerdiverseneedsbyusinglearnercentredstrategiesandmanagingindividual,groupandclassaccesstoICTresources

usewholeclassinstructionaspredominantteachingstylefortechnology‐basedlearningactivities.

identifytheappropriateandinappropriatesocialarrangements(wholeclass,smallgroups,andindividualactivities)tousewithvarioustechnologies.(TL.5.c.)

createflexibleclassroomlearningenvironmentsthatintegratestudentcentredactivitiesandflexiblyapplytechnologytosupportcollaboration.

enablestudentstoindependentlyusetechnologyresourcestomanagetheirownlearninggoals,planlearningstrategies,andevaluatetheirprogressandoutcomes.

Acceptable&

AppropriateUse

advocate,modelandteachproceduresandpoliciesforsafe,ethicalandresponsibleuseoftechnologyandtheinternet

researchanddiscusseffectivepracticesforthesafe,ethical,legalandhealthyuseoftechnologyandtheresponsiblecareandhandlingofhardware,softwareandinformationresources.

modelacceptableusepoliciesfortechnologyresourcesincludingstrategiesforaddressingthreatstosecurityoftechnologysystems,dataandinformation

advocate,developandteachproceduresandpoliciesforsafe,ethical,responsibleandappropriateuseoftechnologyandtheInternet,includingcopyright,privacyissues,cyperbullyingandsecurity

facilitate andengagestudentsindevelopingasystemforpromotingandmonitoringsafe,legalandethicaluseofdigitalinformationandtechnology

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ofsystems, data andinformation.

StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)

PROFESSIONALDEVELOPMENT PERFORMANCE

INDICATORTeachers…EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

Planning evaluatecurrentresearchandpracticetomakeeffectiveuseofICTinsupportoftheirownprofessionaldevelopmentandstudentlearning

investigateandreflectonresearchandprofessionalpracticeforusingdigitaltoolsandresourcestosupportstudentlearningneeds.

useICTtoenhancetheirproductivity. (TL.6.a.)

useICTtoaccessandshareresourcestosupporttheiractivitiesandtheirownprofessionaldevelopment.(KD.6.a)

Continuallyevaluateandreflectonprofessionalpracticetoengageinongoinginnovationandimprovement.(KC.6.c.)

TeacherAwarenessandParticipation

participateinlocalandgloballearningcommunitiestoexplorecreativeapplicationsoftechnologyandshareanddiscussgoodpractices

shareideasandresourceswithotherteachersintheschoolonusingICTandrelatedteachingandlearningstrategiestoenhancestudentlearningandtheteachingprofession.

activelyparticipateinonlineprofessionalcommunitiesforteacherstodiscussandshareeffectiveusesoftechnologyresourcesinteachingandlearning.

useICTtoaccessoutsideexpertsandcommunitiestosupporttheiractivitiesandtheirownprofessionaldevelopment.(KD.6.b.)

useICTresourcestoparticipateinprofessionalcommunitiesandshareanddiscussbestteachingpractices.(KC.6.d.)

InformalLearning

support,experimentwithandcontinuouslylearnanduseICTtobuildprofessionallearningcommunitiesworkingtowardcreatingnewknowledge

identifyICTresourcesandstrategiesforcontributingtotheeffectiveanddynamicteachingandlearningandthereformandself‐renewaloftheteachingprofessionandeducationalcommunitytosupportvarioussubjectareas.

useICTresourcestosupporttheirownacquisitionofsubjectmatterandpedagogicalknowledge.(TL.6.b.),identifyandmanageinternetsafetyissues(TL.6.c.)

useICTtosearchfor,manage,analyze,integrate,andevaluateinformationthatcanbeusedtosupporttheirprofessionaldevelopment.(KD.6.c.)

contributetotheeffectiveuseoftechnologytoenhanceteachingandlearningbyconductingactionresearch,evaluatingoutcomesandsharingtheresultslocally,nationallyandglobally.

StatementsintherubricsetsthatareenumeratedrefertotheUNESCOICTCompetencyStandardsTeachers(ICT‐CFT)

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Appendix3:ICT‐CFTPerformanceIndicators

OVERVIEWICT‐CFTPERFORMANCEINDICATORSThecompetencesareorganisedundersixdomains:Policy,Curriculum,Pedagogy,ICT,OrganizationandManagementandTeacherDevelopment.1.POLICY

Teachersexhibitknowledgeandunderstandingoftheintentionsoflocal,nationalandglobalpoliciesregardingthegoals,objectives,standardsandstrategiesforICTuseineducationandclassroompractice.Teachers…

a) research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas

b) contributetodiscussionofeducationreformpoliciesandparticipateinthedesign,implementationandrevisionofprogrammestoimplementthesepolicies

2. CURRICULUMANDASSESSMENT

Teachersusetheirknowledgeofcurriculumcontent,assessmentandtechnologytofacilitateexperiencesforenablingstudentunderstandingofsubject‐specificconcepts,research,collaborationandcommunication.Teachers…

a) usetheirknowledgeoftheirsubjectarea,ofteachingandlearningstrategiesandtechnologytoadvancestudentlearning,creativityandknowledgebuilding

b) identifyauthenticproblemsandtechnologytoolsthatcansupportlearningenvironmentsforenablingstudent'sunderstandingofkeysubject‐specificconcepts

c) designoradaptrelevantlearningexperiencesthatusedigitaltoolstorespondtostudentlearningneedsandanticipatedifficulties

d) providestudentswithtechnology‐basedformativeandsummativeassessmentstoassesstheirunderstandingofkeysubjectmattercontentandICTskillse. selectanduseICTeffectivelytocommunicateandcollaboratewithstudents,peersandparents

e) useICTdiagnostictools,assistivetechnologiesandICTresourcestoaddresscurriculumobjectivesandstudentswithspecialeducationalneeds

3.PEDAGOGY

Teachersusetheirknowledgeofmethodsandprocessesofteachingandlearningandtheuseoftechnologiestoengagestudentsinauthenticproblemsolving,inquiryandprojectbasedlearningexperiencesthatsupportsocialinteraction,collaborativeknowledgeproduction,innovationandcommunication.Teachers…

a) designoradaptunitplansandclassroomactivitiestoengagestudentsinexploringrealworldissuesandsolvingauthenticproblemsusingtechnologytoolsandresources

b) promote,supportandmodelproblem‐solvingandknowledgecreationwhileteachingstudentswiththesupportoftechnologytoolsandresources

c) engagestudentswiththesupportoftechnologytoolsandresourcesinprojectplansandactivitiesforcollaborativeproblemsolving,research,creativethinkingandinnovation

d) promoteprojectbasedlearningusingtechnologytoolsandresourcestosupportstudentsocialinteraction,collaborationandreflectionontheirownlearning

e) structure lessons to incorporatemulti‐mediaproduction,webproduction and

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publishing technologies to support student knowledgeproduction andcommunicationwithotheraudiences

4. ICT

Teachersusetheirknowledgeaboutvarioustechnologies,fromlow‐techtechnologiessuchaspencilandpapertohigh‐techtechnologiessuchastheInternet,digitalvideo,radioandsoftwareprogrammestosupportteachingandlearningstrategies,studentknowledgeconstructionandcontinuousreflectivelearning.Teachers…

a) demonstratefluencyinICTproductiontoolfunctionsanduse tosupportstudents'innovationandknowledgecreation

b) setupauthoringenvironmentstopromotestudentknowledgeconstructionanddevelopmentofinnovativeproducts

c) developstudentcapacitytocriticallyevaluate theaccuracyandusefulnessofwebresourcestosupportlearninggoalsandstrategies

d) usecommoncommunicationandcollaborationtechnologiestoaccessinformation,peopleandresourcesforsolvingselectedproblemsandfordevelopinglocalandglobalcollaborativeprojects

e) usetechnologysoftwaretomanage,monitorandassessdevelopmentandprogressofstudentlearningandprojects

f) evaluateanduseeducationalsoftwaretosupportstudentsknowledgeacquisition,thinking,reflection,planningandcreativeprocesses

5.ORGANIZATION&MANAGEMENT

Teachersexhibitleadershipintheschoolandprofessionalcommunitiesbypromotingeffectiveuseoftechnologyforstudentcentredlearninginindividualgroupandwholeclassteachingandlearning.Teachers…

a) exhibitaleadershiproleincreatingavisionfortechnologyinfusionintocurriculumandclassroompractice

b) participateinshareddecisionmakingforuseofICTinschoolplanningandthedevelopmentoftechnologyskillsinothers

c) addresslearnerdiverseneedsbyusinglearnercentredstrategiesandmanagingindividual,groupandclassaccesstoICTresources

d) advocate,modelandteachproceduresandpoliciesforsafe,ethicalandresponsibleuseoftechnologyandtheinternet

6.TEACHERDEVELOPMENT

Teacherscontinuouslyevaluateuseoftechnologytoimprovetheirownprofessionallearning,participateinlocalandgloballearningcommunitiesandbecomelifelonglearnerscontributingtotheeffectivenessandregenerationoftheteachingprofession.Teachers…

a) evaluatecurrentresearchandpracticetomakeeffectiveuseofICTinsupportoftheirownprofessionallearning

b) participateinlocalandgloballearningcommunitiestoexplorecreativeapplicationsoftechnologyandshareanddiscussgoodpractices

c) support,experimentwithandcontinuouslylearnanduseICTtobuildprofessionallearningcommunitiesworkingtowardcreatingnewknowledge

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Appendix4:ReviewICTStandardsfromaroundtheWorld

GroupExercise1a:ExaminingICTStandards/CompetencyDocuments

In small groups, lookat the standards/ competenciesgiven toyourgroup–Africa (SA&Regional),Europe(eTQF&DCU),US&Australia(ISTE&Australia)andconsiderthesequestionsforreviewingthestandards:

Whoarethesestandardswrittenfor?

Whatarethestrengthsofthestandards?

Whataretheweaknesses?

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GroupExercise1b:AnICTCompetencyFrameworkforTeachersinKenya

In small groups, examine the general ICT Competency Standards for Teachers Framework andconsiderthesequestionsforcontextualizingstandardsforteachersinKenya:

KeyIssues/DiscussionPoints

1. WhichICTstandardsdowewanttodevelopinKenya—genericstandardsortechnical/subjectspecificstandards?Why?

2. Couldacontinuumofstandards‐technologyliteracy,knowledgedeepening,knowledgecreation‐provideanappropriateprofessionaldevelopmentpathwayforteachersinKenya?Explainwhyitwouldorwouldnotbeappropriate.

3. DowewantacontinuumofICTstandardstocoverdifferentteacherlevelsfrombeginningteachers,topracticingteachers,toadvancedteacherstootheractors/roles?Howwouldthiswork?

4. Dowewantstandardsthatareapplicablefornationallevel,regionalleveland/orinternationallevelaccreditation?Explainwhichlevelwouldbeappropriateandwhy

5. Whowouldbethecustodianandimplementersofthedevelopedstandardsatnationallevel?

ReportingOnegroupgivesabriefaccountdiscussion.Eachoftheothergroupsinturnmaypointtopointsofagreementanddivergence.Itmaybeusefultodiscussreasonsfordivergence.

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Appendix5:ContextualizationStandardsforStandardsStandardsforstandards–TowardsaContextualizedICTCompetencyFrameworkforTeachers

GroupExercise2:Undereachdomain,therearecompetencyperformancestatementswhichdescribewhatateachershouldknowandbeabletodoinaprogressionpathofICTuseinteachingandlearning.

Step1:Pleasereviewthedomainsassignedtoyourgroupusingcriteriaofrelevance,clarityandcoveragetoassesseachgroupofcompetencyperformancestatementsandprogressionpaths

Step2:Pleaseprovidecomments/suggestionsformodificationofthestatementsandprogressionpathsfortheKenyacountrycontext.

DOMAINREVIEWED Policy

Step1:Relevance,clarityandcoverage

RelevanceComments

Examinethedomainbycompetencyperformanceindicatorsandstatementsforthedifferentlevelsofprogression:

DothecompetencieshaverelevancefortheKENYAcountrycontexts?

Arethestatementsadequatetowhatteachersneedtoknow/needtobeabletodowithtechnologyinschoolandclassroompractice?

YourgroupcouldthinkofwhatanidealteacherusingICTwouldlooklikeandbrainstormthatteacher’sICTcompetenciesforthedomainunderreview.Checkthesequalitiesagainstthecompetenciesinthedomain.

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Clarity Comments

Arethestatementprogressionsbetweenthedifferentlevelsofemerging,technologyliteracy,knowledgedeepeningandknowledgecreationclear?

Willthecompetencystatementsbeclearandunderstandabletostudentteachers,newteachers,practisingteachers,administratorsandteachereducatorswhowillusethem?

Inyourgroupyoucouldreadthecompetencystatementsforthedomainunderreviewinpairs–asifyouareastudentteacherorapractisingteacheroranadministrator.Youcanthenhighlightanywordsortermsthatareunclearandthatmayneedmodificationforyoureducationalcontext.

Willitbepossibleforteachereducatorstousethecompetenciestoevaluateteacherpractice?

Willitbepossibleforteacherstousethecompetenciesforself‐assessmentoftheirpractice?

Coverage Comments

Istheresomethingmissing?Aretherecompetencies/domainsthatshouldbeaddedfortheKENYAeducationalcontext?

Aretherecompetencies/domainsthatarenotusefulfortheKENYAcountrycontextsandshouldbeexcluded?

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Step2:Suggestionsformodification

Ifyouhaveanysuggestionsformodificationsand/orrewording(changes,additions,ordeletions)tomakethecompetencystatementsandprogressionsclearer,morerelevantormorecomprehensivefortheKENYAcountrycontext,usethehighlightedspacebeloweachcompetencysub‐domainsettoenterthegroupsuggestions:

CompetencySub‐Domains

PERFORMANCEINDICATORTeachers…

EMERGINGTeachers…

TECHNOLOGYLITERACYTeachers…

KNOWLEDGEDEEPENINGTeachers…

KNOWLEDGECREATIONTeachers…

PolicyAwareness

research,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas

identifyanddiscusslocal,nationalandglobalpoliciesfortechnologyintegrationineducationanddevelopment

contributetothedevelopmentofasharedschoolvisionandplanningforICTintegrationthatisbasedonnationalpolicy.

discussandworkcollaborativelywithothersforvisionandplanningimplementationthatfocusesonexploringnewandmoreeffectiveapproachesforICTintegrationacrossallsubjectareasintheschool.

helpembedschool/district/nationalpolicyandvisionforICTintegrationbyapplyingitintheirdailyworkandengagingwithstudentsininnovativeandexemplarypractice.

Suggestionsformodifications

OtherRemarks:

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Appendix6:ICT‐CFTDevelopment–PriorityScan

TheICTCompetencyFrameworkforTeachers–Development/PriorityScan RateeachcompetencystatementintermsofhowyouseetheICTprofessional

developmentlevelofteachersinyourcountrybycirclingthecorrespondingnumber CircleandnumberthetopthreeICTteachercompetencyprioritiesthatyouwouldwant

tofocusoninaninitialphaseofprofessionaldevelopmentinyourcountry

(1=1stpriority;2=2ndpriority;3=3rdpriority) UsethestickersprovidedtopostyourtopthreeICTteachercompetencyprioritiesonthe

wallcharts

(Redsticker=1stpriority;Greensticker=2ndpriority;Yellowsticker=3rdpriority)

CompetencyStatements

DevelopmentLevel

EmergentLevel

TechnologyLiteracyLevel

KnowledgeDeepeningLevel

KnowledgeCreation

Policy Beginning Applying Proficient Transformative

PolicyawarenessTeachersresearch,evaluateandsupportschoolandnationalpolicyandvisionforICTintegrationacrossallsubjectareas

1 2 3 4

ClassroompracticeTeachersdesign,adaptanddevelopclassroompracticesandschoolprogramstoimplementnationalICTandeducationreformpolicies

1 2 3 4

CurriculumandAssessment Beginning Applying Proficient Transformative

CurriculumPlanningTeachersdesignoradaptunitsorclassroomactivitiesthatincorporatearangeofICTtoolsanddevicestopromotestudentlearning

1 2 3 4

LearningEnvironmentTeachersidentifytechnologytoolsthatcansupportlearningenvironmentsforenablingstudent'sunderstandingofkeysubject‐specificconcepts

1 2 3 4

StudentexperienceTeachersdesignoradaptrelevantlearningexperiencesthatincorporatedigitaltoolstopromotestudentresearchandunderstanding

1 2 3 4

AssessmentTeachersprovidestudentswithtechnology‐basedformativeandsummativeassessmentstoassesscontentandtechnologyskillsandknowledgeanduseresultstoinformlearningandproductdevelopment

1 2 3 4

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CompetencyStatements

DevelopmentLevel

EmergentLevel

TechnologyLiteracyLevel

KnowledgeDeepeningLevel

KnowledgeCreation

Communication&collaborationTeachersselectandusedigitalmediatocommunicateandcollaboratewithstudents,peersandparents

1 2 3 4

SpecialNeedsEducationTeachersuseICTdiagnostictools,assistivetechnologiesandICTresourcestoaddresscurriculumobjectivesandstudentswithspecialeducationalneeds

1 2 3 4

Pedagogy Beginning Applying Proficient Transformative

PlanningTeachersdesignoradaptunitplansandclassroomactivitiestoengagestudentsinexploringrealworldissuesandsolvingauthenticproblemsusingtechnologytoolsandresources

1 2 3 4

Problem‐basedlearningTeacherspromote,supportandmodelproblem‐solvingandknowledgecreationwhileteachingstudentswiththesupportoftechnologytoolsandresources

1 2 3 4

StudentexperienceTeachersengagestudentsinprojectplansandactivitiesforcollaborativeproblemsolving,research,creativethinkingandinnovation

1 2 3 4

Project‐basedlearningTeacherspromoteprojectbasedlearningusingtechnologytoolsandresourcestosupportstudentsocialinteraction,collaborationandreflectionontheirownlearning

1 2 3 4

Communication&collaborationTeachersstructurelessonstoincorporatemulti‐mediaproduction,webproductionandpublishingtechnologiestosupportstudentknowledgeproductionandcommunicationwithotheraudiences.

1 2 3 4

ICT Beginning Applying Proficient Transformative

ProductivitytoolsTeachersdemonstratefluencyinICTproductiontoolfunctionsandusetosupportstudents'innovationandknowledgecreation

1 2 3 4

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CompetencyStatements

DevelopmentLevel

EmergentLevel

TechnologyLiteracyLevel

KnowledgeDeepeningLevel

KnowledgeCreation

AuthoringtoolsTeacherssetupauthoringenvironmentstopromotestudentknowledgeconstructionanddevelopmentofinnovativeproducts

1 2 3 4

InternetTeachersdevelopstudentcapacitytocriticallyevaluatetheaccuracyandusefulnessofwebresourcestosupportlearninggoalsandstrategies

1 2 3 4

Communication&collaborationTeachersusecommoncommunicationandcollaborationtechnologiestolocateinformation,peopleandresourcesfordevelopinglocalandglobalcollaborativeprojects

1 2 3 4

AdministrationTeachersusetechnologysoftwaretomanage,monitorandassessdevelopmentandprogressofstudentlearningandprojects

1 2 3 4

EducationalsoftwareTeachersevaluateanduseeducationalsoftwaretosupportstudentsknowledgeacquisition,thinking,reflection,planningandcreativeprocesses

1 2 3 4

Organization&Management Beginning Applying Proficient Transformative

TeacherunderstandingTeachersexhibitaleadershiproleincreatingavisionfortechnologyinfusionintocurriculumandclassroompractice

1 2 3 4

LeadingICTintegrationTeachersparticipateinshareddecisionmakingforuseofICTinschoolplanningandthedevelopmentoftechnologyskillsinothers

1 2 3 4

ClassroommanagementTeachersaddresslearnerdiverseneedsbyusinglearnercentredstrategiesandmanagingindividual,groupandclassaccesstoICTresources

1 2 3 4

Acceptable&appropriateusesTeachersadvocate,modelandteachproceduresandpoliciesforsafe,ethicalandresponsibleuseoftechnologyandtheinternet

1 2 3 4

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CompetencyStatements

DevelopmentLevel

EmergentLevel

TechnologyLiteracyLevel

KnowledgeDeepeningLevel

KnowledgeCreation

TeacherDevelopment Beginning Applying Proficient Transformative

PlanningTeachersevaluatecurrentresearchandpracticetomakeeffectiveuseofICTinsupportoftheirownprofessionaldevelopmentandstudentlearning

1 2 3 4

TeacherawarenessTeachersparticipateinlocalandgloballearningcommunitiestoexplorecreativeapplicationsoftechnologyandshareanddiscussgoodpractices

1 2 3 4

InformallearningTeacherscontributetotheeffectiveuseoftechnologytoenhancetheteachingprofessionandtheschoolcommunity

1 2 3 4

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Appendix7:CurriculumReviewCurriculumReviewCurriculumreviewwillbeusedtosituatelearningwithandlearningthroughICTsinthelargercurriculumlandscapeofteacherdevelopmentinSTEMsubjectsforSecondarySchoolsinKenyaandTanzania.Thepurposeistoidentifyconnectionsacrosssubjectsandtheoveralllearningoutcomeforaricherlearningexperience.WorkshopGroupTaskThetablebelowliststhedomainstobeexaminedandmappedtoarriveatabetterinformedpictureofthepurpose,placeandroleofICTstosupportcontentandpedagogyintheTeacherDevelopmentCurriculumingeneralandacrosstheSTEM(Science,Technology,EnglishandMathematics)subjectsinparticular.ThetabledrawsfromtheTPACKandtheprioritizedICTCompetencyFrameworkstoassistyouinexaminingthetechnologytoolsandteachercompetenciesneeds&gaps.

TPDCurriculumGuide

CurriculumGuide ReferencetoICT(Policy,curriculum,pedagogy,ICT,org&management,TPDdomains)

ICTGapsHowcanICTbeimproved/strengthened?

OverallTPDcurriculumgoals&objectives

OverallTPDcurriculumpriorities

OverallTPDlearningoutcomes

GeneralTPDPedagogy/Methodologystrategies

Assessmentpractices,procedures&tasks

Teacherpreparationrequirements

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STEMSubjectSyllabuses

Subjectsyllabus ReferencetoICT(Policy,curriculum,pedagogy,ICT,org&management,TPDdomains)

ICTGapsHowcanICTbeimproved/strengthened?

TPDsubjectsyllabusobjectives

TPDsubjectsyllabuspriorities

TPDsubjectsyllabuslearningoutcomes

TPDPedagogy/Methodologystrategies

Assessmentpractices,procedures&tasks

Teacherpreparationrequirements

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Appendix8:OverviewoftheSIPSEModules

FivemodulescoveringTechnologyLiteracy(3modules)andKnowledgeDeepening(2modules)ICTTeacherCompetencylevels

TechnologyLiteracyModules1,2and3

Module1.1ICTUseinDidacticTeachingICTTeacherCompetencies

TeachersdescribehowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterKnowledge(TL.3.a.), TeachersincorporateappropriateICTactivitiesintolessonplanssoastosupportstudents’acquisitionofSTEMsubjectmatterknowledge.

(TL.3.b.)

Inthisunityouwilllearnabout

HowdidacticteachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge

Improvingyourskillsinbasicsoftwareofwordprocessororpresentationorspreadsheet

ExploringICTtoolsfor‘practiceanddrill’inyourplanningactivitiesforyoursubjectteaching

ActivitytemplatesforintroducingtechnologyinyourpracticeandhowthesecanbeusedalongsideyourlessonteachinginSTEM

Tomeetthelearningintentionsandobjectivesyouwill

ExploretheuseofICTpracticeanddrillactivitiestosupportcontentandpedagogystrategiesinaSTEMdidacticlesson(introduction/mainactivities/assessment)

CompleteanactivitytemplateforapracticeanddrillthathasaclearlinktoaSTEMtopicobjectivethatyouareteaching

Dothisactivityintheclassroom Sharetheactivitywithyoursubject

teachersinyourschoolandwithyoursubjectteachergroupintheSIPSEgroupworkspace

TheICTcomponentsyouwillfocusonare

ICTbasic–familiarizationwithbasicusesofwordorpresentationorexcelsoftware;Internetuse

ICTexploration–Practiceanddrillexerciseswithwordorpresentationorexcelorspecializedsoftware

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Module2.1ICTandSTEMCurriculumStandardsICTTeacherCompetencies

Teachersshouldbeabletomatchspecificcurriculumstandardstoparticularsoftwarepackagesandcomputerapplicationsanddescribehowthesestandardsaresupportedbytheseapplications.(TL.2.a)

TeachershelpstudentsacquireICTskillswithinthecontextoftheirsubjectsorcourses.(TL.2.b.)

Inthisunityouwilllearnabout

Finding,evaluating,organizingandadaptingtherightICTresources(e‐content)tomeetyourteachingandlearningrequirementsinyoursubjectteaching

UsingICTresourcesinthedidacticlessonstopromoteinteractivelearningandengagestudentsinusingtheresources

UsingdifferentquestioningtechniquestopromoteinteractivelearningwithICTinyourdidacticlessons

IdentifyingICTresourcesappropriatetothedifferentcharacteristicsandneedsofyourlearners

Exploringtheuseofpresentationsoftwaretopromoteinteractiveactivatesandstudentlearning

Tomeetthelearningintentionsandobjectivesyouwill

Practiceusingpresentation,evaluatingandusinge‐resourcesandusingeffectivequestioningtechniques

Planactivitiesusingpresentation,e‐resourcesandquestioningtechniquestoincreasestudentparticipationandinteractioninyoursubjectteaching.Youcanplanyouractivitiesforanypartofthedidacticlesson–teacherexposition,students’activitiesorstudentandteacherreview.

Completeanactivitytemplateforyourpresentation&questioningactivitythathasaclearSTEMsubjectlearningobjective

Dothisactivityintheclassroom Reflectiononyouractivityusingyour

journal(andreviseifnecessary)

TheICTcomponentsyouwillfocusonare

ICTexploration–presentationsoftware‐basic&advanced

Internet–search,retrieveandevaluatee‐resources

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Module3.1ICTintheClassroomandComputerLabICTTeacherCompetencies

Teachersintegratetheuseofacomputerlaboratoryintoon‐goingteachingactivities.(TL.5.a)

Inthisunityouwilllearnabout

Howproblembasedlearning&teachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge

Posingrealandproductivequestionstogetthemostformproblem‐basedlearning

ManagingandcreatingapositiveclassroomenvironmentforICTuse

UsingConceptMappingsoftwaretopromoteproblem‐basedlearning

Tomeetthelearningintentionsandobjectivesyouwill

Planaproblembasedlearningactivitywithquestioningtechniquesandconceptmappingtoengagestudentsinobservations,discussionsandquestionsinordertosolveaproblem

CompleteanactivitytemplateforaproblembasedlearningandsimulationactivitythathasaclearSTEMsubjectlearningobjective

Dothisactivityintheclassroom Reflectonthisactivity(andreviseif

necessary)toensuremaximuminteractionbythestudentsonproblemsolvinganddiscussions

SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline

TheICTcomponentsyouwillfocusonare

ICTbasic–Developingsimulationsonpresentationandspreadsheetsimulationsoftware

ICTexploration–ExploringtheuseofsimulationsoftwareinSTEMteachingandlearning

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Module3.2NationalPoliciesandtheirImpactonEducationICTTeacherCompetencies

Teachersareabletoidentifykeycharacteristicsofclassroompracticesandspecifyhowthesecharacteristicsservetoimplementnationalpolicies(TL.1.a.)

Inthisunityouwilllearnabout

howtolinknationalandschoolvisionandobjectivesforICTineducationandclassroompractices

howtosupportnational,schoolandSIPSEobjectivesinschoolplanningandclassroompractices

howtousetheSIPSEschoolcriteriaframeworktodoanICTSWOTanalysisofyourschool

activitieswithICTtoolsfornavigatinganddownloadingnationaldocuments&resourcesforICTpolicy

Tomeetthelearningintentionsandobjectivesyouwill

conductanICTReview&SWOTanalysisofschooltosharewithstaffandmanagement

brainstormideasonschoolandclassroompracticestosupportnational,schoolandSIPSEobjectives

shareyourideaswithyoursubjectteachersinyourschoolandyoursubjectgrouponline

developyourportfoliowithexamplesof:

o youractivity&reflectionontrialingpresentationorotherICTtoolsinyourclassroomactivities

o yourpresentationofschoolICTReviewSWOTanalysis

TheICTcomponentsyouwillfocusonare

ICTbasic–familiarizationwithbasicusesofwordorpresentationorexcelsoftware

ICTadvanced–useofpresentationsoftware–chartsandvideos/audioetc–

ThinkabouthowtousepresentationsoftwaretopresentyourschoolICTSWOTanalysis

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KnowledgeDeepeningModules4and5

Module4.1Problem‐BasedLearningandICTintheClassroomICTTeacherCompetencies

Teachersidentifyordesigncomplex,real‐worldproblemsandstructuretheminawaythatincorporateskeysubjectmatterconceptsandservesasthebasisofstudentprojects.(KD.3.b.)

Teachersplaceandorganizecomputersandotherdigitalresourceswithintheclassroomsoastosupportandreinforcelearningactivitiesandsocialinteractions.(KD.5.a)

Inthisunityouwilllearnabout

Howproblembasedlearning&teachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge

Exploringbrainstormingandgroupworkorganizationstrategiestogetthemostfromproblem‐basedlearning

ManagingandcreatingapositiveclassroomenvironmentforICTuse

UsingConceptMappingsoftwaretopromoteproblem‐basedlearning

Tomeetthelearningintentionsandobjectivesyouwill

Planaproblembasedlearningactivitywithbrainstorming,grouporganizationandconceptmappingstrategiestoengagestudentsinobservations,discussionsandquestionsinordertosolveaproblem

CompleteanactivitytemplateforaproblembasedlearningandsimulationactivitythathasaclearSTEMsubjectlearningobjective

Dothisactivityintheclassroom Reflectonthisactivity(andreviseif

necessary)toensuremaximuminteractionbythestudentsonproblemsolvinganddiscussions

SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline

TheICTcomponentsyouwillfocusonare

ICTexploration–Exploringproductivitytoolstocreateconceptmapsandmindmaps

ICTresourcedevelopment–Developingconceptmapsand/ormindmapsforusinclassroompractice

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Module5.1Project‐BasedLearningICTTeacherCompetenciesTeachersdescribehowcollaborative,project‐basedlearningandICTtoolscansupportstudentthinkingandsocialinteraction,asstudentscometoadeeperunderstandkeyconcepts,processes,andskillsinthesubjectmatterandtheirapplicationandusetosolverealworldproblems.(KD.3.a.)

Inthisunityouwilllearnabout

Howprojectbasedlearning&teachingwithICTcanbeusedtosupportstudents’acquisitionofSTEMsubjectmatterknowledge

Guidelinesforsettingupprojectandcooperativelearningopportunitiesintheclassroom

Introductiontowebquestsplanningpreparation,organizingofgroupsandresourcesandassessment

UsingWebquestsoftwaretostimulateandscaffoldprojectdevelopmentandexploration

Tomeetthelearningintentionsandobjectivesyouwill

PlanaprojectwithcooperativelearningopportunitiesandWebquestsoftwaretoengagestudentsinobservations,discussionsandquestionsinordertoengageinastructuredinquiry

CompleteanplanningtemplateforaprojectprocessactivitythathasaclearSTEMsubjectlearningobjective–wheretheprojectprocessinvolvesteachingandlearningfor

o posingproductivequestionso findingresources/organizing

groupso interpretinginformationo reportingfinings

Dothisactivityintheclassroom Reflectonthisactivity(andreviseif

necessary)toensuremaximuminteractionbythestudentsonprojectprocess

SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline

TheICTcomponentsyouwillfocusonare

ICTexploration–explorationtoolstocreateWebquestresourceforprojectbasedlearning

ICTresourcedevelopment–developingaWebquestresourcesforprojectdevelopmentinyoursubjectteaching

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Module5.2STEMSubjectSpecificICTTools&SoftwareICTTeacherCompetencies

Teachersidentifykeyconceptsandprocessesinthesubjectarea,describethefunctionandpurposeofsubject‐specifictoolsandhowtheysupportstudents’understandingofthesekeyconceptsandprocesses,andtheirapplicationtotheworldoutsidetheclassroom(KD.2.a).

Teachersoperatevariousopen‐endedsoftwarepackagesappropriatetotheirsubjectmatterarea,suchasvisualization,dataanalysis,role‐playsimulationsandonlinereferences(KD.4.a).

Inthisunityouwilllearnabout

FindingandevaluationopeneducationsoftwareusingtheGESCIcriteriaforsoftwareevaluation

Developingstudentwritingskillstopromotesharingandcommunicationofideas

ExploringandreviewingMathematics,Science,andLanguagesoftwareeducationsoftwarepackagessuitableforpromotingproblem‐basedandinteractivelearninginyoursubjectteaching

Tomeetthelearningintentionsandobjectivesyouwill

Planalearningactivitythatincludestheuseofsharedwritingsoftwareandresourcesthatyouhaveevaluatedandselectedandstudentwritingforknowledgesharingandbuilding

CompleteanactivitytemplateforthelearningactivitythathasaclearSTEMsubjectlearningobjective

Dothisactivityintheclassroom Reflectonthisactivity(andreviseif

necessary)toensuremaximuminteractionbythestudentsonproblemsolvinganddiscussions

SharetheactivitywithSTEMteachersinyourschoolandwiththesubjectteachersinyourSIPSEcommunityonline

TheICTcomponentsyouwillfocusonare

ICTexploration–experiencing&

reviewingeducationalsoftware ICTresourcedevelopment–Using

‘sharedwriting’toproduceaneducationalresource

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Module5.3STEMLessonActivitiestoSupportPolicyICTTeacherCompetencies

TeachersexplainandanalyzetheprinciplesofusingICTineducation.Describehowtheseprinciplescanbeputintopracticeintheirownteaching.Analysewhatissuesariseinimplementingtheseprinciplesandhowthoseissuescanbeaddressed.(KD.1.a.)

Inthisunityouwilllearnabout

howtolinkyourclassroomactivitiestonationalInformationandCommunicationTechnologyforDevelopment(ICT4D)objectives

howtousethepriorityareafromtheSIPSEschoolcriteriaframeworktodevelopanICTSchoolPlanoverviewandActionPlan

activitieswithsharedwritingforteamproductionoftheschoolICTplan

Tomeetthelearningintentionsandobjectivesyouwill

brainstormideasonclassroomactivitiesto

supportnationalICT4Dobjectives Shareyourideasabout‘connectingclassroom

toICT4D’inthediscussionforum workinteamstodevelopyourschoolplan

overviewandactionplan developyourportfoliowithexamplesof:

o sharedworddocumentofteamcontributionsonschoolactionplan

o shredpresentationdocumentofactionplanpresentationtoschoolstaffwithinputsformschoolcommunity

TheICTcomponentsyouwillfocusonare

ICTexplorationandpractice–

continueexplorationandpracticewithsharedwritingtools

Usethesetoolstojointlydevelopschoolplanoverviewandactionplan

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Appendix9:ModuleStructureCourseModuleStructure–4activitiesleadingtoTPACK&ICT‐CFT‐in‐Practice

BuildingcapacityforinnovativeuseofICTinSTEM‐ 4activitiesineachmoduleIntroductory

Activity

ContentKnowledge

CaseStudy

Activities

ExemplaryCurriculumMaterials

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Participantssee&review

ICTenhancedSTEMLessonPlans

T&LStrategies

Activity

PedagogyKnowledge

Buildingteachingandlearningstrategies

PedagogicalDiscussion&Exploration

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Participantsdiscuss&exploretraditional&newpedagogicalstrategiestosupportSTEM

ICTPractice

Activity

TechnologyKnowledge

BuildingICTbasicandadvancedskills

ICTToolDemonstration&Practice

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Withexamplesofinstructionaluse

ClassroomPractice

Activity

TPACK‐in‐Practice

Applyingandinfusing‘technology’tosupport

‘pedagogy’and‘content’inclassroom

practice

ClassroomApplication

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Teacherscreateactivities&lessonsthatdemonstrateICTuseinSTEMteachingandlearning

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Appendix10:Assessment&Evaluation

1.SIPSEClassroomObservationProtocol

Pre‐LessonReview:Backgroundinformation

1. NameofObserver:______________________________________________

2. ObservationDate:(DD/MM/YYYY)__/__/___

3. TimeoftheLessonObservation:___________________________

4. NameofSchool:______________________________________________

5. Country:______________________;District/County__________________

6. NameofTeacher:______________________________________________

7. Whichclassorformareyouvisiting?___________________________________

8. Howmanystudentsareintheclass?_________

9. Howmanyboysandgirlsareintheclass?

NumberofBoys_________NumberofGirls_________

10. Whatisthesubjectbeingtaught?(tick)____________Chemistry____________Physics____________Biology____________Technology____________English____________Mathematics

11. Whataretheteacher’sobjectivesinthelesson?:(Ifpossible,speakwiththeteacherbeforetheobservationbeginsandcompletethissectionwiththefollowinginformation:Whatistheteacherplanningtodo?Howdoesthelesson/activityfitinwiththeunitthattheclasshasbeendoingbefore?Arethereareparticularoutcomestheteacherishopingfor?)

12. Whataretheteacher’sclassroomarrangementsforthelesson?(Drawordescribethe

physicalarrangementoftheclassroom.Alsowhathappensasthelessonprogresses–what

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methodologydoestheteacheradoptthroughoutthelesson–peer‐to‐peerlearning,groupwork–sametaskanddifferenttaskgroupwork)

13. Whattechnologyresourcesarepresentintheclassroom?(Describethetechnologyresources

presentintheclassroomandincludethenumberofeach.Fixedtechnologyresources,likedesktopcomputersandprojectors,shouldbeincludedinthediagramoftheclassroomabove.)

Part1:LessonObservationRubricUsetherubricbelowtoobservethelesson.Tickasappropriatetheleveloftheteacher’stechnology,pedagogicalandcontentknowledge(TPACK)observedinthelesson–where3=Observed;2=PartlyObservedand1=NotObserved.Provideexamplesofobservedteacherpracticewhereappropriate.1=NotObserved,2=PartlyObserved;3=Observed;TeacherKnowledge&Practices

1 2 3 Examplesofobservedorpartlyobservedpractices

14. ContentknowledgeofSTEMsubjects

Teacherpresentssomekindof‘hook’orstorytoengagethestudentsattentionorinterestinthemaintopicconcepts(CK)

He/sheclearlyintroducesthetopicandlearningobjectivesandshowshowtheyfitintothelessonplan(didacticorproblembasedorprojectbasedlesson)(CK)

He/sheprovidesappropriateinformation,skills,proceduresinrelationtothelessonconceptsbeingtaught(CK)

15. AddacommentontheteachersCKapplicationinthelesson(basedonobservedpractices)

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TeacherKnowledge&Practices

1 2 3 Examplesofobservedorpartlyobservedpractices

16. Pedagogicalknowledge

Theteacherengagesthestudentsindifferentlevelsofquestioningtopromotehigherorderthinking(remembering,understanding,analyzing,applying,evaluating&creatingtypequestions)(PK)

He/sheaddressesthediverseneedsofallstudentsbyusingdifferentgroupworkstrategies(sametaskgroupwork/differenttaskgroupwork)(Groupstrategies)(PK)

He/sheusesProblem‐based‐orproject‐basedlearningapproachestoengagestudentsinexploringreal‐worldissuesandsolvingauthenticproblems(PCK)

17. AddacommentontheteachersPKapplicationinthelesson(basedonobservedpractices)

18. Technologyknowledge

TeacherdemonstratesdevelopedknowledgeinbasicICTskills(intheuseofspreadsheetorpresentationorwordortheinternet)(TK)

TheteacherdemonstratesabilityinthetransferofICTskillsandknowledge

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TeacherKnowledge&Practices

1 2 3 Examplesofobservedorpartlyobservedpractices

tonewsituationsinclassroompractice

He/Shedemonstrateknowledgeoneffectivecombinationsoftechnologytosupportlearningsuchaslaptop,projectorwithspreadsheetorpresentationorsimulationuse(TK)

19. AddacommentontheteachersTKapplicationinthelesson(basedonobservedpractices)

20. PedagogicalContentKnowledge

Theteacherhasabilitytointegrateteachingapproachesortechniques(questioning,discussionorgroupwork)thatarousestudents’thinkingandcreativityintheSTEMsubjects(PCK)

21. TechnologicalPedagogicalKnowledge

Theteacherengagesstudentsintechnologyenhancedlearningactivities(thatusespreadsheetsorwordprocessingorsimulationorconceptmappingorpractice&drilletc.)(TPK)

22. TechnologicalContentKnowledge

Theteacherhasplannedrelevant

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TeacherKnowledge&Practices

1 2 3 Examplesofobservedorpartlyobservedpractices

activitiesthatintegratetechnologytools(spreadsheetsorwordprocessingorsimulationorconceptmappingorpractice&drilletc)topromotestudentSTEMconceptlearning

23. AddacommentontheteachersPCK,TPKandTCKapplicationinthelesson(basedonobservedpractices)

24. Technology,pedagogyandcontentknowledge

Theteachersclearlyintegratesthecomponentoftechnology(ICTtools),pedagogy(didacticorproblem‐based/project=‐basedapproaches/questioningorgroupworkstrategies)topromotecreativethinkingandinnovationoflessontopicconcepts(TPACK)

He/shechoosestechnologytools(drill&practiceorsimulationorwebquestetc.)that‘fit’togetherstronglytosupportpedagogyandcontent(TPACK)

25. AddacommentontheteachersPPACKapplicationinthelesson(basedonobservedpractices)

1=NotObserved;2=PartlyObserved;3=Observed

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Part2:TeachingandLearningActivityObservation26. Whicharetheteacherpedagogicalapproachesthatwereusedinthedeliveryofthe

lesson?Tickallthatapply. Leading(includeslecturing,directingclassactivities)_____________________ Facilitating/assistingstudents__________________________ Classcontrol(includesdiscipline&management)______________ Otherapproaches_______________

27. Specifytheotherapproachesthatwereemployed

28. Howdidtheteacherusethetechnologyinthelesson?Tickallthatapply.

Technologywasnotevident_____________________ Topresentinformation__________________________ Forvisualizationormodelingofaconcept______________ Todemonstrateastudenttask_______________ Forgrading,attendanceormaterialpreparation______________ Other___________________

29. Specifyhowelsetechnologywasusedinthelessontoday

PostLesson–reviewofteachingandlearning

Mainquestions ProbeQuestions(optional‐canbeusedtoprobedeeperreflectionfromtheteacher)

30. Howdoyouthinkthelessonwent? Whatdoyouthinkyourpupilslearnedaboutthetopic?Howcanyoutell?

Doyouthinkthestudents‟conceptualunderstanding”ofthetopicofthelessonwasimprovedwiththeintegrationoftechnology(spreadsheetsorpresentationorsimulationetc.)?Explain

31. Whatwentwell?Whatwentlesswell? Whatwerethepositiveaspectsoftheteachingexperience?

Whatdidyou(astheteacher)getoutofit?Didyoufinditdifficult?

32. Howwouldyouhavedonethelesson Afterteachingthislesson,whatpreparationdo

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differently? youthinkyouneedtodoforanotherlessonthatintegratestechnologyastoolsforlearning?Whatwouldyoudodifferentlynexttime?

WhatgeneralcommentcanyoumakeaboutusingtechnologyintheSTEMclasses?

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33. Howwouldyouratethislesson:LessonCriteriaRubric

Nameoftheteacher

Poor

(0‐5)

Belowaverage

(6–10)

Satisfactory

(11–15)

Good

(16–20)

Excellent

(21–25)TutorMark

TutorComments

Thelessonwasnotwellthoughtout.TherewasnoplanningtointegratetheconceptsofICTusetosupportDidacticorPrBLorPjBLpedagogyandcontentlearntintheSIPSEproject

ThereweresomeeffortsinpartsofthelessontointegratetheconceptsofICTusetosupportDidactic,orPeBLorPjBLpedagogyandcontenttaughtintheSIPSEproject

ThelessonwaswellthoughtoutandthereweregoodeffortstoincludeTPACK,didactic,PrBLorPjBLelementsinthelesson

TheLessonwaswellplannedoutwithgooduseofICTtosupportpedagogicalstrategies(questioning/discussion/groupworktechniquesanddidacticorPrBLorPjBLapproaches)andSTEMconcepts

Thelessonstoodoutexceptionallywellwillagoodcombinationofalltheelementsandbeyondofapplicationoftechnology(presentation/wordprocessing/spreadsheets/conceptmappingetc.)pedagogy(discussion/questioning/groupwork)andcontent(STEMsubjects)knowledgeapplication

34. Basedonyourratings,whatisthefinalmarkthatyouwillgivefortheteacherslesson

performance?__________

35. MasterTrainersConcludingRemarks(Confidential)

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SIPSEGeneralReview‐LessonPlansorLessonActivityPlan

Tutor’sgeneralcomments

Content:Doesthelessonplanidentifythelessontopicwithclearcurriculumlearningobjectives?

Tutor’scomments:

Technology:Doesthelessonplanintegrate‘drillandpractice’or‘simulation’or‘studentworksheet’or‘contentpresentation’exercisesinwordorpresentationorspreadsheetsorsoftwarelike‘hotpotatoes’tosupportthecurriculumlearningobjectives?

Tutor’scomments:

Pedagogy:Doesthelessonplanintegratestrategiesfor‘questioning’or‘promotingdiscussion’or‘groupwork’tosupportthecurriculumlearningobjectives?

Tutor’scomments:

Technologypedagogyandcontentknowledge:Doesthecontent,pedagogyandtechnology‘fit’togethertosupportthecurriculumlearningobjectives?

Tutor’scomments:

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2.SIPSEAssessmentRubric‐LessonPlanorLessonActivityPlan

CircleasappropriateTPACKAssessmentCriteria

Excellent16‐20

Good11‐15

Satisfactory6‐10

Fair1‐5

Marks

Technologies&CurriculumKnowledge(TCK)(Curriculum‐basedtechnology use)

Technologiesselected foruseinthelessonplanorlessonplanactivityarestronglyalignedwithoneormoreScienceorTechnologyorEnglishorMathematics(STEM)curriculumlearningobjectives.

TechnologiesselectedforuseinthelessonplanorlessonplanactivityarealignedwithoneormoreSTEMcurriculumlearningobjectives.

TechnologiesselectedforuseinthelessonplanorlessonplanactivityarepartiallyalignedwithoneormoreSTEMcurriculumlearningobjectives.

TechnologiesselectedforuseinthelessonplanorlessonplanactivityarenotalignedwithanySTEMcurriculumlearningobjectives.

Technology &PedagogicalStrategies(TPK)(Using technologyinteaching/learning)

Technology usestronglysupportspedagogicalstrategies(questioning,groupswork,discussionetc.)

Technology usesupportspedagogicalstrategies(questioning,groupswork,discussionetc.)

Technology useminimallysupportspedagogicalstrategies(questioning,groupswork,discussionetc.)

Technology usedoesnotsupportpedagogicalstrategies(questioning,groupswork,discussionetc.)

TechnologySelection(s)(TK)(Appropriatetechnologyselectionforcurriculum goals&pedagogicalstrategies)

Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)areexemplary,givenSTEMcurriculumgoal(s)andpedagogicalstrategies.

Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)areappropriate,butnotexemplary, givenSTEMcurriculum goal(s)andpedagogicalstrategies.

Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)arejustappropriate, givenSTEMcurriculumgoal(s)andpedagogicalstrategies.

Technologyselection(s)(presentation,worddocs,spreadsheets,simulations,youtubeetc.)areinappropriate, givenSTEMcurriculumgoal(s)andpedagogicalstrategies.

Technology,PedagogyandContentTPACK‐“Fit”(Content, pedagogyandtechnologyfittogether)

Content,pedagogicalstrategies andtechnology fittogetherstronglywithinthelessonorlessonactivityplan.

Content,pedagogicalstrategies andtechnology fittogetherwithin thelessonorlessonactivityplan.

Content,pedagogicalstrategies andtechnology fittogetheralittlewithin thelessonorlessonactivityplan.

Content,pedagogicalstrategies andtechnology donotfittogetherwithinthelessonorlessonactivityplan.

TotalMarks

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Adapted:“Technology IntegrationAssessmentRubric”byJudiHarris,NealGrandgenett&MarkHoferat:http://network.bepress.com/explore/education/teacher‐education‐and‐professional‐development/?facet=institution_title%3A%22University+of+Nebraska+Omaha%22&facet=subject_facet%3A%22Assessment+rubric%22

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3.SIPSEINDICATORSFORICTSCHOOLEXCELLENCE

Thecriteriaforfivedomainsofexcellenceareshownbelow.ThecriteriaactasindicatorsshowinghoweffectivelytheschoolmeetsSIPSEtargetsforexcellence.Thereareessentialcriteriaindicatedbyastarsymbol( )ineachdomain.TheseessentialcriteriamustbemetbyallSIPSESchoolsofExcellence.

Leadership&Vision

Vision

ASIPSEschoolcanshowevidenceof:Awhole‐schoolICTpolicy(developedorinprogress)thatoutlinesavisionandstrategyandconveysapositiveattitudetotheuseofICT.ThepolicyaddressesICTuseintheSTEMcurriculum,planningforstructuredICTaccessforallandInternetsafety.

Leadership&Vision–KeyExcellenceIndicators

OnICTschoolpolicyandplanning:

TheICTvisionisintegratedintothewhole‐schoolplan ThereisadedicatedICTcoordinatingteacherwithclearlydefinedrolesandresponsibilities ThereisprovisionintheschoolICTpolicytocollaborativelyregularlyreviewandupdatepolicy ThepolicyplansforpresentandfuturedevelopmentandimprovementofICTuseintheschool

subjects ThepolicysupportsContinuedProfessionalDevelopmentofstaffinrelationtoICT

OnschoolpolicyforICTinteachingandLearning:

OutlinestherationaleforICTandrecognisesitsdistinctivecontributiontolearningandteachingintheschool

AddressescontentuseofICTincurricularareas ThepolicyaddressesspecificICTactivitiesthatwillsupportteachingandlearninginSTEM

subjects

OnschoolpolicyforICTandSpecialEducationNeeds

SupportstheinclusionofpupilswithspecialeducationalneedsinrelationtoICTuseinteachingandlearning

OnschoolpolicyforICTaccess,Internetuseandsafety:

PlansforprogressioninlearningwithandthroughICTfromtechnologyliteracylevelsoftraditionaldidacticteachingtoknowledgedeepeninglevelsofproblembasedandprojectlearning

AccountsforregularandstructuredaccessforallpupilstoICTo Ifacomputerroomisavailable,classes/groupshavetimetabledslotso Arotaorturn‐takingsystemhelpsensurethatallpupilsreceiveregularaccesstoICT

laptopandprojectorinaclassroomsituation OutlineshowtheInternetisbestusedasaresourceforlearningandteaching IncludesapolicyonacceptableandsafeusesofICTthatisimplementedthroughouttheschool

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ICTintheSTEMcurriculum

Vision

ASIPSEschoolcanshowevidenceof:ICTintegrationacrosstheSTEMcurriculuminlearningandteachingandteachersintheSIPSEprojectwilldemonstrateaclearunderstandinghowICTcanbeusedintheSTEMcurriculumtoimprovestudentlearning.

ICTintheSTEMcurriculum–KeyExcellenceIndicators

OnICTinlearningandteaching:

ICTsupportsthekeyprinciplesoftheNationalCurriculumobjectivesforICTintegration KeyPrincipalsICTUseintheCurriculum–TanzaniaandKenya

ICTintegrationacrossawiderangeofcurricularareas

o ICTisintegratedintothecurriculuminsecondaryschools.,andthatthecurriculumisrevisedaccordingly

o Subject‐specificpedagogyincludestheintegrationofICTintheteachingandlearningprocess

ICTinteachingandlearning o ICTisusedintheteachingandlearningprocesstosupportthemasteryofSTEMsubject

matterwhileaddressingindividuallearner’sdifferences,criticalthinkingskills,andlanguage,throughinteractiveandparticipatoryteaching

o EffortsaremadetouseICTforlearnerswithdisabilitiesandotherspecialneedso Opportunitiesareprovidedtofosterthecreativeandinteractivecapacityoflearnersand

teachersthroughtheuseofICTandmultimedia

Useanddevelopmentofappropriatee‐content o Highqualitye‐contentandlocalcontentispromotedanddevelopedinaccordancewith

nationalmechanismsforevaluationo Schoolsusecontentdevelopedanddisseminatedbynationalcurriculuminstitutionsthat

addressesthepreservationandpromotionofTanzania’sandKenya’shistoryandculturalidentityanddiversity,withintheeducationsector

o Schoolsselect,evaluate,manageandutilizerelevantsoftwarepackagesande‐resourcesinaccordancewithnationalguidelines

o Schoolsmakeuseoffreeandeasilyaccessibleteachingandlearningmaterials,aswellasfreeandopensourcesoftware

ProfessionalcollaborationandICTsafety o SchoolsoptimizetheuseofavailableICTresourcesavailable(computerlabs,laptops,mobile

phones)forthedevelopmentofanexchangeofresourcesaswellasnetworkingandcollaborativeexchangesbetweenteachersandlearnerswithinandoutsidethecountry

o SchoolsdeveloprulesgoverningthesafeandethicaluseoftheinternetSources: GovernmentofKenya,MinistryofEducation(2006)NationalInformationandCommunicationTechnology

StrategyforEducation&Training.Retrievedfrom:http://kenyaictfund.or.ke/initiatives/NATIONAL_ICT_STRATEGY_FOR_EDUCATION_&_TRAINING_JUNE_2006.pdf

GovernmentofTanzania,MinistryofEducationandVocationalTraining(MoEVT)2007.Information&CommunicationTechnology(ICT);PolicyforBasicEducation.Retrievedfrom:http://planipolis.iiep.unesco.org/upload/Tanzania%20UR/Tanzania_ICT_Policy_for_BasicEducation_2007.pdf

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SchoolICTCulture

Vision

ASIPSEschoolcandemonstrate:AnawarenessandunderstandingoftheimportanceofICTimpactonthequalityoflearningandteachingamongstaff,studentsandthewiderschoolcommunity

SchoolICTCulture–KeyExcellenceIndicators

CultureofICTuseintheschool

o ThereisevidenceofastrongICTpresenceintheschoolo PupilscanbeobservedusingICTinthelaband/ortheclassroomo WorkproducedthroughICTisinevidencearoundtheschool

Thecomputerlabandclassroomlaptopsandprojectorsareusedregularlybypupilsandteachers

o ICThasbeenusedtopreparenewsletters,notesorothermaterialforcommunicationbetweenparents,pupilsandstaff

o STEMteachersuseICTintheirownclassroomplanningandadministration

TheschoolrecognisesthatICTcanextendpupils’learningbeyondtheclassroom

o PupilsareencouragedtorelatetheuseofICTatschool(suchtheICTenhancedactivitiesinSTEM)toproblemsolvingandprojectactivitiesinthelocalandhomeenvironment

o ParentsareencouragedandcontinuouslyeducatedontheadvantagesofusingICTtoimproveeducationoutcomesthroughparentsmeetings,newsletters,AGM,schoolstrategiesandallcommunicationfromtheschool

o Theschoolhasprepareddigitalresourcessuchasactivitysheets/learningobjectsforuseafterschoolbystudents

o TheschoolhasusedICTinSTEMcurricularprojectworkorhasbeeninvolvedinICTprojects,eitherlocalorintheSIPSEschoolcross‐countrynetworkofKenyaandTanzaniaorinternational.

o TheroleofICTtoimproveeducationoutocmesisrecognisedintheschools’Strategyordevelopmentplan

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ContinuingProfessionalDevelopment

Vision

ASIPSEschoolcandemonstrate:AcommitmenttosupportingSIPSEtrainingwithschoolbasedteacherdevelopmentactivitiesforICTuseinSTEMandothersubjects,providingopportunitiesforstaffmeetings,schoolseminars,teacher–to–teacherobservationsofICTuseinclassroompractice,onlinepresencethroughawebsite,blog,Facebooketc…

ContinuingProfessionalDevelopment–KeyExcellenceIndicators

Thewhole‐schoolpolicy(whetherformalorinformal)supportsandencouragesICTprofessionaldevelopment

TeachersattendingtheSIPSEcourseareencouragedtobeinnovativebyexploringnewideasinICTandtorelatethemtotheirteachingofSTEMsubjects

TheschoolutilisestheexpertiseinICTacquiredamongstaffattendingtheSIPSEcoursetoinformICTpracticeinacollaborativewayamongallteachers

TheICTcoordinatingteacherorothermembersofstaffwithaspecificexpertiseinICTsharestheirexpertiseatin‐schoolplanningdays,staffmeetingsorinaninformalcapacity

ThemajorityofstaffhavebeeninformedaboutSIPSEandhaveengagedinlearningfromtheSIPSEteachersattendingthecourse

TheSTEMteachingstaffareconfidentintheintegrationofICTintheirdailyteaching TheschoolkeepsabreastofdevelopmentsintechnologicalandprofessionalICTpracticeandis

awareoftheprofessionaldevelopmentneedsofthestaffinrelationtoICT

ResourcesandInfrastructure

Vision

ASIPSEschoolcandemonstrate:

TherequiredschoollabandSIPSElaptopresourcestosupportlearningenvironmentsforScience,Technology,EnglishandMathematics(STEM)subjectteachingandithasorganizedappropriateICTresourcesthatreflectaplanfordevelopmentandimprovementofICTaspartofwhole‐schoolpolicyandstrategyplan.

ICTintheSTEMcurriculum–KeyExcellenceIndicatorsHardware Theschoolshowsevidenceofsufficientandadequateaccesstocomputers/laptopsthat

reflectstheSIPSEminimumrequirementsforalabandclassroomsetupforICTuseinSTEMteachingandlearning

TheschoolICTresourcesareutilizedinthemostappropriatemannertomaximizeopportunitiesforeffectivelearningandteachingacrossallcurriculumsubjects

ICTislocatedinthefollowingareaswhereappropriate:o Mainstreamclassroomso Acomputerlaborroomo Libraryo Otherteaching/learningareaso Acombinationoftheaboveo HeadsofDepartmentOfficeso Staffroom

Thereisanappropriateselectionofdigitaldevicesavailableforusethatreflectsthecontextoftheparticularschool.Forexamplelaptops,projectors,digitalcamerasetcareavailable

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forteacheruse.

Infrastructure ThereisacomputernetworkLAN?Availableforeducationalpurposes Internetaccessisavailable

Software Thereisavarietyofcontent‐richandcontent‐freesoftwareavailableforusecovering

curricularareasinSTEMteaching VisittheSIPSEModuleResourceSheetonEducationalSoftware. VisittheSIPSEplatformforSoftwareEvaluationbyteachersofarangeofopen

educationalsoftware Teachersuseavarietyofageandabilityappropriatesoftwareapplicationsasalearning

andteachingresourceinSTEMsubjects Theschoolhasonlinepresence(website,blog,facebooketc)

Adapted:DigitalSchoolsofDistinction–TheFiveSteps.Retrievedfrom:http://www.digitalschools.ie/digitalschools‐criteria?phpMyAdmin=46hEY0R5PeYFDVZMxNjX6N5Vqe0

i