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Teacher Development for the 21st Century (TDev21)
A World Bank, Ministry of Educational and Vocational Training of Tanzania,
National Commission of Colleges of Education of Nigeria and GESCI Initiative
ICT Competency Framework for Teachers (ICT-CFT)
Contextualization and Piloting in Nigeria and Tanzania
SYNTHESIS REPORT
Report prepared by: Mary Hooker, Esther Mwiyeria & Anubha Verma
June 2011
Copyright notice
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Contents Acknowledgements ................................................................................................................... 3 Introduction .................................................................................................................................. 4 Rationale for ICT Competency Framework for Teachers ................................................................. 4 Developing ICT Competencies for Teachers in Tanzania and Nigeria ................................................ 6
Stage 1: Desk Research ................................................................................................................... 6 The Global Context...................................................................................................................... 6 The Tanzania Context .................................................................................................................. 7 The Nigeria Context..................................................................................................................... 8 ICT as a Solution .......................................................................................................................... 9 A Conceptual Framework for ICT Integration ............................................................................... 10 An ICT Teacher Competency Roadmap Tool ................................................................................ 11
Stage 2: Field Research ................................................................................................................. 14 Objectives of the Needs Analysis ................................................................................................ 14 Field Research Instruments ........................................................................................................ 14 Stakeholder Analysis ................................................................................................................. 16 Institutions Visited .................................................................................................................... 18
Stage 3: Consensus Building for Contextualized Competencies ....................................................... 32 Stage 4: Modular Design in the ICT Competency Framework for Teachers ....................................... 33 Stage 5: Assessment in the ICT Competency Framework for Teachers ............................................. 34 Validation of the ICT Competencies ............................................................................................ 35
Next stage: Upgrading Teachers to the Required Competency Level ............................................... 35 OUTPUTS and WAY FORWARD ..................................................................................................... 37 References ................................................................................................................................ 39 APPENDICES ............................................................................................................................ 42 APPENDIX I: SYSTEMS PERSPECTIVE SURVEY TOOL ...................................................... 43 APPENDIX II: IMPORTANCE-PRIORITIZATION SURVEY ...................................................... 44 APPENDIX III: ICT INFRASTRUCTURE QUESTIONNAIRE .................................................... 47 APPENDIX IV: CONTEXTUALIZING ICT COMPETENCIES FOR TEACHERS ...................... 55 Contextualized ICT Competency Framework for Teachers in Tanzania ................................... 57 Contextualized ICT Competency Framework for Teachers in Nigeria ...................................... 64 APPENDIX V: TPACK MODULES FOR ICT COMPETENCIES ............................................... 71 Modular outline exemplars for each competency standard domain ‐ Tanzania .................................. 74 Modular outline exemplars for each competency standard domain ‐ Nigeria .................................... 79 APPENDIX VI: E-PORTFOLIO ARTEFACTS ........................................................................... 84 APPENDIX VII: TECHNOLOGY PEDAGOGY AND CONTENT KNOWLEDGE (TPACK) ..... 100
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Acknowledgements
This report presents a synthesis overview of the Teacher Development for 21st Century (TDev 21) pilot project, a partnership initiative between the World Bank (WB) and the Global e‐Schools and Communities Initiative (GeSCI) and the Ministry of Education and Vocational Training (MoEVT) in Tanzania and the National Commission for Colleges of Education (NCCE) in Nigeria. The initiative is funded by a grant from the World Bank’s Regional Studies Program (RSP).
The focus of pilot in on a global competency framework for teachers called ICT Competency Framework for Teachers (ICT‐CFT). This generic framework is a response to a growing need to build teachers capacity for 21st century education and learning. The framework covers six areas of standards, taking a holistic view of ICT competencies that go beyond basic e‐literacy. A country can contextualize and use this universal framework. The framework is applicable at both pre‐service and in‐service levels. It is also possible take a regional approach to this universal framework. The framework is a result of an extensive collaboration between international organizations (UNESCO, ISTE1) and private sector (Microsoft, Cisco, Intel, among others).
The consultation was facilitated by MoEVT officials in Tanzania and NCCE officials in Nigeria. Special thanks to Ms. Rose Masenga, Dr. Binde, Mr. Issa Bakari and Mr. Samuel Makundi of the Teacher Education Department, MoEVT in Tanzania; and to Prof. Junaid and Dr. Abdulkareem of the National Commission for Colleges in Education in Nigeria. Providing key inputs and support to the consultation process have been the WB and GeSCI team specialists of Ms. Anubha Verma, Ms Mary Hooker and Ms. Esther Wachira.
1 International Society for Technology in Education
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Introduction
The pilot initiative Teacher Development for the 21st Century (TDev 21) was carried out in Nigeria and Tanzania in partnerships between the Ministry of Educational and Vocational Training of Tanzania (MoEVT) of Tanzania, the World Bank (WB) and the Global E‐Schools and Communities Initiative (GESCI), and the National Commission of Colleges of Education (NCCE) of Nigeria. The goal of the pilot was to contextualize ICT Competency Frameworks for Teachers (ICT‐CFT) for Tanzania and Nigeria. The secondary goal was building capacity for mainstreaming the standards at national level.
Rationale for ICT Competency Framework for Teachers
There is a commonly accepted view that Education systems will need to effect changes to prepare citizens for lifelong learning in the emerging 21st Century Knowledge‐Based Societies. The global shift towards Knowledge‐based Economies will require a change in the traditional view of the learning process itself. It will require an understanding of how traditional (text based) and new (digital based) classroom technologies can be used to facilitate learning environments in which students are engaged in the kind of team and project work that can enable them to take greater responsibility for their own learning and construction of knowledge. It will require a ‘reconceptualization’ of teacher professional learning for a digital age.
Competence with technology integration is the basis for effective change. Teachers will need to lead by modelling effective ICT skills and lifelong learning strategies. Students will need to see their teachers applying technology in authentic and integrated ways that will enable students to engage in problem solving, project collaboration and in creatively extending their abilities and capacities to acquire and construct knowledge.
In November 2008 the UNESCO ICT‐Competency Framework for Teachers (ICT‐CFT) project was launched marking the culmination of many attempts made by governments, academia, and the private sector to establish a universal terminology and competencies for ICT use in teacher development. The framework promotes a teacher development model for effective ICT integration across six education system domains of Policy, Curriculum and Assessment, Pedagogy, ICT, Organization and Administration and Teacher Development.
ICT competencies or standards are descriptions of what a qualified teacher should know and be able to do with technology in educational settings.
The adoption of an ICT competency framework has a number of advantages, namely:
a. It will be clear for all to see what is required of a qualified teacher in terms of knowledge, skills, behaviours and attitudes for ICT use in educational settings.
b. If a clear framework of ICT teacher competence is in place, then: i. all pre‐service teacher education institutions will need to make sure that they
graduate teachers to meet the required level standards of those competencies (beginner, applying, proficient or transformative competency levels);
ii. all in‐service providers will have to ensure that they provide ICT professional development programs which meet national priorities as expressed in the competency framework (beginner, applying, proficient or transformative competency level priorities)
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c. Student teachers, practicing teachers, administrators, teacher educators and other educators will be able to see the minimum ICT competencies required of them and will be able to place efforts towards achieving and maintaining those standards.
d. A competency framework can focus ICT integration on transformative practices at the classroom level; where technology integration changes content as well as pedagogy (what students learn as well as how they learn).
e. A competency framework can focus ICT integration on transformative practices at the systemic level: leading to changes in the organizational and structural features of course provision.
f. The general public can be confident that students are being taught by teachers/ educators who have achieved agreed and transparent ICT competency standards.
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Developing ICT Competencies for Teachers in Tanzania and Nigeria
The development of contextualized ICT Competency Framework for Teachers in Tanzania and Nigeria was conducted in five stages involving document review, field research, a multi‐stakeholder workshop, the development of the first iteration of the contextualized competencies, the design of modular outlines and the identification of assessment models and artefacts (Figure 1).
.
Figure 1: Development Stages of ICT Competency Framework for Teachers in Tanzania and Nigeria
The following sections present a summary of each of these five stages:
Stage 1: Desk Research
During the initial phase of the process, a document review was carried out in order to establish a global and national context for the development of ICT Competency Frameworks for Teachers in Tanzania and Nigeria. Work carried out on the development of the ICT competency frameworks from a number of countries was also reviewed. The review provided a context for the development of an ICT Competency Frameworks as cornerstones for the development of Teacher Professional Programs for ICT in education.
The Global Context
The global priorities of Education for All and Knowledge Societies are challenging the institutional and human resource capacity across education systems to provide access and a quality education that is necessary for learners to partake in 21st Century Knowledge‐based societies and economies.
Quality education is dependent on the development of high quality teachers. However many countries are experiencing acute shortages in the supply of suitably qualified and experienced
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teachers. UNESCO estimates that eighteen million new primary teachers are needed to achieve “Education for All” (EFA) by 2015 (UNESCO 2008).
Systemic economic growth is the key to reducing poverty and increasing prosperity. “New Growth” economic models emphasize the importance of new knowledge, innovation, and the development of human capacity as the sources of sustainable economic growth. ICT provides tools for empowering societies to change into knowledge economies or information societies leading to growth stimulation
However, in an increasingly globalized world, new global challenges are emerging such as:
• The abundance of information readily accessible through the Internet where ideas and concepts are in constant flux;
• Technology is becoming pervasive in most business sectors and is changing how business is being done;
• Technology itself is undergoing rapid and constant change; • New skill sets need to be developed by users on a constant basis; • Jobs appear and disappear very quickly. • Education is a major pillar of a knowledge economy. • Citizens in knowledge‐based economies and societies will need to be prepared in new
technology literacy competencies inclusive of higher order thinking and sound reasoning skills ‐ the ability to learn how to learn (i.e. to be a life‐long learner), the ability to reflect, to analyse synthesize, to find solutions and to adapt – in order to cope with the magnitude and rapidity of changes in knowledge production and world globalization, and to increase their own agency and ability to continue to develop and contribute to the knowledge society in which they will live;
• Universal access to an inclusive high‐quality education benefits individuals; stimulates public and private sector enterprise; and ultimately leads to economic growth that is more equitably distributed and enjoyed by all.
The Tanzania Context
In Tanzania the launch of Primary Education Development Plan (PEDP) in 2001 and Secondary Education Development Plan (SEDP) in 2004 has resulted in remarkable achievements in expanding education access and equity at primary and secondary levels. Between 1999 and 2005 rapid progress has been made towards the attainment of universal enrolment. Gender parity has been largely achieved at primary level and geographic disparities have been decreasing as the education system expanded (UNESCO 2010). There are however growing concerns of the capacity of the education system to provide inclusive and quality education and to train adequate and competent teachers under the pressures of such rapid expansion.
Part of the problem is low availability of suitable skilled teachers. The increase in student enrolment has been unmatched by the number of teachers that graduate from the Teacher Colleges. Government estimates a requirement of 45,000 additional teachers to meet demand resulting from the exponential growth in student populations from primary to secondary level (Hare, 2007). Teachers are unevenly distributed with the greatest shortages occurring in remote rural schools serving the poorest populations. Teachers of Mathematics, Science and Language (especially English) are in particular short supply. Many schools have no teachers for some science subjects, and failure rates for these subjects are high (World Bank, 2010).
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In a study of teacher perceptions and practices in Tanzania, Komba & Nkumbi (2008) list overcrowded classrooms, lack of textbooks, lack of competencies to handle critical topic areas and inability to handle pupils with special needs as the key challenges being faced by teachers. The authors report on crash training programs to upgrade the 1 in 3 teachers at primary level who have not attained minimum qualifications. The fast track training model can have severe implications for the quality of provision. Lee (2011) points out that without attention to quality, Tanzania “risks producing large numbers of very poorly educated and unemployable ‘graduates’”(p 48). Komba & Nkumbi (op cit.) suggest that the pressure for expansion “requires a re‐examination of the mechanisms for the preparation and development of teachers and managers of Tanzania’s education system so that quality of education is not affected negatively” (p67).
The shift to knowledge‐based economies and societies will require a change in the traditional view of the learning process. It will further require an understanding of how traditional (text based) and new (digital based) classroom technologies can be used to facilitate learning environments in which students are engaged in the kind of team and project work that can enable them to take greater responsibility for their own learning and construction of knowledge (Pelgrum & Law, 2003).
The knowledge‐based economy and society view has also influenced a paradigm shift in teacher development programmes as the pivotal role of teachers, especially in the effective use of new technologies, is being recognized globally (Davis, 2000). The extremely rapid growth and turn around in new technology and knowledge content mean that this emergent field is changing faster than education personnel can track. The new emerging models for Teacher Development embrace a concept of “3 I’s” – initial, induction and in‐service teacher education.
The Nigeria Context
In Nigeria there have been considerable achievements in expanding education access at all system levels. With the introduction of universal nine year basic education policy in 2000, state and federal governments have carried out a number of infrastructure improvement projects, piloted a number of programmes to address the needs of minority groups and girls’ education while exploring alternative forms of teacher preparation and undertaking curriculum reform. There are however growing concerns of the capacity of the education system to deliver inclusive and quality education provision (Kwache 2007; Jegede, 2009; Kazeem and Ige 2010).
Nigeria has missed the Education for All (EFA) goal for achieving gender parity at primary and secondary levels by 2005 and continues to face challenges for achieving other Millennium Development Goals (MDGs) by 2015. Inequalities of provision persist between urban and rural and rich and poor where the richest 20% of the student population completes on average 9.7 years of schooling compared to a 3.5 years average for the poorest 20% (UNESCO, 2010). Kazeem and Ige (2010) are of the view that there is a “need for a holistic reorientation, re‐engineering and re‐branding of education, especially teacher training and recruitments, if effective quality of education is to be achieved in Nigeria” (p40). Adekola (2007) describes the challenges of meeting the dual demands of teacher quality and supply. In many states where primary school enrolment needs to increase if EFA targets are to be met, output from training colleges is far lower than demand for teachers from primary and secondary schools.
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ICT as a Solution
Many experts in the national, regional and international field of Teacher Development and Information and Communication Technologies (ICT) believe that the evidence makes clear the incapacity of existing institutional structures to cope with the scale and urgency of the issues (Evoh 2007; Kwache 2007; Leach 2008; Bakari, 2009; Tedre, Bangu & Nyagava, 2009; Nihuka & Voogt, 2009). In this context they believe that the thoughtful use of new forms of ICTs can be exploited to strengthen and enhance Teacher Development programmes, address access and improve the quality of educational delivery.
ICTs can improve access to and promote equity in education by providing educational opportunities to a greater number of people of all ages, including the traditionally unserved or underserved (e.g. those in rural and remote areas, women and girls, and persons with disabilities). ICTs can enhance the quality of teaching and learning by providing access to a great variety of educational resources and by enabling participatory pedagogies. ICTs can be used to support distance learning models for teacher development and address existing constraints and gaps in teacher supply and demand. ICTs can improve the management of education through more efficient administrative processes, including human resource management, monitoring and evaluation, and resource sharing (Unwin, 2004; Ng et al., 2008).
In expanding education systems where countries like Tanzania and Nigeria are facing dual demands of teacher quality and supply, ICT applications in classroom practice represent a challenging goal. In a World Bank commissioned study of Mathematics, Science and ICT Education in ten countries in sub‐Saharan Africa inclusive of Tanzania, Ottevanger et al. (2007) note that that the systematic use of ICT for teaching and learning purposes is low. Students learn mainly basic computer skills and some principles of computer operations. Instructional models in both the teacher colleges and the universities are excessively academic, teacher‐centric and remote from the real challenges of classroom practice. The focus of ICT as a means to enhance educational quality is often very vague. A deeper agenda for reform is the recognition that traditional educational practices no longer provide prospective teachers with all the necessary skills for teaching students to survive economically in today’s rapidly changing workplace and knowledge‐based economies (UNESCO 2008, p1).
In Tanzania the entire curriculum at every system level has been reviewed and revised to move from teacher‐directed content based to learner‐centered competency based delivery. The ICT in Education policy outlines a framework for ICT integration in the revised curriculum as a subject and as a pedagogical tool for teaching and learning across all subject areas. The shift in the curriculum from a content‐based to a competency‐based approach redefining the role of the teacher as facilitator forms an integral part of the agenda for ICT integration to facilitate student centred and discovery learning approaches (MoEVT 2007).
In Nigeria the ICT in Education policy documents envisage an approach for leveraging technology to facilitate quality improvement and transformation in educational delivery. A key focus in the policy documentation is on the use of technology to transform the roles of the teacher and learner in the classroom. Teachers will be transformed through using technology from their current role of knowledge experts to a role of knowledge facilitators, guiding students to become independent learners. Students will be transformed from passive to active participants in their own learning to become seekers and constructors of knowledge (FME 2010a/b).
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A Conceptual Framework for ICT Integration
In planning for ICT integration in education, policymakers need to begin by clarifying overall national education policy, objectives and approaches, as this should serve as the rationale and road map for technology integration in their education systems. The aim of the Teacher Development for 21 Century (TDev21) pilot is to introduce globally‐benchmarked standards for ICT competency for teachers. What the standards framework will do is map continuum‐based competency levels, starting from basic ICT skills for teachers to a more sophisticated proficiency in application and innovation. During the initial phase of the TDev21 pilot a number of ICT competency frameworks were reviewed inclusive of national, regional and global frameworks, such as:
• ISTE: National Educational Technology Standards for Teachers (NETS‐T) • UNESCO: ICT Competency Framework for Teachers • Australia: ICT Competency Framework for Teachers • Dutch ICT Knowledge Base • E‐Teachers Qualifications Framework for EU project countries • ICT‐enhanced Teacher Standards for Africa • South African ICT Teacher Development Framework
The focus of the TDev21 project centred on the UNESCO ICT Competency Framework for Teachers (ICT‐CFT) launched in 2008 and designed by UNESCO in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE) and other renowned international partners and experts in the field. The ICT‐CFT constitutes a set of standards and resources that provide guidelines for planning teacher education programs and training offerings that will prepare teachers to play an essential role in producing technology capable students. The framework was created by crossing three approaches to ICT integration in education (Technology Literacy, Knowledge Deepening and Knowledge Creation) with six domains of the educational system (Policy & Vision, Curriculum & Assessment, Pedagogy, ICT, Organization & Administration, and Teacher Professional Development) (Figure 2).
Figure 2: UNESO ICT Competency Standards for Teachers Framework
Source: UNESCO 2008
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The framework guidelines recognize that the identification of ICT competencies for teachers should be framed by a clear understanding of a country’s overall approach to ICT use in education. Different countries could adopt one of three approaches: (i) a technology literacy approach to develop a technology‐literate workforce to enhance national economic productivity and competitiveness; (ii) a knowledge deepening approach to develop knowledge workers, or individuals who can apply knowledge to add value to the economy and society; and (iii) and knowledge creation approach to develop innovators and knowledge creators for the knowledge society.
An ICT Teacher Competency Roadmap Tool
GESCI together with partners restructured the UNESCO ICT Competency Framework for Teachers to create an ICT Teacher Competency Roadmap tool. This work involved analysing each of the UNESCO competency development approaches (technology literacy, knowledge deepening and knowledge creation) and system domains (policy, curriculum, pedagogy, ICT, organization & management, teacher development). A new “emergent” level approach was added so that the roadmap would be more inclusive to schools and institutions that were just beginning to/planning to engage with ICT. Each competency domain was divided into sub‐domains (e.g. policy ‐ policy awareness; classroom practice). A progression path was mapped of key performance indicators and benchmarks to describe increasing levels (beginning, applying, proficient & transformative levels) of teacher attainment in the full implementation of each competency sub‐domain and approach. A number of gaps were identified where there was not a relevant UNESCO statement for a particular sub‐domain. New statements were drafted which were consistent with the nearest UNESCO competency statement (Table 1).
Table 1: Extract from the ICT Teacher Competency Roadmap
Emergent Technology Literacy Knowledge Deepening Knowledge Creation
Competency domains &
sub‐domains
Performance
Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
Policy & Vision
Policy awareness research, evaluate and support school and national policy and vision for ICT integration across all subject areas
identify and evaluate local, national and global vision for technology integration in education and development
contribute to the development of a shared school vision and planning for ICT integration that is based on national policy.
discuss and work collaboratively with others for vision and planning implementation that focuses on exploring new and more effective approaches for ICT integration across all subject areas in the school
help embed school/ district/ national policy and vision for ICT integration by applying it in their daily work and engaging with students in innovative and exemplary practice.
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and wider community.
Classroom
Practice
design, adapt and develop classroom practices and school programs to implement national ICT and education reform policies
create lesson plans with a basic reference to school and/ or national ICT policy and practice.
identify key characteristics of classroom practices and specify how these characteristics serve to implement policies (I.A.1.) (national and/or school policies for ICT integration across all subject areas)
identify key concepts and processes in content areas; describe the function and purpose of simulations, visualizations, data collection tools and data analysis software and how they support student understanding of these key concepts and processes and their application to the world outside the classroom. (II.A.I)
design, implement, and modify school/ institutional level education reform programs that implement key elements of national education reform policies. (III.A.1.) (using technology to support reform)
Note: Enumerated statements refer to competencies in the UNESCO framework
The roadmap was designed from the perspective of Teacher Development institutions and providers and their need to systematically plan for ICT integration in program provision. Teacher development courses across or within approaches and system domains can be designed using the roadmap to accommodate the emergent skills/ needs of pre‐service or beginning teachers, practicing teachers, teacher educators, administrators or other school/ institution‐level actors or roles. The performance indicators are based on criteria for different levels of performance that are not necessarily linked to artificial age ranges, teacher pre‐service levels or years of teacher service. The performance benchmarks can be used to assess growth in the attainment of teacher competencies.
In the emerging stage, the teacher development focus is on the use of ICT as an add‐on to the traditional curricula and standardized test systems. Teachers and learners are discovering ICT tools and their general functions and uses, and the emphasis is usually on basic ICT literacy and skills.
In the applying stage, the focus is on the development of digital literacy and how to use ICT for professional improvement in different disciplines. This involves the use of general as well as particular applications of ICT.
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In the proficient stage, the teacher development focus is on the use of ICT to guide students through complex problems and manage dynamic learning environments. Teachers are developing the ability to recognize situations where ICT will be helpful, and choosing the most appropriate tools for a particular task, and using these tools in combination to solve real problems.
In the transformative stage, the learning situation is transformed through the use of ICT. This is a new way of approaching teaching and learning situations with specialized ICT tools. Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice.
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Stage 2: Field Research
The field survey was carried out between 31st January and 11th February in Nigeria and between 21st and 25th February in Tanzania. A sample of national education institutions, secondary schools, colleges of education, and departments related to education and training was visited.
Objectives of the Needs Analysis
The objectives of the Needs Analysis as spelt out in the original Terms of Reference in the two countries are as spelt out below:
• To scan the ICT teacher development landscape by looking at existing ICT teacher training policies, strategies, programs, standards (if any), curriculum, content, delivery mechanisms, evaluation and assessment among others both at in‐service and pre‐service levels. This scan would inform the contextualization of ICT competency standards in Tanzania
• To carry out a stakeholder analysis to determine key national counterparts for the initiative.
• To determine at what level (primary, secondary or tertiary including vocational training) to pilot the competency standards
• To identify the institutions to target for piloting the competency standards
Field Research Instruments
There were three types of tools that were used during the field survey. The instruments were developed to carry out the analysis at three levels and gauge issues at the systems perpective, importance and prioritization perspective and infrastructure perspective. Interviews were conducted with key informants in ministries, national institutions and agencies, state colleges and schools for a duration of between forty five minutes to one hour. Focus group discussions were conducted with lecturers, teachers, student teachers and students. Surveys were carried out on stakeholder importance and prioritization ratings of UNESCO ICT teacher competency standards. Questionnaires were used to verify the status of ICT infrastructure in colleges of education, teachers colleges and schools in sampled institutions. The details of each of instruments used are provided below. A stakeholder analysis matrix was used to identify those who had the highest level of interest and influence on the project.
1. The Activity Systems (AS) approach was adapted to map the ICT landscape from national to regional to institutional and classroom practice. The AS advocates for ICT needs to be studied within the learning environment and the broader socio‐economic context as indicated in Fig 3 below (Engstrom 2003; Lim and Hang, 2003). The purpose for using the activity systems conceptual framework was to build a more detailed account of national and institutional objectives of ICT integration in education and in teacher development, to understand the successes, challenges, needs and opportunities at different system levels.
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Figure 3: Activity System Interview Protocol
Sources: Engestrom 2003; Lim & Hang 2003
The systems tool that was developed with broad questions in six key areas relevant to the situational and needs assessment mapping sought information in the following areas: o Mandate – institutional and organizational mandates related to ICT in education
and teacher development o Actors – Who is involved in issues related to ICT Integration o Policy and objectives – for ICT integration in education and teacher development o Resources – ICT and non‐ICT resources available or required for ICT in education and
teacher development o Regulatory frameworks – curriculum and development frameworks for ICT
integration o Community – public private partnership & networks for ICT in education and
teacher development This tool was used to elicit information from the departments under the Ministry of Education and Vocational Training in Tanzania, the Federal Ministry of Education, and the Federal Ministry of Science and Technology in Nigeria and among the heads of institutions visited. This tool was also used in the focus group discussions that were held with lecturers, student teachers in colleges of education and students in secondary schools.
2. The importance and prioritization perspective was gauged through a tool that was structured based on the UNESCO ICT in education system perspective encompassing policy, curriculum and assessment, pedagogy, ICT, organization and management, and professional development. Each of these components had subcomponents as outlined in Appendix II. The survey was conducted with lecturers and teachers in the institutions and schools visited. There were two questions that were asked during this survey prioritization. In the first question, the lecturers and teachers were asked to indicate their perceived level of importance on each of the twenty six ICT Competency Standards for teachers drawn from
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the six domains (policy, curriculum, pedagogy, ICT, management & professional development). In the second question, lecturers and teachers were asked to identify three competencies that would require priority development.
3. The infrastructure perspective tool was used to gauge the type of hardware and software in the instituions and the mode of acquisition, connectivity options available, policies related to maintenance and access to the ICT equipment and skills of various ICT technicians who manage the ICT infrastructure in the institutions. Tools for ICT Integration, ways in which ICTs were being used and funding of ICT related activities constituted the other categories of questions.
Stakeholder Analysis
The objective of carrying out the stakeholder analysis was to determine key players (red quadrant) who had a high influence on the project and a high interst in the project success. During the stakeholder analysis, the identifed players were mapped against their level of interest and influence using the stakeholder analysis matrix in Figure 4.
Figure 4 ‐ Stakeholder analysis matrix
Source: Stakeholdermapping.com
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Institutions were categorised according to their level of interest and influence in order to hone in on the institutions that would be involved in project in the two countries. This also provided insights on the level of education where the intervention would be focused. In both countries the focus turned out to be teacher education, in secondary schools both at the pre‐service and in‐service levels of teacher development. This resulted in the adoption of a continuum approach in the subsequent development of the ICT competencies in the two countries.
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Institutions Visited
The various institutions that were visited fell under the following levels of education management in the two countries:
Table 2: Institutions visited in Nigeria and Tanzania
Nigeria Tanzania Level 1 Ministries
• Federal Ministry of Education (FME)
Ministry of Education and Vocational Training (MoEVT)
Level 2 National Teacher Development Institutions
• National commission of Colleges of Education
• Nigeria Teacher’s Institute • National Board for
Technical Education • National Information
Technology Development Agency
• Universal Basic Education Commission
• Secondary Education Department
• Teacher Education Department
• Primary Education Department
• Vocational Education Training Authority
• Tanzania Beyond Tomorrow
Level 3 Colleges of Education
• City College of Education • College of Education – Zuba
• Morogoro Teachers’ College
• Morogoro Vocational Teacher Training College
Level 4 Schools
• Jabi Junior Secondary Schools
• Wuse Junior Secondary School
• Nelson Mandela Secondary Schools
• Morogoro Senior Secondary School
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Findings from Needs Analysis Opportunities and Challenges in Nigeria and Tanzania
Tanzania
Tanzania has made significant progress in education. The literacy rate for the nation has increased from around 60% in 1980 to 73% in 2009. Biggest gains have been made at primary level. Gross enrolments in the primary education were recorded at 106.4%, in 2010 with a comparative 47.3% in secondary schools. This is also evidenced by the fact that there are 4,266 secondary schools with 1,638,699 students as compared to 15,816 primary schools with 8,419,305, pupils (BEST, 2010). In addition to expansion in the formal system, the Government implemented two main Adult and Non‐Formal Education programs, viz. ICBAE and COBET. According to the National Report of the United Republic of Tanzania on the Development of Education (MoEVT, 2008) more than half a million out‐of‐school children have been able to get primary education through the COBET program. The same report states that “more than one million adults above 19 years of age have improved their literacy skills, established income generating projects and credit schemes through ICBAE.”
Despite the success in enrollment, problems persist at primary levels. According to the National Report of the United Republic of Tanzania on The Development of Education one of the major challenges in primary education is “that unequal attention has been paid to enrolment expansion and other objectives, namely quality improvement, capacity building and institutional arrangements or management” (MoEVT, 2008). Other challenges are: congestion in classrooms, lack of teaching and learning materials, high student: teacher and student: learning materials ratios and lack of adequate infrastructure. As a result of under‐qualified teachers in the system, teachers are sometimes unable to teach topics that are otherwise deemed difficult to teach due to lack of subject content knowledge.
Access The rapid increase in access to primary education as a result of the successful implementation of PEDP resulted in a very high demand for secondary education. Access to secondary education has been addressed to a large extent through SEDP I (2004‐2009) which has been extended to SEDP II (2010‐2014). The challenge of access has further been addressed through offering education courses by the various universities and also the adoption of licensed teachers. However, all these measures have not been able to counter the effect of dropping standards of education which have resulted to poor quality. This is especially the case in secondary education and in particular in the Science and Mathematics subjects. This can also be explained by the fact that secondary education teachers specialize in two subjects whereas, primary teachers can teach all subjects.
Quality
The standard and quality is reflected in the progression rates, repetition rates, poor performance in the science and math subjects, limited access to textbooks a large number of under‐qualified teachers and high student to teacher ratios in the sciences especially in secondary education These challenges are progressively being addressed with notable improvements. As noted in the Tanzania Human Development Report (UNDP, 2000), one of the goals of BEMP was to raise performance, decrease student to teacher ratios, rationalize teacher
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workloads for greater efficiency, and shift the salary: no‐salary spending from 93:7 to 80:20 by 2002. This was to be achieved through redeployment of teachers, devolving authority and resources of school to Local Government Authorities and involvement of communities in the development of school infrastructures. The devolvement of education resources has taken place according to findings during this study. However the student to teacher ratios have remained high especially in the science subjects for a number of reasons: (1) the uptake of science subjects is very low in secondary schools and as such the system as a whole is highly starved in those who can take science as a subject in teacher training colleges or universities (2) the science teachers often leave the teaching profession especially because of the high demand of those who have science backgrounds in all sectors; and (3) a large number of teachers are furthering their education in various institutions where the mode of training employed is largely in‐campus based. This means that most of the teachers are absent from schools.
Trends in ICT and Education in Tanzania
There is a strong policy focus on ICT and Education. The National ICT Policy of 2003 recognizes the role of ICT can play to ‘enhance education, including curriculum development, teaching methodologies, simulation laboratories, life‐long learning and distance education and for teaching of not only ICT, but of all subjects and specializations.’ Furthermore, a distinct framework for linking ICT and Basic Education has been developed in the form of ICT Policy for Basic Education (2007). A multi‐stakeholder consultation process for providing policy advice on technology integration resulted in an ICT guideline (also referred to as ‘White Paper’) called ‘Thinking through the use of ICT in Secondary Education in Tanzania ‐ Deliberations of a multi stakeholder work group on education.’. This policy framework presents guidelines for system wide ICT integration in basic education covering pre‐primary, primary, secondary, and teacher education as well as non‐formal, adult education and university education. Tanzania is also a signatory to the WSIS Declaration of Principles and Action Plan that aims to build a people‐centered, inclusive and development‐oriented Information Society.
At secondary level, several ICT and Education initiatives have been launched. These include: the e‐Schools forum formed in 2005 which had proposed a phased approach for ICT in secondary schools, starting with 200 schools in phase 1, followed by a large scale roll out covering 2000 schools in phase 2 in a period of 5 years with a target of having all schools with ICT in 2015. Another planned intervention is through the NoPC pilot project which targets the provision of ICT to 200 secondary schools which are close to Teacher Colleges to improve the teaching of Math, Science and English. According to NoPC (UK), the NoPC solution transforms traditional computing, taking “thin” to a whole new level, greatly reducing the need for maintenance, support and upgrades. This solution has been said to be energy and cost‐efficient PC substitution, eliminating high failure components, requiring little bandwidth and using under 100 watts for five workstations. With over 3,500 secondary schools in Tanzania, NoPC hoped to install computer systems in all of them providing Internet for over 1.2 million children to improve their academic experience. Other initiatives have been listed under the stakeholders section (5.4). It is hoped that the latest strategy under the TBT will centrally anchor all these and future ICT in education initiatives under the MoEVT.
To harmonize various ICT and Education initiatives at basic level, “Tanzania Beyond Tomorrow” is a new strategy being developed by MoEVT to define an E‐Education Program for Basic Education for 2011‐2020. The TBT mission is to improve access, equity and quality in the
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delivery of basic education through integration of ICT in teaching and learning. Key objectives of TBT are: to identify all initiatives of ICT in basic education in order to harmonize and integrate them into a unified framework, to enhance the use of appropriate ICT in education, and to provide and improve appropriate ICT infrastructure to support teaching and learning in basic education.
A Focus on teachers
A shortfall of 45,000 teachers is estimated at secondary level. Qualified Teachers for secondary education are those with diplomas from Teachers’ Colleges and above. Teachers in secondary schools can only teach two subjects whereas those in primary schools can teacher all the subjects. The ratio of qualified teacher to student is 1:40 per subject with some regions having a ratio of 1:80. The low teacher to student ratio is mostly in the Science and Mathematics subjects in the rural and remote areas. There is an uneven distribution of teachers in the regions and in the different schools. Teacher attrition rates in secondary education are at 3.8%. Out of this 67.3% leave the profession because of termination whose causes include dismissal, change of employment, illness and resignation.
To build teacher capacity, government has prioritized teacher training as a focus area. The implementation of ICTs in Teacher Colleges was started in 2005 as a joint undertaking MoEVT and the Swedish International Development Agency (Sida). The project’s main goal was to improve on the quality of pre‐service and in‐service teacher education by using ICT. In the first phase, all 34 Governmental colleges received 30 thin client computers and a server including peripherals and accessories, ICT training for education administrators, all tutors were trained in the use of ICT for teaching and learning which according to interviews translated to basic literacy skills. 2‐4 tutors in each college were certified in CISCO IT essentials. A commercial ISP supplies the required bandwidth to all the colleges on contract basis.
There are also other initiatives to use ICTs for teacher training. For example, an ICT‐based in‐service teacher education project for secondary school teachers providing training on pedagogy and subject specialized education was developed by the Mid Sweden University (MiUn) which has a vast experience of distance education, flexible learning and teacher training and the MoEVT. The project is also supported by the Open University of Tanzania (OUT) and the University of Dar Es Salaam (UDSM). The overall purpose of the project was to enhance the performance of the secondary teachers by providing training on pedagogy and subject specialized education. The teachers will be trained through ICT‐based short courses which will be tailored to the needs of teachers in particular subject areas.
The government has made an effort to define a roadmap for integration of ICT in teacher training. In this context, MoEVT has developed a Framework for ICT Use in Teacher Professional Development in Tanzania (2009), mapping how to address teacher shortages in key subjects (Mathematics, Science and English), teacher quality and teacher support using the existing ICT infrastructure in the Teacher Colleges (TCs) for pre‐service and in‐service programs and on‐going learning of teachers. But there is no comprehensive framework of standards to guide capacity building of teachers in ICTs.
This is where the present intervention becomes important.
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Teacher Colleges, with improved ICT infrastructure, are offering ICT training for trainee teachers. But most accounts suggest that training is for basic ICT skills. There is no focus on broader competencies that allow teachers to apply ICTs in teaching and learning. Teacher Development for 21st Century (TDEV21) is a potential vehicle for addressing this next step.
Findings of Needs Analysis
A. There is a strong policy and programmatic focus at national level on ICT and Education
• The National ICT policy describes a continuum approach for developing technology competencies from teachers: from basic literacy skills to ICT use in management and administration to content development and the pedagogical integration of ICT in practice. ICT should be used as a tool to facilitate learning. Newly graduated teachers should be able to design and present their lessons using ICT. Practicing teachers should also be able to use ICT equipment for lesson preparation. All teachers should be able to move to other levels of ICT utilization beyond technology literacy levels.
• The Primary Education Development Program (PEDP), Secondary Education Development Program (SEDP), Complementary Basic Education in Tanzania (COBET), Integrated Community Basic Adult Education (ICBAE) and the National Higher Education Policy are the major programs undertaken by the Ministry of Education and Vocational Training to operationalize the national education policy.
• The ICT Policy for Basic Education presents an approach that raises the bar on the model for
ICT integration in the Education system. It is an approach that moves beyond technology literacy towards knowledge‐based (knowledge deepening & knowledge construction) approaches for ICT integration. It is an approach that is focused on educational transformation ‐ to make educational provision more relevant and responsive to national development needs for producing technologically literate citizens who can boost the economic engine and contribute to a learning knowledge society.
• The Tanzania Beyond Tomorrow” (TBT) is a new strategy in development under MoEVT that
will define an E‐Education Program for Basic Education for 2011‐2020. Identify all initiatives of ICT in basic education in order to harmonize them, enhance the use of ICTs in education, and improve ICT infrastructure to support teaching and learning in basic education.
B. The proposed intervention can compliment ongoing effort to shift education from a content-based to competency-based The entire curriculum at every system level has been reviewed and revised to move from
teacher‐directed content based to learner‐centered competency based delivery. The ICT policy outlines a framework for ICT integration in the revised curriculum as a subject and as a pedagogical tool for teaching and learning across all subject areas. The shift in the curriculum from a content‐based to a competency‐based approach redefining the role of
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the teacher as facilitator forms an integral part of the agenda for ICT integration to facilitate student centered and discovery learning approaches.
The proposed initiative can serve as an opportunity to link the contextualization of the ICT‐Competency Standards for Teachers in Tanzania to the national policy vision for moving teachers from ‘technology literacy’ to ‘knowledge‐based’ approaches. This would in turn support national education objectives for moving teachers from ‘knowledge gatekeepers’ to ‘knowledge facilitators’. It would also provide a yardstick that can be used to measure the progression of teachers from one level of competency application to the next.
C. The intervention compliments ongoing work on building capacity on teacher development pre‐service and in‐service The Teachers Colleges are already equipped with basic ICT infrastructure, have a curriculum
in place and 95% of their tutors have undergone technology literacy capacity building programs. The infrastructure comprises of 30 thin client computers and a server including peripherals and accessories in all the 34 colleges. A commercial ISP supplies the required bandwidth to all the colleges on contract basis. 30 of these colleges are connected to the national electrical grid and 4 of the colleges use generators and solar panels. Capacity building included basic ICT training for education administrators, training of all tutors in the use of ICT for teaching and learning which according to interviews translated to basic literacy skills. In the first phase of the deployment of ICT in TCs, 2‐4 tutors in each college were certified in CISCO IT essentials. Previous attempts to have the infrastructure used for curriculum delivery fell short of the mark because it was not clear what it was that teachers were expected to know and be able to do in as far as the use of ICTs for classroom practice goes. TDEV21 presents a good opportunity to bring this value add.
Recognizing that teachers need systematic competency development, in 2009, the government developed the “Framework for ICT use in Teacher Professional Development” elaborating a development path with vision, goals, resource requirements and outcomes for ICT integration in teacher development.
The dual challenges of school expansion and acute teacher shortages have placed new
demands on teacher colleges. Government estimates a requirement of 45,000 additional teachers to meet demand resulting from the exponential growth in student populations from primary to secondary level. College capacity to meet teacher demand is inadequate with high attrition rates exacerbating the problem particularly in rural zones. Colleges are attempting to address shortages and stem the tide of attrition by exploring the use of technology for providing in‐service and distance education programs.
The project pilot presents an opportunity to build capacity in colleges for enhancing
outreach programs to support school communities in practice‐based on‐going professional development for technology use within the resources and constraints afforded by real classroom contexts.
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Recommendations going forward
There is the opportunity to focus the TDev21 project on the pre‐service and in‐service training of secondary school teachers – situating the project in Teacher Colleges (TCs) (pre‐service) and a sample of secondary schools (in‐service) and zones linked to the TCs. The project pilot would be conducted under the leadership of the Teacher Education Department supported by Secondary Education Department with built‐in mechanisms for sustainability from the onset.
TDEV21 should be anchored in the Ministry of Education and Vocational Training with the involvement of the following Departments and Ministries for strategic reasons:
o The Teacher Education Department at the Ministry of Education should be involved
as the overseer of the project initiative so that the standards are integrated into national processes and are given a high level of recognition after the pilot phase at the pre‐service level.
o The secondary education department would have to work closely with TED. This
would also ensure that there would be inbuilt sustainability and avenues for scaling up the project through SEDP II which has a component of in‐servicing of teachers. The competencies would strengthen and complement this component which is funded by the World Bank office in Tanzania.
o The Morogoro Teachers College (MTC) should be the main institutional counterpart
of the program, given the national‐level role of College to lead on ICT integration in pre‐service and in‐service. Working with MTC will allow a proof of concept trialing of the contextualized competencies operationalization for systematic mainstreaming of standards across all teacher education institutions, instead of an ad‐hoc adoption of standards.
The focus of the pilot should be on pre‐service training standards, but with an extension
into in‐service through the involvement of practicing teachers. To do this, the curriculum for the contextualized ICT competency standards should be developed in modular format so as to flexibly address pre‐service and in‐service training. This will allow the standards to be implemented in a continuum, covering student teachers, beginning teachers as well as practicing teachers. It will provide authentic grounds for testing the standards in real teaching and learning contexts, which are typically more constrained in resources and technology.
The pilot will cover teachers under training to teach at secondary level and those who are already practicing from a sample of secondary schools. This is in keeping with the mandate and scope of the MTC. Standards should be contextualized through a participatory process. Teacher trainers and trainee teachers in the Teacher Colleges and Secondary Schools visited during the needs assessment should be involved in informing the pilot development of the contextualized competencies and modules. The focus
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would be to not simply develop contextualized competencies, modules and tools, but also to produce new knowledge from the practitioner communities of teacher educators and teachers who are applying the competencies and exploring different modalities for technology use in their professional practice.
It is recommended that the School Inspectorate Department and the Ministry in‐charge
of Local Government Authorities (PMO‐LARG) should be represented in the next two phases of the project. The school inspectorate department is in charge of inspection of secondary schools and teachers colleges and although they are aware of what to inspect in conventional education, they do not know what a teacher should know and be able to do with and through ICTs in a technology enabled environment. Their contributions would add value to the process during this pilot phase and any eventual scaling up of the project.
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Nigeria
In Nigeria there have been considerable achievements in expanding education access at all system levels. With the introduction of universal nine year basic education policy in 2000, state and federal governments have carried out a number of infrastructure improvement projects, piloted a number of programs to address the needs of minority groups and girls’ education while exploring alternative forms of teacher preparation and undertaking curriculum reform. There are however growing concerns of the capacity of the education system to deliver inclusive and quality education provision.
Nigeria has missed the Education for All (EFA) goal for achieving gender parity at primary and secondary levels by 2005 and continues to face challenges for achieving other Millennium Development Goals (MDGs) by 2015. Inequalities of provision persist between urban and rural and rich and poor where the richest 20% of the student population completes on average 9.7 years of schooling compared to a 3.5 years average for the poorest 20% (UNESCO, 2010). Kazeem and Ige (2010) are of the view that there is a “need for a holistic reorientation, re‐engineering and re‐branding of education, especially teacher training and recruitments, if effective quality of education is to be achieved in Nigeria” (p40). Adekola (2007) describes the challenges of meeting the dual demands of teacher quality and supply. In many states where primary school enrolment needs to increase if EFA targets are to be met, output from training colleges is far lower than demand for teachers from primary and secondary schools.
Many experts in the national, regional and international field of Teacher Development and Information and Communication Technologies (ICT) believe that the evidence makes clear the incapacity of existing institutional structures to cope with the scale and urgency of the issues (Evoh 2007; Kwache 2007; Leach 2008). In this context they believe that the thoughtful use of new forms of ICTs can be exploited to strengthen and enhance Teacher Development programmes, address access and improve the quality of educational delivery.
Nigeria is facing a problem of quantity and quality of teachers. The launch of the free Universal Basic Education by the Government in 2004 required an estimated additional 400,000 teachers for the programme. The capacity of the Colleges of Education all together can produce about 60,000 National Certificate of Education (NCE) graduates annually. Olakulehein (2007) describes the resultant pressure on the education system in terms of “a two‐pronged problem of numbers and relevance” (p134). The problem of numbers would imply that there is an insufficiency in the quantity of teachers that are available for the various levels of the system. The problem of relevance, would suggest that the quality and relevance of the knowledge and competence of the teaching cadre at all levels of the system is inadequate. NITDA (2008) reports that there is a need for capacity building to improve and update the quality of the existing teaching force. Teacher education by distance learning the authors suggest is inevitable. The huge size of Nigeria necessitates strategy for wider access by teachers through the Internet and the delivery of courses on the basis of distance teaching and learning schemes.
Key Findings from the Needs Analysis of the needs analysis
A. The ICT and education policy environment is conducive and enabling
• There is an enabling policy environment for the TDEV21 pilot project as the national policy frameworks and strategies recognize the importance of an ICT skilled workforce
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for socio‐economic development and for moving the country towards the realization of Vision 20:2020 as one of the top 20 knowledge‐based global economies.
• The ICT in Education policy documents envisage an approach for leveraging technology to facilitate quality improvement and transformation in educational delivery. A key focus in the policy documentation is on the use of technology to transform the roles of the teacher from knowledge experts to knowledge facilitators and the learner from passive to active participants in learning and knowledge construction.
• The National ICT Education Policy and Framework thus present an approach that raises
the bar on the model for ICT integration in the Education system. It is an approach that moves beyond technology literacy towards knowledge‐based (knowledge deepening & knowledge construction) approaches for ICT integration that can make the education system more relevant and responsive to national development needs for producing knowledge workers and citizenry.
B. The intervention compliments ongoing efforts on standards and curriculum for teachers
• The curriculum for the entire education system is currently under review. The contextualized ICT competencies developed in this pilot would inform the curriculum revision process which currently is inclined towards technology literacy approaches for acquisition of basic ICT skills.
• The Federal Ministry of Education (FME) and the Federal Ministry of Science and Technology (FMST) have recognized the importance of developing standards in ICT in educational training and provision.
• The TDEV21 pilot project would greatly strengthen the ICT Standards for Science and
Technology instruction in view of the objectives spelt out in the National ICT in Education Policy for the promotion of learning with and through ICT and for a continuum approach for professional development.
• There is a demonstrated need and well‐defined opportunity niche for the intervention.
The programs and initiatives currently in development for standards setting under the FME and FMST, for curriculum review under the NCCE, for implementation of the various polices that require compulsory integration of ICT at all system levels inclusive of the Science and Technology standard setting under STEP‐B, provide an opportunity for the integration and scaling up of the TDEV21 ICT teacher competency standards pilot project.
• There is the opportunity to focus the TDev21 project on Basic Education which faces the
most daunting of challenges in the Nigeria education system ‐ to provide young people with foundation skills in literacy, numeracy and technology that can address the issues of learner underachievement and chronic unemployment prevalent among post‐basic graduates.
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• There is a significant opportunity to link the contextualization of the ICT‐Competency Standards for Teachers in Nigeria to the national policy and standards setting agenda and in so doing to focus on the following dimensions:
- To address the disconnect between the National Policy on ICT in Education
(which presents a futuristic vision for knowledge deepening and knowledge construction approaches) and the National Information Technology Education Framework (NITEF) (which is focused on technology literacy approach) through the competency contextualization process – a process that will engage stakeholders in debating and defining what it is that a teacher in Nigeria should know and be able to do with technology to realize the national policy vision for ICT‐furthered education which is engaging, enriching, empowering and enabling.
- To align the competency contextualization to the national policy vision and objectives for moving teachers from ‘technology literacy’ to ‘knowledge creation’ capabilities for ICT integration in professional practice.
- To develop the contextualized competency framework to reflect national policy
thrust towards a continuum approach for professional development that benchmarks ICT standards for student and practicing teachers.
• The TDev21 project pilot presents an opportunity to build capacity in Colleges of
Education to support a continuum approach for ICT competency development and prepare student teachers and practicing teachers to use technology within the resources and constraints afforded by real classroom contexts.
C. The suitability of the National Commission for College in Education (NCCE) as the institutional counterpart is high
• The NCCE as a federal agency under the FME has been prominent in its commitment to teacher development and curriculum reform. Currently the NCCE is leading the teacher education curriculum review which will have a direct bearing on defining standards and competencies in specialist fields of Early Childhood & Care Education, Primary Education, Secondary Education, Adult & Informal education and Special Education. Working with NCCE during the pilot period would provide a test‐bed for contextualizing and piloting ICT competencies at one system level (Basic Education) which can inform and scale up competency development through all system levels.
• The work should be conducted with high‐level inputs and guidance from FME. FME is in the process of developing ICT standards for all system levels. It would be critical to integrate the TDev21 contextualization of the teacher competencies within the FME agenda for ICT standard setting.
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Recommendations for Next Steps
The Federal Ministry of Education (FME) should be involved as the overseer of the project initiative so that the standards are integrated into national processes and are given a high level of recognition after the pilot phase. This would also ensure that there would be inbuilt sustainability and avenues for scaling up the project for different system levels.
NCCE should be the main institutional counterpart of the project, given the national‐
level role of NCCE as a regulatory agency covering 112 teacher training institutions at basic and TVET level in Nigeria. Working with a regulatory body, NCCE, will allow a nation‐wide and systematic mainstreaming of standards, instead of ad‐hoc adoption of standards by a few institutions.
The pilot could focus on pre‐service ICT standards for basic and TVET teachers, but with a possibility of extension into in‐service level. To do this, the curriculum for the contextualized ICT competency standards should be developed in modular format so as to flexibly address pre‐service and in‐service training. This will allow the standards to be implemented in a continuum, covering teachers still in training, as well as teacher already teaching in classrooms. The pilot would cover public and private institutions.
The pilot’s focus on basic and TVET level teachers in pre‐service, and on both public and
private teacher training institutions is to maintain consistency with NCCE’s mandate and scope. Out of the 112 colleges of education under NCCE, 21 are federal (8 TVET and 13 mainstream), 47 are state and 44 are private.
Standards should be contextualized through a participatory process. Teacher trainers
and trainee teachers in the Colleges of Education and Junior Secondary Schools visited during the needs assessment should be involved in informing the pilot development of the contextualized competencies and modules. The focus would be to not simply develop contextualized competencies, modules and tools, but also to produce new knowledge from the practitioner communities of teacher educators and teachers who are applying the competencies and exploring different modalities for technology use in their professional practice.
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II. Findings from Importance‐prioritization of competency domains for capacity building
• Nigeria ranked curriculum and assessment and teacher development ICT teacher competency domains as the areas for capacity building that required immediate attention. The specific subcomponents for capacity building that emerged under curriculum and assessment were learning environment, student experience and assessment sub‐domains. The learning environment was given special focus not only during the field survey exercise but also during the workshop discourse that followed. It was perceived by stakeholders that the learning environment is “grossly inadequate” for the successful implementation of ICT competencies. Under teacher development the areas that stood out for capacity building were teacher understanding and classroom management.
• In Tanzania, the teacher development competency domain was noted to be requiring immediate attention with an equal focus on teachers’ awareness, planning and informal learning sub‐domains. Other domains ranked as requiring immediate attention were curriculum and assessment with a focus on communication and collaboration and organization and management with a focus was on teachers understanding. It is worth noting here that although the main domains may be different, the subdomains are focused on teachers understanding.
• These findings represent a shift in the teacher development focus – from using ‘Education for ICT’ to using ‘ICT for Education’ – where lecturers and teachers clearly identify technology as a tool to support their professional practice and not vice versa. The findings present an opportunity to develop a broader, more holistic and in‐depth approach for teacher development that helps schools and institutions deepen their approaches for ICT integration beyond the technology literacy level.
• The contextualized ICT competency framework that is at the heart of the TDEV21 project presents a matrix for system wide and in‐depth teacher development that can be tailored to national and institutional policy and priority frameworks. The framework curriculum can be designed in modular format so that institutions and schools can select appropriate elements to meet their institutional objectives, needs, priorities and phases of development for ICT integration. See also Appendix II for details of Importance‐Prioritization results in both countries
Infrastructure perspective
• The dominant mode of ICT deployment in the two countries is the computer‐lab model. This model isolates technology from everyday classroom use and does not allow enough time for educators and students to experiment with technology.
• The dominant software that was used in both countries was proprietary software with no mention of open source software in use.
• Connectivity costs and availability remains a major challenge in both countries. • The ICT infrastructure in use in both countries is either donated or at the pilot stages
(Jabi School in Nigeria) and as such there are close working conditions with the provider. • Partnerships exist in both countries in as far as ICT acquisition, support and maintenance
are concerned. Unfortunately this is not always timely in both countries which has resulted in a high number of equipment being rendered idle and of no use either in the computer rooms or in the stores as was the case in Morogoro secondary school in Tanzania and Wuse Junior secondary school in Nigeria.
• Colleges of Education in the two countries have functional computer labs that have a large number of computers.
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• Most of the training in the two countries in Teachers Colleges is still at the technology literacy level with minimal ICT Integration skills development.
• Whereas there are concerted efforts in having Teachers’ colleges equipped with appropriate infrastructure in Nigeria, this is well structured and coordinated in Tanzania with all the colleges being equipped with ICTs, connectivity, Local Area Networks and lecturers being trained in basic technology and ICT technical skills. There is no equivalent centralized coordinated approach in Nigeria in infrastructure installation in the colleges of education.
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Stage 3: Consensus Building for Contextualized Competencies
National workshops was held from 10th – 13th of May 2011in the Peacock Hotel, Dar‐es‐Salaam, Tanzania and between 23rd and 25th June 2011 in the National Commission for Colleges of Education (NCCE), Abuja, Nigeria.
The strategic objective of the workshops were to review existing competency frameworks and contextualize ICT competency standards for teachers in Tanzania and Nigeria; and to create a team of master trainers who in turn would adapt and mainstream the standards at the national level.
In Tanzania 33 educators attended the workshop representing the following institutions: Morogoro, Kleruu, Tukuyu, Monduli and Korogwe Teachers’ Colleges; Zanaki , Kibasila, Chang’ombe, Nelson Mandela and WAMA Nakayama secondary schools; Dar es salaam zonal School Inspectorate ; College of Information and Communication Technology of University of Dar‐es‐Salaam (COICT‐UDSM), Dar‐es‐Salaam University College of Education (DUCE), Morogoro Vocational Teachers Training College the School Inspectorate, the Teacher Education, Primary Education and Secondary Education Departments of the Ministry of Vocational and Education Training (MOEVT). The Ministry of Education and Vocational Training (MoEVT), the World Bank and the Global e‐Schools and Communities Initiative served as facilitators, informants and providers of resources.
In Nigeria 32 participants attended the workshop representing the following institutions:
• Federal Ministry of Education (FME) • National Commission for Colleges of Education (NCCE) • Colleges of Education (COEs) from 18 states • Nigeria Educational Research and Development Council (NRDC) • Nigeria Teachers Institute • Universal Basic Education Commission • Science and Technology Education at the Post‐Basic Level (Step‐B) project • Technical and Vocational Education
Workshop facilitators and panellists were drawn from the National Commission of Colleges of Education (NCCE), the Global E‐Schools and Communities Initiative (GESCI), and the World Bank (WB).
Participants looked at examples of global, regional and national ICT competency frameworks for teachers. They discussed the parameters for implementing ICT competencies for teachers in Tanzania and Nigeria in relation to: whether the competencies should be generic or subject‐specific; whether they should be targeted at pre‐service or in‐service; whether they should be developed for teachers, administrators or teacher educators, or any other group. The discussion generated reflections on how the contextualized competencies might be used and owned as well as obstacles to their use.
The facilitation team presented Standards for Standards: that is, criteria of clarity, scope and relevance against which workshop participants could measure whether the roadmap of ICT teacher competencies based on the UNESCO competency framework were clear, sufficient in terms of content as well as applicable and relevant to the Nigeria context. From this review
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process participants proceeded to contextualise competency frameworks for teachers in Tanzania and Nigeria.
Appendix IV presents an overview of the Contextualized ICT Competency Framework for Teachers in Tanzania and of the Contextualized ICT Competency Framework for Teachers in Nigeria that emerged from the workshop review and consensus building process.
Stage 4: Modular Design in the ICT Competency Framework for Teachers
The Contextualized ICT Competency Frameworks developed from the workshop processes for Teachers in Tanzania and Nigeria provide six standard domains related to performance indicators to guide preparation of teacher development programs in advancing student teacher and practicing teacher knowledge and use of technology. The six contextualized competency domains are general enough to be adapted or customized to fit Teacher College, University, Local Government Authority, State, District or School teacher development guidelines, while at the same time maintaining enough specific detail to adequately define the scope for module, topic or unit or lesson development in course provision.
Professional development providers are not expected to comprehensively address all of the ICT Framework Competencies and Approaches in their course offerings. Providers could design their training courses to include
• a “breadth” tact, to address elements of all system domains (policy, curriculum, pedagogy, etc.) for one particular approach (emergent, technology literacy, knowledge deepening, knowledge creation)
• a “depth” tact in which at least one domain is developed across approaches, or… • a “role” tact, in which modules are tailored for a specialized audience, such as Teacher
Educators, Teachers, Technology Coordinators, Curriculum Coordinators, or Principals. Adapted: UNESCO (2008)
The workshop participants in Tanzania and Nigeria developed modular outlines incorporating the contextualized standards using a Technology Pedagogy Content Knowledge (TPACK)2 framework. The focus was to develop modular outlines identifying objectives, activities and approaches that integrate technology, pedagogy and content and that is aligned to the contextualized competencies.
Appendix V presents an overview of the Modular Outlines for the Tanzania Contextualized Competency Framework and of the Modular Outlines for the Nigeria Contextualized Competency Framework that emerged from the workshop review and consensus building process.
The activities described in the TPACK modular outlines for each competency domain are examples only, not a definitive list of activities required for teachers to meet competency standards or indicators. There are many different activities and approaches that could
2At the heart of TPCK is the dynamic relationship between content, pedagogy, and technology. The TPACK approach considers the interactions among these three elements and examines all possible interactions among content, pedagogy and technology, namely, Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPACK).
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demonstrate implementation of the contextualized competencies. The activities serve as examples of exemplary planning for technology use in teaching and learning programs by teacher educators and teachers.
The involvement of teachers and teacher educators and ICT specialists in TPACK modular design for technology integration is in line with the current view in the literature of understanding teachers as producers (designers) of technology programs as well as the traditional view of teachers as consumers (users) of technology programs (Koehlar & Mishra, 2008).
See also Appendix VII for summary overview of TPACK Framework
Stage 5: Assessment in the ICT Competency Framework for Teachers
The Contextualized Competency Frameworks for Teachers in Tanzania and Nigeria define what teachers should know and be able to do with technology in education or the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. The competencies cover what pre‐service/ in‐service teacher preparation programs should address on the modelling of technology use and providing experience using technology in educational practice. All student teachers/ practicing teachers in ICT teacher development programs can be expected to meet these standards as a result of providers (teacher college pre‐service providers/ in‐service partner providers) making available appropriate and sufficient technology related capacity building opportunities and essential conditions for technology application in practice.
Outcomes are defined by performance indicators or descriptors of achievement at the different stages (beginning, applying, proficient, transformative) in a teacher’s progression path of competency development. It is important to clarify that success in attaining the general progress indicators will depend on the teacher’s support system at school or institutional level. This would describe a support system that is based on shared vision, strong leadership, curriculum and assessment that is focused on national policy for student centered learning, supportive policies on ICT planning and budgets, technical support and other such conditions that need to be defined and clarified by stakeholders. Without such a support system in place, it is very difficult for teachers to attain a transformative competency level for ICT use in educational practice.
During the workshop there was a focused discussion on assessment of teacher competency levels. It was clarified that parameters for assessment of teacher competencies for ICT use in teaching and learning practice should:
• be accessible to all beginning and practicing teachers; • be easily administered and affordable for the assessing body and participants; • involve a range of tools to reflect the varying aspects of teaching practice; • provide support mechanisms and assistance for teachers undertaking assessment; • provide detailed feedback from the assessment process, including opportunities for
further development; • provide some form of recognized credentialing by the employing authority in some
tangible form such as certification, a salary increase and/ or promotion
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A common model of assessment that was discussed is the combination of e‐portfolio with artefacts and some form of assessment centre. The use of e‐portfolios requires the selection of artefacts by teachers or teacher educators as the first step in presenting evidence of how the competencies for teachers have been met. Teachers or teacher educators would also need to provide some form of written commentaries (e‐journal) to provide insight into the rationale for choosing each piece of evidence that has been presented (Loughran 2002).
The workshop participants in Tanzania and Nigeria identified e‐portfolio artefacts related to performance indicators of the six domains of the contextualized competencies. The artefacts identified represent examples only, not a definitive set required to meet the competency performance indicators. There are many different artefacts that could be defined by teachers, teacher educators, schools and institutions that can demonstrate the achievement of the contextualized standards for teachers in Tanzania and Nigeria.
Appendix VI presents an overview of the Artefacts for the Tanzania Contextualized Competency Framework and of the Artefacts for the Nigeria Contextualized Competency Framework that emerged from the workshop review and consensus building process.
Validation of the ICT Competencies
The validation of the competencies was originally set in the TORs to take place between phase II and III of the project. In the absence of this possibility, the competencies were validated during the workshop process by way of having the different groups share/present to the entire team and having these competencies further mapped against digital content process. After the final iterations of the competencies have been compiled, they will be sent to the respective Ministries of Education and Science and Technology for a wider stakeholder validation process. The purpose will be to clarify whether there should be any modifications, omissions or additions in light of Ministry regulatory frameworks.
Next stage: Upgrading Teachers to the Required Competency Level
The workshop participants in Tanzania and Nigeria discussed the need to develop strategic plans for adopting the contextualized competencies and for developing national programs for upgrading teachers to competency levels for ICT integration that are defined by the national frameworks. The ICT competency frameworks give an overview of benchmark competencies that teachers can attain at beginner, applying, proficient and transformative stages of technology use in educational practice. The country needs analysis reports with the importance‐prioritization and infrastructure surveys bring together other background research which gives some clarity on current levels of teacher and institutional preparedness for ICT use in educational practice. By looking at where teachers are now and where they need to be, it will be possible to identify gaps in performance that is areas where teachers are not proficient or need further capacity building opportunities to get them up to the competency standard.
For example, findings in the needs analysis report suggest that many teacher educators in Tanzania are already at a reasonably proficient level in ICT knowledge and understanding as a result of capacity building programs and deployment of ICT infrastructure in all teacher colleges. However, the importance‐prioritization survey suggests that teacher educators are not yet able confident or comfortable with using ICT in their subject specific areas for course delivery. Teacher educators and teachers identified competencies for ICT integration in the curriculum as both important and a priority for capacity building. This would suggest that teacher educators
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and teachers require capacity building in how to use ICT effectively in the classroom to teach content and to support national policy for interactive student‐centred pedagogies as well as improving their own proficiency in ICT (Figure 6).
In Nigeria a snap development–prioritization survey conducted during the workshop process indicated that most participants placed Nigerian teachers’ ICT development level as being somewhere between the emerging (basic use of technology) and applying (technology literacy) development stages. In the prioritization section of the survey participants perceived policy awareness for building teachers’ skills to translate national ICT policy into school and classroom practice and the learning environment for developing teacher capability to identify tools that can support learning environments as the top competency priorities for capacity building. This would suggest that stakeholders are shifting from a techno‐centric focus on capacity building for technical skills. The performance gap they are identifying is teacher pedagogical skills for using ICT effectively in the classroom to teach content and to support national policy for interactive student‐centred pedagogies as well as improving their own proficiency in ICT (Figure 6).
Future Situation – Current Situation = Performance Gap
Figure 6: Performance Gap Analysis The next stage would be having identified the performance gap, to use the results of the competency and infrastructure mapping to identify the capacity building gaps (Figure 7).
Where are teachers now? What has been/ is being provided = gaps in CAPACITY BUILDING
Figure 7: Capacity Building Gap Analysis
Adapted: Thornton 2007
Having identified capacity building gaps and what the current teacher development models can offer, the next stage is to prioritize needs for the beginner/applying/ proficiency/ transformative
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phases of teacher development programs and to ensure that teachers have the opportunity to meet the required competency attributes identified for each phase.
OUTPUTS and WAY FORWARD
Output 1: Contextualized ICT Competency Framework for Teachers in Tanzania
A first iteration of a contextualized ICT Competency Framework for Teachers in Tanzania and Nigeria was the key output of TDev21 pilot (see Appendix IV)
Output 2: Capacity Building among Core Team of ICT Education stakeholders The pilot brought together a core group of national facilitators for ICT‐CFT in each country. This core group consisted of stakeholders from ministries, national agencies responsible for teacher development, teacher colleges, educators, inspectors, and curriculum and certification agencies. The goal was to develop a group of “master trainers” who are conversant with the framework. The role of facilitators would be to spearhead the mainstreaming of ICT‐CFT nationally. Capacity building was done through an intensive workshop process. The core group was brought together under the convening power of the host agency (Ministry of Education in Tanzania and NCCE in Nigeria). Critical areas in which capacity was built were:
(1) Familiarization with ICT‐CFT Framework. The group was familiarized with the purpose, structure, and scope of ICT‐CFT framework, and how to addresses teacher capacity gaps. National context from Tanzania and Nigeria was used. Various international frameworks at national and regional levels for ICT standards for teachers were also introduced.
(2) Tools and Guidelines for content development aligned to standards. A set of modular outlines that are aligned to the six domains and different levels of the contextualized ICT competency framework and that serve as examples of exemplary planning for technology use in teaching and learning programs by teacher educators and teachers.
(3) Familiarization with assessment and certification options. A set of assessment tools
and certification options that are aligned to the performance indicators or descriptors of achievement for the different stages (beginning, applying, proficient, transformative) of competency development in the contextualized framework.
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GOING FORWARD
(1) Institutionalization of ICT‐CFT Framework as a national framework of standards
Vetting: The Ministry of Education in Tanzania and the NCCE in Nigeria will conduct an internal vetting of contextualized framework, followed by a review by national stakeholders and ultimately vetted by international reviewers. The review will lead to a final version of teacher competency framework.
Endorsement: Endorsement by national curriculum and examination institutions formally recognizing the ICT‐CFT as a valid framework guiding teacher development curriculum and certification for pre‐service and in‐service teachers at all levels.
Adoption: After vetting and endorsement the country will formally adopt the ICT competency standards for teachers and release a standards booklet.
(2) Implementing standards through teacher training at pre and in service levels
Implementation is broadly envisaged to address teacher competency development through a full cycle of skills diagnostic, competency training, and assessment and certification, starting with Technology Literacy level of standards. Furthermore, enabling conditions within education systems in Tanzania and Nigeria will have to be addressed so that competencies (what teachers know) can translate to outcomes (what teachers do).
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References
Adekola, O.A. (2007) Language, Literacy, and Learning in Primary Schools: Implications for Teacher Development Programs in Nigeria, Washington, World Bank
Bakari, J. (2009) ICT‐Based In‐service Teacher Education for Secondary School Teachers in Tanzania [Online], available from GeSCI at: http://www.gesci.org/partnerships.html, retrieved 18 March 2011
Davis, N. (2000) International Contrast of Information Technology in Teacher Education: multiple perspectives of change, Editorial, Journal of Technology for Teacher Education, 9 (2) pp 139‐147
Evoh, C. J. (2007) Collaborative partnerships and the transformation of secondary education through ICTs in South Africa, Educational Media International, 44(2), pp 81‐98.
Stakeholdermap.com (2011) Stakeholder Analysis [Online], available at: http://www.stakeholdermap.com/stakeholder‐analysis.html, retrieved 18 June 2011
Federal Ministry of Education (2010a) National Policy on Information and Communication Technologies (ICT) in Education, Abuja, MFE
Federal Ministry of Education (2010b) National Information Technology Education Framework (NITEF), Abuja, MFE
Hare, H. (2007) ICT in Education in Tanzania [Online], available from infoDEV at: http://www.infodev.org/en/publication.432.html, retrieved 18 March 2011
Jegede, P.O. (2009) Assessment of Nigerian Teacher Educators’ ICT Training, Issues in Informing Science and Information technology, 6 pp415‐420
Kazeem, K. and IGE, O. (2010) Redressing the Growing Concern on the Education Sector in Nigeria,Edo Journal of Counseling 3 (1), pp 40 ‐ 49
Koehler, M.J. and Mishra, P. (2008) What is technological pedagogical content knowledge (TPCK)?: Introducing TPCK, in Colbert, J. A., Boyd, K.E., Clark, K.A., Guan, S., Harris, J.B.,
Kelly, M.A. & Thompson, A.D. (eds Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, New York, Routledge
Komba, W.L. and Nkumbi, E. (2008) Teacher Professional Development in Tanzania: Perceptions and Practices, Journal of International Cooperation in Education, 11 (3), pp67 – 83
Kwache, P.Z. (2007) The Imperative of Information and Communication technology for teachers in Nigeria Higher Education, MERLOT Journal of Online Learning and Teaching, 3 (4), pp395‐398
Lee, S. (2011) Value for Money in Education, in Mugunasi, E. (ed) United Republic of Tanzania Public Expenditure Review 2010: Prepared by the Members of the Macro Group of the Tanzania PER Working Group, Washington, World Bank, pp44 ‐ 45
Leach, J. (2008) Do new information and communications technologies have a role to play in the achievement of education for all? British Educational Research Journal, 34 (6), pp783 – 805
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Lim, C.P. and Hang, D. (2003) An activity theory approach to research to ICT integration in Singapore Schools, Computer & Education, 41 pp46‐93
Loughran, J. J. (2002). Effective Reflective Practice: In Search of Meaning in Learning about Teaching. Journal of Teacher Education, 53 (1), pp33‐43
Ministry of Education and Vocational Training (MoEVT) (2007) Information & Communciation Technology (ICT) Policy for Basic Education: ICT for Improved Education, Dar es Salaam, MoEVT
Nihuka, K.A. and Voogt, J. (2009) E‐Learning Course Design in Teacher Design Teams: Experiences in the Open University of Tanzania, in 13th Biannual Conference for Research on Learning and Instruction in Amsterdam, August 25th ‐ 29th, 2009 [Online], available from Tanzania Online at: http://www.tzonline.org/news.asp?ItemID=161&pcid=57&cid=58&archive=yes, retrieved 18 March 2011
Ng, W.K., Miao, F. and Lee, M. (2008) Capacity‐building for ICT Integration in Education [Online], available from IDRC at: http://www.idrc.ca/en/ev‐140839‐201‐1‐DO_TOPIC.html , retrieved 15 January 2011
Ottevanger, W., Van Dan Akker, J.& De Feiter, L. (2007) Developing science, mathematics, and ICT education in sub‐Saharan Africa: Patterns and promising practices, Washington, D.C., World Bank Africa Region Human Development Department.
Pelgrum, W.J. and Law, N. (2003) ICT in education around the world: trends, problems and prospects, Paris, UNESCO
Tanzania Communication Regulatory Authority (2010). Internet and Data Services in Tanzania – a supply side survey [online]. Available at: http://www.tcra.go.tz/publications/InternetDataSurveyScd.pdf) on 6th June 2011.
Tedre, M., Bangu, N., & Nyagava, S.I. (2009) Contextualized IT Education in Tanzania: Beyond Standard IT Curricula, in Journal of Information Technology Education, 8, pp101‐124
Thornton, B. (2007) Fundamental Schools Quality Project: Report on Setting of Competency Framework, Dili, World Bank
Tilya, F. (2007). ICT in Education in Tanzania: Lessons and Experiences from IICD‐Supported Projects. UDSM available at http://www.iicd.org/files/Tanzania_ICT%20in%20education.pdf Accessed 6th April 2011
United Nations Educational Scientific and Cultural Organization (UNESCO) (2008) EFA Global Monitoring Report 2008: Education for All by 2015 – Will we make it? [Online], available from: http://www.unesco.org/en/efareport/reports/2008‐mid‐term‐review/, retrieved 2 August 2010
United Nations Educational Scientific and Cultural Organization (UNESCO) (2008) ICT Competency Standards for Teachers: Implementation Guidelines [Online], available from UNESCO at: http://unesdoc.unesco.org/images/0015/001562/156209E.pdf, retrieved 11 April 2009
United Nations Educational Scientific and Cultural Organization (UNESCO) (2010) Education for All ‐ Global Monitoring Report: Reaching the marginalized, retrieved 24 April 2010 from UNESCO at: http://unesdoc.unesco.org/images/0018/001865/186525e.pdf, retrieved 18 March 2011
Voogt, J., Tilya, F. and van dar Akker, J. (2009) Science Teacher Learning of MBL‐Supported Student‐Centred Science Education in the Context of Secondary Education in Tanzania, Journal of Science Education and Technology, 18 pp429‐438
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World Bank (2010) Project Appraisal Document for a Secondary Education Development Program: In Support of the Government’s Secondary Education Development Program II (SEDP II), Dar es Salaam, World Bank
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APPENDICES
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APPENDIX I: SYSTEMS PERSPECTIVE SURVEY TOOL
Figure 8: Multi-level ICT Activity Systems of Education Sectors
Adapted: Lim and Hang, 2003
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APPENDIX II: IMPORTANCE-PRIORITIZATION SURVEY
ICT Teacher Competency Standards for Nigeria The table below lists the six ICT Teacher Competency Standard domains of policy, curriculum, pedagogy, ICT, organization & management and teacher development which are based on the UNESCO framework. Prioritizing ICT-Teacher Competencies
1. How important are each of the ICT teacher competency standards for you as a lecturer? (Please tick as appropriate).
2. Use the stickers provided to identify the top three priorities you would like the ICT Teacher Competency Standards for Nigeria project to focus on in the pilot phase. (Red sticker 1st priority; Green sticker 2nd priority; Yellow sticker 3rd priority)
ICT Teacher Competency Standard
Domains Important Moderately important Not important
Polic
y
Policy awareness Awareness of national/institutional ICT in education policy
Classroom practice Applying national/ institutional ICT policy in the classroom
Cur
ricul
um a
nd A
sses
smen
t
Curriculum Planning Using ICT tools for course design and lesson planning
Learning Environment Using ICT tools in design of teaching & learning activities
Student experience Using ICT tools to support student understanding of subject concepts & their applications
Assessment Using ICT for formative & summative assessment and to provide students with feedback on progress
Communication & collaboration Using ICT communication and collaboration tools to access and source information and to connect students to the world outside the classroom
Special Needs Education Using ICT resources and assistive technologies to address special educational needs
Peda
gogy
Planning Using ICT to design teaching & learning unit plans and activities
Problem based learning Using ICT to identify complex, real-world problems and structure them in a way that incorporates key subject matter concepts and serves as the basis of student projects.
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ICT Teacher Competency Standard Domains
Important Moderately important Not important
Student experience Using ICT to design and implement collaborative, project-based unit plans and classroom activities
Project based learning Using project-based learning and ICT tools to support student thinking and social interaction
Communication & collaboration Using open-ended tools and subject-specific applications to support student collaboration
ICT
Productivity tools Using open-ended software packages appropriate to subject matter areas
Authoring tools Using an authoring environment or tools to design offline and/or web resources
Internet Using web resources in support of project/problem-based learning
Communication & collaboration Using search engines, social media websites and email to find people & resources for collaborative projects
Administration Using ICT to manage, monitor and assess progress of student projects & progress
Student learning Using ICT to enable student communication and collaboration with students, peers and the wider community
Org
aniz
atio
n an
d A
dmin
istr
atio
n
Teacher understanding Using computers, radio, television and other digital resources within the classroom and/ or the school so as to support and reinforce learning activities and social interactions.
Leading ICT integration Playing a leadership role in supporting innovation and continuous learning in the school community
Classroom management Identifying the appropriate social arrangements (whole class, small groups, and individual activities) to use with various technologies.
Acceptable & appropriate uses Developing procedures and policies for ethical, responsible and appropriate use of ICT to support teaching & learning
Teac
her
Dev
elop
men
t
Planning Using ICT to enable staff access to e-learning courses for professional development
Teacher awareness Using Virtual Learning Environments to link staff to external experts & communities
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ICT Teacher Competency Standard Domains
Important Moderately important Not important
Informal learning Using ICT to enable staff to actively contribute knowledge and to share information and resources that can be used to support classroom practices, research and professional development.
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APPENDIX III: ICT INFRASTRUCTURE QUESTIONNAIRE
1. 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)
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Windows (specify): 95 98 ME
XP Vista
Dual boot operating system
Linux Specify distribution(s): ____________
Others (Specify):
______________________________________________________
I do not know
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
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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
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
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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)
• ISDN/ADSL
• broadband via cable
• Wireless
• Satellite
3. Policy
3.1) Does your department have formal (written policies or plans) regarding:
Policy, plan or guideline regarding
Yes No
User password, security recommendations, etc
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Policy, plan or guideline regarding
Yes No
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
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
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TIVET 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 above?
ICT use in teaching & learning
By teachers By students
Communications
Content development
Instructional purposes
Lesson preparation
Personal use (emails)
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ICT use in teaching & learning
By teachers By students
Professional development
(online courses)
Project based learning
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
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Hardware maintenance
Hardware acquisition
Professional development
Other
I do not know
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APPENDIX IV: CONTEXTUALIZING ICT COMPETENCIES FOR TEACHERS
Task: Standards for standards – Contextualizing ICT Competency Standards for Teachers: Building Consensus for Competencies and Standards Under each domain, there are competency statements which describe what a teacher should know and be able to do in a continuum of teacher development phases.
1. Please review the domains assigned to your group using criteria of relevance,
clarity and coverage to assess each group of draft competency statements and standard development phases
2. Please provide comments/suggestions for modification of the statements and continuum of development phases for the Tanzania context.
DOMAIN REVIEWED ICT 1. General Review Relevance General Comments
Examine the domain by competency standard performance indicators and statements for different level of progression:
What do standards mean to the group?
Do the standards have relevance for the local context?
Do the standards reflect a realistis and feasible continuum of what teachers need to know/ need to be able to do with teachnology in teaching and learning?
Clarity General Comments
Are the statement progressions between the different levels of emergent (beginning), technology literacy (applying), knowledge deepening (proficient) and knowledge creation (transformative) clear?
Will new teachers, practising teachers, administrators and teacher educators be able to understand what each of the standard statements mean?
Will it be possible for teacher educators to use the standards to evaluate teacher practice?
Will it be possible for teachers to use the standards for self-assessment of their practice?
Coverage General Comments
Is there something missing? Are there other standards/ domains that should be included?
Are there standards/ domains that should be excluded?
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2. Suggestions for modifications If the group has any suggestions for modifications/ rewording (changes, additions, or deletions) to describe teacher performance for the four levels of this standard domain or to make the standard statements and progressions clearer, more relevant or more comprehensive for the local context, use the space below each standard sub-domain set to enter the group suggestions: Standard sub‐domains
Performance Indicator
EMERGENT
Beginning
TECHNOLOGY LITERACY
Applying
KNOWLEDGE DEEPENING
Proficient
KNOWLEDGE CREATION
Transformative
Productivity Tools
a. Teachers demonstrate fluency in ICT production tool functions and use to support students' innovation and knowledge creation
Teachers describe how existing learning could be designed or adapted to include student's use of technology tools to research and collect information online and to create a digital product
Teachers describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing (I.D.2) and the purpose and basic features of presentation software and other digital resources ( I.D.3.)
Teachers operate various open-ended software packages appropriate to their subject matter area, such as visualization, data analysis, role-play, simulation and online reference. (II.D.1.)
Teachers describe the function and purpose of ICT production tools and resources (multimedia recording and production equipment, editing tools, publication software, web design tools) and use them to support students’ innovation and knowledge creation. (III.D.1.)
Suggestions for
Modifications
Authoring Tools
b. Teachers set up authoring environments to promote student knowledge construction and development of innovative products
Teachers research and discuss ways students can use digital tools and resources to enhance creative and innovative thinking.
Teachers describe the purpose and basic function of graphic software and use a graphic software package to create a simple graphic display. (I.D.4.)
Teachers use an authoring environment or tools to design offline and/or online materials. (II.D.3.)
Teachers enable students to use ICT authoring tools to demonstrate creative thinking, construct knowledge and develop innovative products
3. Additional comments or suggestions that the group has for
contextualizing the teacher competency standard domain reviewed:
4. Share information about the standard domain you reviewed with other
groups to learn more about the other standard domains.
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Contextualized ICT Competency Framework for Teachers in Tanzania
Emergent Technology Literacy Knowledge Deepening Knowledge Creation
Competency domains & sub-
domains
Performance
Indicators Teachers…
Beginning Teachers…
Applying Teachers…
Proficient Teachers…
Transformative Teachers…
Pol
icy
& V
isio
n
Policy awareness research, evaluate and support school and national policy and vision for ICT integration across all subject areas
identify and evaluate local, national and global vision for ICT usage in education and development
contribute to the development of a shared school vision and planning for ICT integration that is based on national policy.
discuss and work collaboratively with others for vision and planning implementation that focuses on exploring new and more effective approaches for ICT integration across all subject areas in the school and wider community.
help embed school/ district/ national policy and vision for ICT integration by applying it in their daily work and engaging with students in innovative and exemplary practice.
Classroom Practice design, adapt and develop classroom practices and school programs to implement national ICT and education reform policies
prepare lesson plans with a basic reference to school and/ or national ICT policy and practice.
identify key characteristics of classroom practices and specify how these characteristics serve to implement policies (I.A.1.); teachers use ICT to implement lessons based on policy (national and/or school policies for ICT integration across all subject areas)
identify key concepts and processes in content areas; describe the function and purpose of simulations, visualizations, data collection tools and data analysis software and how they support student understanding of these key concepts and processes and their application to the world outside the classroom. (II.A.I)
design, implement, and modify school/ institutional level education reform programs that implement key elements of national education reform policies. (III.A.1.) (using technology to support reform)
Cu
rric
ulu
m &
Ass
essm
ent
C
Curriculum Planning and Implementation
design or adapt/adopt units or classroom activities that incorporate a range of ICT tools and devices to promote student and community learning
explain how existing curriculum objectives and assessment procedures can include the use of technology for professional support and in facilitating teaching and learning strategies for students in various subject areas.
match specific curriculum standards to particular software packages and technology and computer applications and describe how these standards are supported by these applications and improvement of professional practices. (I.B.1.)
design units and classroom activities that integrate in a structured way a range of ICT tools and devices to support student learning and professional development.
design units and classroom activities that integrate a range of ICT tools and devices to help students acquire the skills of reasoning, planning, reflective learning, knowledge building and communication. (III.B.3.)
Teaching and Learning Environment
identify technology tools that can support learning environments for enabling student's understanding of key subject-specific concepts and support professional
research and discuss ways in which technology resources can enable students to explore questions and issues in areas of interest and subject specific areas.
select and demonstrate the use of technology resources that enable students to explore issues and key concepts and processes in areas of interest and subject specific areas.
engage students use of ICT to acquire the skills of searching for, managing, integrating, and evaluating information to construct their own knowledge, to support their understanding of
identify and discuss how students learn and demonstrate complex cognitive skills, such as information management, problem solving, collaboration, and critical thinking. (III.B.1.)
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Emergent Technology Literacy Knowledge Deepening Knowledge Creation
Competency domains & sub-
domains
Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
growth key concepts and processes in subject areas and their application to the world outside the classroom. (II.B.1.)
Student Experience
design or adapt relevant learning experiences that incorporate technology tools to promote student research and understanding
research and discuss ways that technology tools and resources can help students plan and manage their work
engage students in the acquisition of ICT skills within the context of their courses. (I.B.2.)
support students use ICT to acquire the skills of searching for and managing information within the context of their courses
support students use ICT to acquire the skills of searching for, managing, analysing, integrating, and evaluating information to construct their own understandings. (III.B.2.)
Assessment provide students with technology-based formative and summative assessments to assess content and technology skills and knowledge and use results to inform learning and product development
research technology based formative and summative assessments and explain how they can be used to inform teaching and learning.
use ICT for self-assessment and to assess students’ acquisition of subject matter knowledge using both formative and summative assessments. (I.B.3.)
develop and apply knowledge- and performance-based rubrics that allow teachers to assess students’ understanding of key subject matter concepts, skills and processes. (II.B.2.)
help students develop both knowledge- and performance based rubrics and apply them to assess their own understanding of key subject matter and ICT skills and concepts and the understanding of other students, as well as use these assessments to refine their products and learning. (III.B.5.)
Communication and Collaboration
select and use technology effectively to communicate and collaborate with students, peers and parents
research and demonstrate the use of technology resources for basic levels of correspondence and communication with students, parents and peers
use technology resources effectively to communication information and ideas to students and related stakeholders.
select and use the most relevant, facilitative and effective media for enabling students to communicate to the world outside the classroom
help students use ICT effectively to develop communication and collaboration skills (III.B.4)
Special Educational Needs
use ICT diagnostic tools, assistive technologies and ICT resources to address curriculum objectives and students with special educational needs
demonstrate the use of ICT to enhance the learning opportunities of students with special educational needs.
use ICT effectively to support development of literacy and numeracy for students with special educational needs.
use ICT diagnostic tools, assistive technologies and ICT resources to address curriculum objectives with students with special educational needs.
embed ICT in all aspects of special educational needs teaching and learning and use ICT in all aspects of special educational needs assessment.
Ped
agog
y
Planning design or adapt unit plans and classroom activities to engage students in exploring real
select and use hardware and software best suited to particular learning experiences and
describe how didactic teaching with ICT can be used to support students’ acquisition of
design unit plans and classroom activities so that students engage in reasoning with, talking about, and
design and update online, Computer Based Training (CBT) and interactive activities that
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Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
world issues and solving authentic problems using technology tools and resources
plan student learning experiences (as outlined in national syllabi) for appropriate use of these tools.
school subject matter and incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge. (I.C.1. and I.C.2.)
using key subject matter concepts while they collaborate to understand, represent, and solve complex real-world problems, as well as reflect on and communicate solutions. (II.C.4.)
engage students in collaborative problem solving, research, or artistic creation. (III.C.2.)
Problem Based Learning
use technology tools and resources to promote, support and model in problem solving and knowledge creation while teaching students with the support of technology tools and resources
investigate and explain technology-based learning activities to engage students in authentic problem solving based on real-world issues.
identify and design complex, real-world problems and structure them in a way that incorporates key subject matter concepts and serves as the basis of student projects. (II.C.2.)
design and update online materials, Computer Based Training (CBT) materials that support students' deep understanding of key concepts and their application to real world problems. (II.C.3.)
explicitly model their own reasoning, problem-solving, and knowledge creation while facilitating teaching & learning activities. (III.C.1.)
Ped
agog
y
Student Experience
engage students in project plans and activities for collaborative problem solving, research, creative thinking and innovation
investigate and demonstrate hardware and software resources best suited to particular subject areas.
use presentation software and interactive digital resources to support instruction (in specific subject areas) when appropriate. (I.C.3.)
implement collaborative project-based unit plans and classroom activities, while providing guidance to students in support of the successful completion of their projects and their deep understanding and key concepts. (II.C.6.)
help students design project plans and activities that engage them in collaborative problem-solving, research or artistic creation. (III.C.3.)
Project Based Learning
promote project based learning using technology tools and resources to support student social interaction, collaboration and reflection on their own learning.
engage the students to explain how existing learning resources and the use of digital tools to research and collect information online and any other e-Learning resources could be used to support project-based learning.
use collaborative, project-based learning and ICT tools to support key subject matter concepts and processes.
describe how collaborative, project-based learning and ICT tools can support student thinking and social interaction, as students come to a deeper understand key concepts, processes, and skills in the subject matter and their application and use to solve real world problems. (II.C.1.)
Use real world problems as a basis for collaborative, project based learning. Help students reflect on their own learning (in project-based collaboration). (III.C.5)
I C Basic are aware of are familiar with have ability to demonstrate demonstrate
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Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
Skills both old and modern technologies and familiarize themselves with their potential in teaching and learning
the variety of ICT tools that can support teaching and learning
operate and handle ICT tools.
ability to use ICT tools and equipment for general use
ability to relate the potential of ICT tools in enhancing learning
Productivity Tools
demonstrate ability to use ICT production tool functions to support students' innovation and knowledge creation
describe how existing learning could be designed or adapted to include student's use of technology tools to research and collect information online and to create a digital product
describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing (I.D.2) and the purpose and basic features of presentation software and other technology resources such ICT equipment/tools such as mobile phones, TV, Digital cameras ( I.D.3.)
operate various open-ended software packages appropriate to their subject matter area, such as visualization, data analysis, role-play, simulation and online reference. (II.D.1.)
describe the function and purpose of ICT production tools and resources (multimedia recording and production equipment, editing tools, publication software, web design tools) and use them to support students’ innovation and knowledge creation. (III.D.1.)
ICT
Authoring Tools
set up authoring environments to promote student knowledge construction and development of innovative products
research, discuss and guide students to be able to use digital tools and resources to enhance creative and innovative thinking.
describe the purpose and basic function of graphic software and use a graphic software package to create a simple graphic display. (I.D.4.)
use an authoring environment or tools to design offline and/or online materials. (II.D.3.)
enable students to use ICT authoring tools to demonstrate creative thinking, construct knowledge and develop innovative products
Internet demonstrate ability to communicate, interact and collaborate as well as develop student capacity to critically evaluate the accuracy and usefulness of web resources to support learning goals and strategies
explore and demonstrate the use of the internet for communication, search and retrieval of information.
describe the internet and the World Wide Web, elaborate on their uses, and describe how a browser works and use of URL to access a website (I.D.5) and how to use a search engine to do a keyword Boolean search. (I.D.6.)
evaluate the accuracy and usefulness of Web resources in support of and demonstrated through project-based learning with the subject area. (II.D.2.)
empower students to adhere to copy right and referencing principles in order to critically evaluate the accuracy and usefulness of Web resources in support of their own learning goals and learning strategies.
Communication and Collaboration
use common communication and collaboration technologies to locate information, people and resources for developing local and global collaborative
research and demonstrate effective use of ICT resources for communicating and collaborating with students and peers.
create an email account and use it for a sustained series of email correspondence (I.D.7) and use common communication and collaboration technologies, such as (email), text messaging, video
use search engines, online databases, (social networks), and email to find people, resources for collaborative projects. (II.D.6)
engage students to use the network to support student collaboration within and beyond the classroom. (II.D.5)
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Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
projects/ initiatives
conferencing, and web-based collaboration and social environments to enhance learning. (I.D.11.)
Administration use technology software to manage, monitor and assess development and progress of student learning and projects
explore and demonstrate the use and benefits of student management systems for attendance and student records.
use networked record keeping software to take attendance, submit grades, and maintain student records. (I.D.10.)
use a network and appropriate software to manage, monitor, and assess progress of various student projects. (II.D.4.)
describe the function and purpose of virtual environments and knowledge building environments (KBEs) and use them to support increased knowledge and understanding of subject matter and the development of online and face-to-face communities. (III.D.2.)
ICT
Computer Network System/management & administration
demonstrate ability in computer/network system management and administration
demonstrate capability in troubleshooting and maintenance
update ICT tools and equipment, and install appropriate software for teaching
research and identify useful software and deal with computer safety and security
demonstrate ability in designing, revising and adapting appropriate teaching and learning software
Educational Software
evaluate and use educational software to support students’ knowledge acquisition, thinking, reflection, planning and creative processes
describe the function and purpose of tutorial and drill and practice software and how they support students' acquisition of knowledge of school subjects.
describe the function and purpose of tutorial and drill and practice software and how they support students' acquisition of knowledge of school subjects. (I.D.8) and locate off-the-shelf packages, tutorial, drill and practice software and Web resources for their accuracy and alignment with curriculum standards and match them to the needs of specific students. (I.D.9.)
use ICT to communicate and collaborate with students, peers, parents, and the larger community in order to nurture student learning. (II.D.5.)
describe the function and purpose of planning and thinking tools and use them to support students’ creation and planning of their own learning activities and their continuous reflective thinking and learning. (III.D.3.)
Org
aniz
atio
n &
Adm
inis
trat
ion
Teacher Understanding
exhibit a leadership role in creating a vision for technology infusion into curriculum and classroom practice
use technology tools and resources for research and lesson planning linked to classroom practice.
integrate the use of ICT and computer laboratory facilities into on-going teaching activities. (I.E.1.)
place and organize computers and other digital resources within the classroom so as to support and reinforce learning activities and social interactions. (II.E.1.)
Participate in creating a vision of what their school might be like with ICT integrated into the curriculum and classroom practices. (III.E.1.)
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Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
ICT Integration
participate in shared decision making for use of ICT in school planning and the development of technology skills in others
use supplementary technology based learning resources to engage students in critical thinking, creativity and problem solving activities.
manage the use of supplemental ICT resources with individuals and small groups of students in regular classroom so as not to disrupt other instructional activities in the class. (I.E.2.)
manage student project-based learning activities in a technology-enhanced environment. (II.E.2.)
play a leadership role in supporting innovation in their school and continuous learning among their colleagues. (III.E.2.)
Classroom Management
address learner diverse needs by using learner centred strategies and managing individual, group and class access to ICT resources
use whole class instruction and some interactive approaches as predominant teaching style for technology-based learning activities.
identify the appropriate and inappropriate social arrangements (whole class, small groups, and individual activities) to use with various technologies. (I.E.3.)
create flexible classroom learning environments that integrate student centred activities and flexibly apply technology to support collaboration.
play a leadership role in developing the school as a learning organization where innovation and continuous learning is enriched by ICT.
Acceptable and Appropriate Uses
advocate, model and teach procedures and policies for safe, ethical and responsible use of technology and the internet
research and discuss effective practices for the safe, ethical, legal and healthy use of technology and the responsible care and handling of hardware, software and information resources.
model acceptable use policies for technology resources including strategies for addressing threats to security of technology systems, data and information
advocate, develop and teach procedures and policies for safe, ethical, responsible and appropriate use of technology and the Internet, including copyright, privacy issues, cyperbullying and security of systems, data and information.
facilitate and engage students in developing a system for promoting and monitoring safe, legal and ethical use of digital information and technology.
Pro
fess
ion
al D
evel
opm
ent
Planning evaluate current research and practice to make effective use of ICT in support of their own professional development and student learning
investigate and reflect on research and professional practice for using ICT tools and resources to support student learning needs.
use ICT to enhance their performance. (I.F.1.)
use ICT to access and share resources to support their activities and their own professional development. (II.F.1)
continually evaluate and reflect on professional practice to engage in on-going innovation and improvement. (III.F.1.)
Teacher Awareness and Participation
participate in local and global learning communities to explore creative applications of technology and share and discuss good practices
share ideas and resources with other teachers in the school on using ICT and related teaching and learning strategies to enhance student learning and the teaching profession.
actively participate in online professional communities for teachers to discuss and share effective uses of technology resources in teaching and learning.
use ICT to collaborate with outside experts and communities to support their activities and their own professional development. (II.F.2.)
use ICT resources to participate in professional communities, share and discuss best teaching practices. (III.F.2.)
Informal Learning
contribute to the effective use of ICT to enhance the
identify ICT resources and strategies to facilitate effective
use ICT resources to support their own acquisition of subject matter
use ICT to search for, manage, analyse, integrate, and evaluate
contribute to the effective use of technology to enhance teaching
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Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
teaching profession and the school community
and dynamic teaching and learning and the reform and self-renewal of the teaching profession and educational community to support various subject areas.
and pedagogical knowledge. (I.F.2.)
information that can be used to support their professional development. (II.F.3.)
and learning by conducting action research, evaluating outcomes and sharing the results locally, nationally and globally.
Note: Enumerated statements refer to competencies in the UNESCO framework / highlighted statements refer to contextualized
modifications
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Emergent Technology Literacy Knowledge Deepening Knowledge Creation
Competency domains & sub-
domains
Performance Indicators
Teachers…
Beginning
Teachers…
Applying
Teachers…
Proficient
Teachers…
Transformative
Teachers…
Pol
icy
& V
isio
n
Policy awareness
research, evaluate and support school and national policy and vision for ICT integration across all subject areas
identify and evaluate local, national and global vision for technology integration in education and development
contribute to the development of a shared school vision and planning for ICT integration that is based on national policy.
discuss and work collaboratively with others for vision and planning implementation that focuses on exploring new and more effective approaches for ICT integration across all subject areas in the school and wider community.
help embed school/ Local Government Authority (LGA), State and national policy and vision for ICT integration by applying it in their daily work and engaging with students in innovative and exemplary practices
Classroom Practice
design, adapt, develop classroom practices and school programs inline with the curriculum for implementing national ICT policies and educational objectives
create lesson plans with a basic reference to school and/ or national ICT policy and practice.
identify key characteristics of classroom practices and specify how these characteristics serve to implement policies (I.A.1.); use ICT to implement lessons based on policy (national/ State/ Local Government Authority (LGA)/ school policies for ICT integration across all subject areas)
identify key concepts and processes in content areas; describe the function and purpose of multi-media simulations, visualizations, data collection tools and data analysis software; describe how multi-media can support student understanding of these key concepts and processes and their application to the world outside the classroom. (II.A.I)
Teachers design, implement, and modify school/ institutional level education reform programs that implement key elements of national education reform policies. (III.A.1.) (using technology to support reform)
Cu
rric
ulu
m &
Ass
essm
ent
C
Curriculum Planning
design or adopt units or classroom activities that incorporate a range of ICT tools and devices to promote student learning
explain and demonstrate how existing curriculum objectives and assessment procedures can include the use of technology to support student learning and outcomes.
match specific curriculum standards to particular software packages and computer applications and describe how these standards are supported by these applications. (I.B.1.)
design units and classroom activities that integrate in a structured way a range of ICT tools and devices to support student learning across all curriculum subjects.
design units and classroom activities that integrate a range of ICT tools and devices to assist students acquire the skills of reasoning, planning, reflective learning, knowledge building and communication. (III.B.3.)
Learning Environment
identify technology tools that can support learning environments for enabling student's understanding of key subject-specific concepts
research and discuss ways in which technology resources can enable students to explore questions and issues in areas of interest and subject specific areas
select and demonstrate the use of technology resources; create technology enhanced learning environments to enable students to explore issues and key concepts
identify key concepts and processes in the subject area; describe the function and purpose of subject-specific ICT tools; describe how the tools can support
identify and discuss how students learn with the support of technology tools; demonstrate the use of technology to support complex cognitive skills,
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BeginningTeachers…
ApplyingTeachers…
Proficient Teachers…
TransformativeTeachers…
and processes in areas of interest and subject specific areas.
students’ understanding of key concepts and processes and their application to the world outside the classroom. (II.B.1.)
such as information management, problem solving, collaboration, and critical thinking. (III.B.1.)
Student Experience
design or adopt relevant learning experiences that incorporate digital tools to promote student’s research and understanding
research and discuss ways that digital tools and resources can help students plan and manage their work and related research
facilitate student learning to enable them to acquire ICT skills within the context of their courses and issues in areas of interest. (I.B.2.)
facilitate student learning to enable them to use ICT to acquire the skills of searching for and managing information within the context of their courses and areas of interest; facilitate students for preparing and presenting a report to an audience, either face-to-face or virtually, for feedback.
facilitate student learning to enable them to use ICT to acquire the skills of searching for, managing, analysing, integrating, and evaluating information; facilitate students to express their own understandings of coursework concepts. (III.B.2.)
Assessment provide students with technology-based formative and summative assessments to assess content, technology skills and knowledge and use results to inform teaching and learning, improve assessment and refine innovative practice and products of learning
research technology based formative and summative assessments and explain how they can be used to enhance teaching and learning
use both formative and summative ICT based assessment processes to measure students’ acquisition of subject matter concepts.
develop and apply ICT knowledge- and performance-based rubrics that allow teachers to assess students’ understanding of key subject matter concepts, skills and processes. (II.B.2.)
facilitate students develop both knowledge- and performance based rubrics; apply rubrics to assess their own understanding of key subject matter and ICT skills and concepts; use rubrics to assess the understanding of other students; use rubric assessments to refine their own innovative practice and products of learning. (III.B.5.)
Communication and Collaboration
select and use digital media to communicate and collaborate with students, peers and parents
research and demonstrate the use of digital resources for basic levels of correspondence and communication with students, parents and peers
use digital media to communicate information and ideas to students, parents and peers
select and use the relevant, facilitative and effective media for enabling students to communicate to the world outside the classroom.
facilitate student learning to use ICT to develop communication and collaborative skills (III.B.4)
Special Educational Needs
use ICT diagnostic tools, assistive technologies and ICT resources to address curriculum objectives and students with special educational needs
demonstrate the use of ICT to enhance the learning opportunities of students with special educational needs.
use ICT to support development of literacy and numeracy for students with special educational needs.
use ICT diagnostic tools, assistive technologies and ICT resources to address curriculum objectives for students with special
embed ICT in all aspects of special educational needs in teaching and learning; use ICT in all aspects of special educational needs assessment.
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domains
Performance Indicators Teachers…
BeginningTeachers…
ApplyingTeachers…
Proficient Teachers…
TransformativeTeachers…
educational needs.
Ped
agog
y
Planning design or adapt unit plans and classroom activities to engage students in exploring real world issues and solving authentic problems using technology tools and resources
demonstrate knowledge and skills in the selection and use of hardware and software suited to particular learning experiences; plan student learning experiences for appropriate use of these tools
describe teaching methods with ICT to support for student acquisition of school subject matter (I.C.1); incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge (I.C.2)
design unit plans and classroom activities so that students engage in reasoning with, talking about, and using key subject matter concepts; design plans to assist students while they collaborate to understand, represent, and solve complex real-world problems, as well as reflect on and communicate solutions. (II.C.4.)
design online materials and activities that engage students in collaborative problem solving, research, or artistic creation. (III.C.2.)
Problem Based Learning
promote, support and model problem-solving and knowledge creation while teaching students with the support of technology tools and resources
research and explain technology-based learning activities to engage students in authentic problem solving based on real-world issues.
design and use collaborative, project-based learning, ICT tools and subject specific classroom activities to support student thinking and social interaction; identify and use real world problems to assist students to develop solutions.(II.C.2)
design online materials that support students' deep understanding of key concepts and their application to real world problems. (II.C.3.)
explicitly model their own reasoning, problem-solving, and knowledge creation while teaching students. (III.C.1.)
Ped
agog
y
Student Experience
engage students in project plans and activities for collaborative problem solving, research, creative thinking and innovation
identify, select, test and demonstrate hardware and software resources best suited to particular subject areas
use presentation software and digital resources to support instruction (in specific subject areas) when appropriate. (I.C.3.)
implement collaborative, project-based unit plans and classroom activities; supervise students for the successful completion of their projects while ensuring deep understanding of the key concepts. (II.C.6.)
assist students design project plans and activities that engage them in collaborative problem-solving, research or artistic creation. (III.C.3.)
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BeginningTeachers…
ApplyingTeachers…
Proficient Teachers…
TransformativeTeachers…
Project Based Learning
promote project based learning using technology tools and resources to support student social interaction, collaboration and reflection on their own learning.
explain and demonstrate how existing learning resources and students’ use of digital tools to research and collect information online could be used to support project-based learning.
describe and demonstrate how collaborative, project-based learning and ICT tools can support student thinking and social interaction,
use collaborative, project-based learning and ICT tools to support key subject matter, concepts and processes; support students through project-based learning to come to a deeper understanding of key concepts, processes, and skills in the subject matter and their applications to solve real world problems. (II.C.1.)
use real world problems and simulations as basis for collaborative, project based learning. Help students reflect on their own learning (in project-based collaboration). (III.C.5)
Communication and Collaboration
structure lessons to incorporate multi-media production, web production and publishing technologies to support student knowledge production and communication with other audiences
explore and demonstrate the use of digital tools and resources for sharing information and projects among student groups inside and outside of the school
communicate and collaborate with students and other stakeholders to share information; promote projects for enhancing creativity, innovation and improved learning
structure classroom activities so that ICT tools and subject-specific applications will support students in their reasoning, talking about, and use of key subject matter concepts and processes while they collaborate to solve complex problems. (II.C.5.)
assist students incorporate multimedia production, web production, and publishing technologies into their projects in ways that support their on-going knowledge production and communication with other audiences. (III.C.4.)
ICT
ICT
Productivity Tools
demonstrate fluency in ICT production tool functions and use tools to support students' innovation and knowledge creation
research and describe real life application of computers; demonstrate basic skills in use and operation of computer system
describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing (I.D.2); describe and demonstrate the purpose and basic features of presentation software and other digital resources (I.D.3.) (including Interne use).
operate and maintain various open-ended software packages appropriate to their subject matter area, such as visualization, data-analysis, role-play, simulation and online references (II.D.1)
describe the function and purpose of ICT production tools and resources (multimedia recording and production equipment, editing tools, publication software, web design tools); use the productivity tools efficiently to support students’ innovation and knowledge creation. (III.D.1.)
Authoring Tools
set up authoring environments to promote student knowledge construction and development of innovative products
research and discuss ways students can use digital tools and resources to enhance creative and innovative thinking.
describe the purpose and basic function of graphic software and use a graphic software package to create a simple graphic display. (I.D.4.)
use an authoring environment or tools to design offline and/or online materials. (II.D.3.)
enable students to use ICT authoring tools to demonstrate creative thinking, construct knowledge and develop innovative products
Internet develop student capacity to critically evaluate the accuracy and
explore and demonstrate the use of the internet for
describe the internet and the World Wide Web, elaborate on their
evaluate the accuracy and usefulness of Web resources in
empower students to critically evaluate the accuracy and
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BeginningTeachers…
ApplyingTeachers…
Proficient Teachers…
TransformativeTeachers…
usefulness of web resources to support learning goals and strategies
search and retrieval of information.
uses; describe how a browser works and use of URL to access a website (I.D.5; describe and demonstrate how to use a search engine to do a keyword Boolean search. (I.D.6.)
support of project-based learning with the subject area. (II.D.2.)
usefulness of Web resources in support of their own learning goals and learning strategies.
Communication and Collaboration
use common communication and collaboration technologies to locate information, people and resources for developing local and global collaborative projects
research and demonstrate effective use of ICT resources for communicating and collaborating with students and peers
create an email account and use it for a sustained series of email correspondence (I.D.7; use common communication and collaboration technologies, such as (email), text messaging, video conferencing, and web-based collaboration and social environments. (I.D.11.)
use search engines, online databases, (social networks), and email to find people, resources for collaborative projects (II.D.6); use ICT to communicate and collaborate with students, peers, parents, and the larger community in order to nurture student learning.
engage students to use the network to support student collaboration within and beyond the classroom. (II.D.5)
Administration use technology software to manage, monitor and assess development and progress of student learning and projects
explore and demonstrate the use and benefits of student management systems for attendance and student records.
use networked record keeping software to take attendance, submit grades, and maintain student records. (I.D.10.)
use a network and appropriate software to manage, monitor, and assess progress of various student projects. (II.D.4.)
describe the function and purpose of virtual environments and knowledge building environments (KBEs); use KBEs to support increased knowledge and understanding of subject matter and the development of online and face-to-face communities. (III.D.2.)
ICT
Educational Software
evaluate and use educational software to support students’ knowledge acquisition, thinking, reflection, planning and creative processes
describe the function and purpose of tutorial and drill and practice software and how they support students' acquisition of knowledge of school subjects. (I.D.8)
locate off-the-shelf packages, tutorial, drill and practice software and Web resources for their accuracy and alignment with curriculum standards; match the ICT packages & software to the learning needs of specific students. (I.D.9.)
use of ICT to communicate and collaborate in a creative and interactive way with students, peers, peers, the community; use of ICT software to nurture students learning (II.D.5)
describe the function and purpose of planning and thinking tools; use the tools to support students’ creation and planning of their own learning activities and their continuous reflective thinking and learning. (III.D.3.)
Org
aniz
atio
n
&
Teacher Understanding
exhibit a leadership role in creating a vision for technology infusion into curriculum and
use technology tools and resources for research and lesson planning linked to
integrate the use of a computer laboratory into on-going teaching activities. (I.E.1.)
place and organize computers and other digital resources within the classroom so
play a leadership role in creating a vision of what their school might be like with ICT integrated into
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Performance Indicators Teachers…
BeginningTeachers…
ApplyingTeachers…
Proficient Teachers…
TransformativeTeachers…
classroom practice classroom practice.
as to support and reinforce learning activities and social interactions. (II.E.1.)
the curriculum and classroom practices. (III.E.1.)
ICT Integration
seek and participate in shared decision making for use of ICT in school planning and the development of educational technology skills in others
integrate the use of a computer laboratory into on-going teaching activities (I.E.1)
manage the use of supplemental ICT resources for administration of students’ academic activities (examinations, results preparation, collation, distribution - e.g. the Portal System); use Computer Assisted Instruction (CAI) for grouped or individualized teaching and learning in regular classrooms so as not to disrupt instructional activities in the class (I.E.2)
manage student project-based learning activities in a technology-enhanced environment. (II.E.2.)
play a leadership role in supporting innovation in their school and continuous learning among their colleagues. (III.E.2.)
Classroom Management
address learner diverse needs by using learner centred strategies and managing individual, group and class access to ICT resources
use whole class instruction as predominant teaching style for technology-based learning activities.
identify the appropriate and inappropriate social arrangements (whole class, small groups, and individual activities) to use with various technologies. (I.E.3.)
create flexible classroom learning environments that integrate student centred activities and flexibly apply technology to support collaboration.
play a leadership role in developing the school as a learning organization where innovation and continuous learning is enriched by ICT.
Internet develop student capacity on current ICT trends, WWW, CAI and Biotechnology
explore and demonstrate the use of ICT for educational purposes
describe the Internet , the World Wide Web, the Portal system and the their functions
evaluate the accuracy and usefulness of Web resources in support of their own learning goals, learning strategies and classroom management..
empower students to critically evaluate the accuracy and usefulness of Web resources in support of their own learning goals, learning strategies and other educational services.
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Emergent Technology Literacy Knowledge Deepening Knowledge Creation
Competency domains & sub-
domains
Performance Indicators Teachers…
BeginningTeachers…
ApplyingTeachers…
Proficient Teachers…
TransformativeTeachers…
Acceptable and Appropriate Uses
advocate, model and teach procedures and policies for safe, ethical and responsible use of technology and the internet
research and discuss effective practices for the safe, ethical, legal and healthy use of technology; demonstrate responsible care and handling of hardware, software and information resources.
promote technology resource ethics to prevent invasion of privacy, piracy, loss and damage of data and IT equipment.
advocate, develop and teach procedures and policies for safe, ethical, responsible and appropriate use of technology and the Internet - including copyright, privacy issues, cyperbullying and security of systems, data and information.
facilitate and engage students in developing a system for promoting and monitoring safe, legal and ethical use of digital information and technology.
Pro
fess
ion
al D
evel
opm
ent
Planning evaluate current research and practice to make effective use of ICT in support of their own professional development and student learning
is computer literate; use computers to investigate and reflect on research and professional practice for using digital tools and resources to support student learning
use various ICT, including computers, to enhance their productivity to support traditional management, administration, teaching and learning (including teaching learners how to use ICT) (I.F.I).
use ICT to support their own everyday classroom activities to support and assess learning and ensure progression; use ICT to support their own professional development (II.F.1)
Use ICT to continually evaluate and reflect critically on professional practice; to examine how ICT changes the teaching and learning processes; to engage with ICT in on-going innovation and improvement (III.F.1)
Teacher Awareness and Participation
participate in local and global learning communities to explore creative applications of technology and share and discuss good practices
is aware of the different applications of ICT in education; shares ideas and resources with other teachers in the school on using ICT and related teaching and learning strategies and ethical issues.
distinguish between different ICT uses and value of different application; actively participate in online professional communities to share effectives uses of technology in teaching and learning
use ICT to access outside experts and communities to support activities and discuss when and when not to use ICT to achieve teaching and learning outcomes (II.F.2).
understand the role of ICT in communication, cooperation and collaboration; use ICT tools to participate in and communicate with professional communities and share and discuss best teaching practices (III.F.2)
Informal Learning
contribute to the effective use of technology to enhance the teaching profession and the school community
identify ICT resources and strategies for contributing to the effective and dynamic teaching and learning and the reform and self-renewal of the teaching profession and educational community to support various subject areas.
use ICT resources to support their own acquisition of subject matter and pedagogical knowledge. (I.F.2.)
use ICT to search for, manage, analyse, integrate, and evaluate information that can be used to support their professional development. (II.F.3.)
contribute to the effective use of technology to enhance teaching and learning by conducting action research, evaluating outcomes and sharing the results locally, nationally and globally.
Note: Enumerated statements refer to competencies in the UNESCO framework / highlighted statements refer to contextualized
modifications/ additions
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APPENDIX V: TPACK MODULES FOR ICT COMPETENCIES
Task: Use a TPACK-based design guide to develop a modular outline example for each standard domain
1. Review the standards assigned to your group by domains, sub‐domains, performance indicators, and competency criteria for each phase of development.
2. Consider the following guiding questions for developing a modular outline example based on one of the standards in the domain assigned to your group
Guiding questions TPACK component
Examples of teaching and learning strategies/methods
What ICT standard domain, performance indicator and competency level will the group choose to be the basis of the development of the modular outline?
CK TCK TCK
Collaborative team modular design for the following standard domain profile: • Standard domain: Policy awareness • Standard performance indicator : Teachers
research, evaluate and support school and national policy and vision for ICT integration
• Competency level – applying stage: Teachers contribute to the development of a shared school vision and planning for ICT integration
What technology (ies) does the group feel has potential to be used to enhance teaching and learning in the module?
Towards TPCK
Wikis, discussion forums, blogs for engaging students in small and large groups in dialogue with their peers on ICT policy vision and its application in school planning and classroom practice
How does the technology work? How to use the technology in the class or outside the class?
TK Wikis need to be used with the internet as a portal to upload teacher educational materials. Students can develop technology knowledge on the use of the wiki for group/ class projects
How would the specific concepts for the module topic to be taught, be represented using technology?
TCK The module will engage the students in research and discussion on different national and international ICT policies which will be supported in a blended approach of face and online discussion and wiki and blog platforms
For the specific module to be taught, how would the specific technology be used to enhance students’ learning, either inside or outside classroom engagement?
TPACK • The teacher educator design team will aim to engage students in research and discussion of both national/ international ICT policies and their application in common classroom practices.
• The Teacher educators can identify some materials to post on the wiki to establish the platform.
• Students will be encouraged to work in groups to research characteristics of practices that support policy and post their team research projects to the wiki.
• Students will be encouraged during teaching practice to identify and analyse their own
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Guiding questions TPACK component
Examples of teaching and learning strategies/methods
classroom practices in terms of policy and to post their reflections on blogs and discussion forums. (Adapted methods for standards implementation , UNESCO, 2008)
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Choose one standard from your group assigned domain and develop a modular outline using the TPACK‐based guideline below: • When identifying possible technologies to use in the modular development, explore the various
TPACK‐based learning activity types developed by Harris and Hofer (2009) in appendix 1. • When identifying possible strategies / methods to use in the modular development, explore the
various examples of methods outlined for each standard in the UNESCO standards implementation module.
Standard Domain Standard Performance Indicator Standard Performance Level Module components TPACK
components Define aims and learning outcomes inclusive of standards that the students/ teachers will acquire through the module
Define core content
Determine teaching and learning strategies
Determine assessment strategy
Determine evaluation strategy
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Modular outline exemplars for each competency standard domain ‐ Tanzania
Policy Competency Domain Standard Domain PolicyStandard sub‐domain Classroom practice PK Standard performance indicator
Teachers design, adapt and develop classroom practices and school programs to implement national ICT and education reform policies TPK
Standard performance level Technology Literacy Level (applying level)– teachers identify key characteristics of classroom practices and specify how these characteristics serve to implement policies; teachers use ICT to implement lessons based on policy (national and/or school policies for ICT integration across all subject areas) TPCK
Policy Learning Objectives TCK Examples of Learning Activities
TCK Examples of Resources/ Approach TCPK
By the end of the module teachers should be able to use ICT to implement lessons as a way of implementing policies. Objectives – specifically teachers should be able to: • articulate ICT and school
and national policy • use basic ICT knowledge on
policy in teaching and learning
• Engage teachers in discussion of both School and National ICT policies.
• Identify the characteristics of classroom and school management practices that support ICT policy.
• Have teachers identify and analyse their own classroom practices in relation to school and national policy.
• Engage teachers through field trips, data base searches, presentations, recordings of speeches, radio broadcasts, oral histories, and lectures; in gaining skills and insights on the policy frameworks for basic ICT use and knowledge in educational practice.
• Promote peer‐to‐peer teacher observation on the utilization of ICT tools in classroom practice
• Have teachers make presentations of the content and the usage of ICT facilities in classroom and school practice and their alignment to school and national policy
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration Curriculum & Assessment Competency Domain Standard Domain Curriculum and Assessment Sub Standard domain Teaching and learning environment PK Standard performance indicator
Student Teachers identify technology tools that can support teaching and learning environments for enabling student's understanding of key subject‐specific concepts and professional growth TCK
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Standard Domain Curriculum and AssessmentStandard performance level Technology Literacy Level (applying level): Student teachers match
specific curriculum standards to particular software packages and technology and computer applications and describe how these standards are supported by these applications and improvement of professional practices. TCK
Curriculum and assessment Learning Objectives TCK Examples of Learning Activities
TCK Examples of Resources/ Approach TCK
• At the end of the module the student teacher should be able to:
• Identify key concepts to be covered during the teaching and learning process.
• Analyse and select appropriate technology resources to facilitate content
• Prepare and demonstrate the use of various technology resources to facilitate T/L process
• Select topics and sub topics to be taught
• Have student teachers define the key curriculum objectives and content to be covered in a given topic
• Have participants analyse and select appropriate technology resources to facilitate content
• Engage student teachers in the selection of the topics and key concepts.
• Have student teachers explore print based and digital documents to understand multiple perspectives on the topic and approaches for integrating appropriate technology to facilitate the topic content (web sites, paper‐based and virtual primary resources, online newspapers, journals, digital archives)
• Have students respond to questions on concepts posed by peers, textbook assignments or tutors using a range of software and hardware tools ‐ discussion boards, wikis, quiz and polling software, textbooks
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration Pedagogy Competency Domain Standard Domain Pedagogy Sub‐domain Planning CK Standard performance indicator Teachers select and use hardware and software best suited to
particular learning experience (as translated in respective syllabi) TCK
Standard performance level Technology Literacy Level (applying level): Teachers describe how didactic teaching with ICT can be used to support students’ acquisition of school subject matter and incorporate appropriate ICT activities into lesson plans so as to support students’
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Standard Domain Pedagogyacquisition of school subject matter knowledge.TCK
Pedagogy Learning Objectives TCK Examples of Learning Activities
TCK Examples of Resources/ Approach TCK
By the end of this module the teacher should be able to: • Describe hardware
components/items of ICT • Identify appropriate
software for teaching and learning in a particular lesson.
• Select suitable hardware and software relevant to the lesson concepts
• Use the hardware and software in the classroom situation
• Describe how the use of ICT and specific types of software can support the learners’ acquisition of school subject matter concepts and knowledge.
• Demonstrate ways in which technology use can supplement didactic (i.e. teacher centred and knowledge transmission focused) classroom teaching
• Explore the use of modelling, simulation construction, graphic software, multimedia production tools to help students develop mental models of subject matter concepts and processes.
• Use blogs, discussion forum & web browser for engaging students in small and large groups in dialogue and exploration of their ideas and understanding on the use of technology to support teaching of key subject topics and concepts.
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration ICT Competency Domain Standard Domain ICT Standard Sub‐domain
ICT‐ Productivity Tools: TK Standard performance indicator
Teachers demonstrate ability to use ICT production tool functions to support students' innovation and knowledge creation: TCK
Standard performance level Emergent Level (beginning stage) ‐Teachers describe how existing learning could be designed or adapted to include student's use of technology tools to research and collect information online and to create a digital product: TCK
ICT Learning Objectives TCK Examples of Learning Activities
CK Examples of Resources/ Approach TPCK
By the end of the module student teachers should be able to identify and use technology tools: • to research, collect
information online • to create a digital
product
• Demonstrate the use of a search engine;
• Discuss and demonstrate simple keyword and Boolean searches and scanning;
• Have students search for websites on their favourite topics or their current projects
• Engage students in searching for and reading information using online databases, online encyclopaedias, eBooks, and search engines available on the school/institutional/ national website/portal and the Internet
• Set up a discussion forum to encourage students to discuss
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• Have students supplement their information search using traditional technology (books and documents)
• Have students discuss the keyword strategies they used with the group for discussion
progress on their research outside the classroom and to clarify the strategies they have used in their search and retrieval of information
• Have student groups set up a wiki for joint collaboration on building information database for project based learning in their subject areas.
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration Organization & Administration Competency Domain Standard Domain Organization and AdministrationStandard Sub‐domain Classroom management PK Standard performance indicator Teachers address learners diverse need by using learner centered
strategy and managing individual group and class assess ICT resources PK
Standard performance level Emergent Level (beginning level) – Use whole class instruction as predominant teaching style for technology‐based learning activities TPK
Organization & Administration Learning Objectives TCK Examples of Learning Activities
CK Examples of Resources/ Approach TPCK
By the end of the module teachers should be able to integrate the use of ICT into on‐going teaching and learning activities Specifically teachers should be able to:
a) identify the diversity of learners needs
b) identify relevant ICT resources
Discuss and give examples of different ways that limited classroom ICT resources can be used in teaching and learning by: • individual students • pairs • small groups to supplement teaching and learning. Have students create lesson plans that include the use of ICT to supplement classroom teaching and address the diverse need of learners
Students can identify: • different hardware (mobile
phones‐laptops‐flipcharts); • and software technologies
(story construction software, web quests, concept mapping software, word processors, presentation software, storyboard tools)
for supporting • ‘think‐pair‐share’, • ‘gallery walk’, • ‘project work’ strategies for instructional use with • individual, • pair, • small group • and large group levels.
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration Teacher Development Competency Domain Standard Domain Teacher Development Standard Sub‐domain Planning CK
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Standard performance indicator
Teachers evaluate current research and practice to make effective use of ICT in support of their own professional development and student learning TCK
Standard performance level Knowledge Deepening Level (proficient level) – Teachers use ICT to access and share resources to support their activities and their own professional development TCPK
Teacher Development Learning Objectives TCK Examples of Learning
Activities CK Examples of Resources/ Approach TPCK
By the end of the module, teachers should be able to use ICT to access and share resources to support their activities and their own professional development Objectives • To enable teachers to use
ICT networking resources such email, forums, search engine etc
• To enable teacher to share resources to support teaching and learning activities
• To enable teachers use ICT to support their own professional development (online professional courses, professional forums, blogs, Skype conferencing with other teachers e.g. video conferencing, teleconferencing)
• Discuss the various sources of online information and other resources that can be used to support professional development
• Have participants conduct online searches for materials that support their professional development
• Have teachers share and discuss the results of these searches and plans for implementation
• Determine teaching and learning strategies to guide the teachers in groups to search teaching and learning materials from different sources via the Internet, to create e‐mails, to use search engines.
• Have teachers use ICT to support their own professional development (online professional courses, professional forums, blogs, Skype conferencing with other teachers e.g. video conferencing, teleconferencing)
• Build teachers knowledge and skills on searching on line professional courses from different registered colleges and universities
• Guide teachers in groups to create e‐materials in CD, DVD and to use e‐learning platform (Moodle) for sharing knowledge and resources with professional peers inside and outside the school/ institutional community
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Modular outline exemplars for each competency standard domain ‐ Nigeria
Policy Competency Domain Standard Domain Policy Standard sub‐domain Classroom practice PKStandard performance indicator
Student teachers design, adapt and develop classroom practices and school programs to implement national ICT and education reform policies TPK
Standard performance level Technology Literacy Level (applying stage)– Student teachersidentify key characteristics of classroom practices and specify how these characteristics serve to implement policies; student teachers use ICT to implement lessons based on policy (national/ State/ Local Government Education Authority (LGEA)/ school policies) for ICT integration across all subject areas TPCK
Policy Learning Objectives TCK Examples of Learning Activities
TPCK Examples of Resources/ Approach TCPK
By the end of the module teachers should be able to use ICT to implement lessons as a way of implementing policies. Objectives – specifically teachers should be able to: (i) identify key
characteristics of classroom practices to implement policies at National, State and LGEA levels and across subjects
(ii) specify how these characteristics serve to implement policies at National, State and LGEA levels and across subjects
• Engage student teachers in
discussing national, State and LGEA ICT Policies and common classroom practices across all subjects
• Have participants identify and analyse their own classroom practices in terms of national, State and LGEA policies in the different subject areas.
• Have student teachers use a
variety of sources to gather, analyse and synthesize information on national, LGEA and state policies from traditional and online documents, web‐sites, primary sources (paper based and virtual), f2f and virtual interviews (mobile phone, VOIP (e.g. Skype), e‐mail, chatrooms
• Engage student teachers in sharing their understanding with others by preparing presentations using presentation software, multimedia authoring tools, video and editing suites
• Facilitate group discussion formats to engage participants in dialogue on national, State and LGEA ICT policies with their peers through discussion forums, blogs, wikis chartrooms etc.
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration
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Curriculum Competency Domain Standard Domain Curriculum and assessment Sub Standard domain Assessment PCK Standard performance indicator
Student teachers provide students with technology‐based formative and summative assessments to assess content, technology skills and knowledge and use results to inform teaching and learning, improve assessment and refine innovative practice and products of learning TPCK
Standard performance level Knowledge Deepening Level (proficient stage): Student teachers develop and apply ICT knowledge‐ and performance‐based rubrics that allow teachers to assess students’ understanding of key subject matter concepts, skills and processes TCK
Curriculum and assessment Learning Objectives TPCK Examples of Learning Activities
TPCK Examples of Resources/ Approach TK
At the end of the module the student teacher should be able to use ICT:
• to assess student’s performance
• to evaluate the effectiveness of teaching methods
• Discuss characteristics of
student demonstration of knowledge and product outcomes and develop rubrics for different quality levels.
• Research online and share examples of assessment rubrics;
• Have student teachers develop and prepare rubrics to assess learner knowledge and products such as student science or book review projects
• Have student teachers
discuss research on rubrics on digital discussion boards
• Have student teachers respond to electronic questionnaire to assess knowledge on book reviews / projects
• Engage student teachers in the use of survey software/ polling software for peer‐to‐peer rubric‐based assessment of project content
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration Pedagogy Competency Domain Standard Domain Pedagogy Sub‐domain Student Experience PKStandard performance indicator Student teachers engage students in project plans and activities for
collaborative problem solving, research, creative thinking and innovation TPCK
Standard performance level Technology Literacy Level (applying stage): Teachers use presentation software and digital resources to support instruction (in specific subject areas) when appropriate.TPCK
Pedagogy Learning Objectives TCK Examples of Learning Activities
TCK Examples of Resources/ Approach TCK
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Standard Domain PedagogyBy the end of this module the student teacher should be able to: • demonstrate the use of
presentation hardware/software and other digital media to supplement a lecture;
• provide a variety of examples of instructional presentation;
• create a lesson plan that includes the use of presentation software;
• use presentation software to design a presentation
• Demonstrate the use of
presentation software and other digital media to supplement a lecture based on a subject specific area of topic of interest (e.g. transportation)
• Organize student participants into groups
• Have student participants create a lesson plan on transportation that includes the use of presentation software;
• Have students use presentation software to design a presentation based on transportation topic.
• Engage students in
research using a variety of resources (traditional and online books, encyclopaedias and journals) on the theme of transportation
• Have students synthesize their information to describe key elements of the optic using presentation software
• Use blogs, discussion forum & web browser for engaging students in small and large groups in dialogue and reflection on the use of presentation software to support teaching and learning of subject topic of transportation
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration ICT Competency Domain Standard Domain ICT Standard Sub‐domain ICT‐ Productivity Tools: TK Standard performance indicator
Teachers demonstrate fluency in ICT production tool functions and use tools to support students' innovation and knowledge creation TPK
Standard performance level Technology Literacy Level (applying stage) ‐ Teachers describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing TK
ICT Learning Objectives TK Examples of Learning Activities
CK Examples of Resources/ Approach TPCK
By the end of the module student teachers should be able to: • describe the basic tasks
and uses of word processors, such as text entry, editing text,
• Explain, discuss and
demonstrate the basic steps in creating a text document, editing text, formatting text and printing
• Guide student teachers to type out a sample paragraph, to create a text
• Engage student teachers in the
use of word processing, wikis, blogs and printer to demonstrate the basic steps in creating a structured written text document, in editing text, in formatting text and printing the text as a response to a
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formatting text and printing
• demonstrate the basis use of text construction tools such as word processors, story construction software, storyboard tools, concept mapping software
document, edit text, format text and print
• Discuss and demonstrate with student teachers how word processors can be used in instruction
coursework written assignment (essay or report).
• Resources: Computer systems, word processor, presentation software, story construction software, concept mapping software, storyboard tools, projector, printer
Organization & Administration Competency Domain Standard Domain Organization and Administration Standard Sub‐domain ICT Integration TCK Standard performance indicator Student teachers seek and participate in shared decision making
for use of ICT in school planning and the development of educational technology skills in others TCK
Standard performance level Technology Literacy Level (applying level) – Student teachers manage the use of supplemental ICT resources for administration of students’ academic activities (examinations, results preparation, collation, distribution ‐ e.g. the Portal System) TCK
Organization & Administration Learning Objectives TCK Examples of Learning Activities
TCK Examples of Resources/ Approach TPCK
By the end of the module teachers should be able to integrate the use of ICT into on‐going teaching and learning activities Specifically teachers should be able to use supplemental ICT resources:
c) to conduct examinations.
d) to prepare results e) to collate results f) to distribute results
Discuss and give examples of different ways that limited classroom ICT resources can be used in teaching and learning by: • individual students • pairs • small groups to supplement teaching and learning. • Have student teachers
organized in groups • Assign each group to a
computer • Have students create tests
that are administered through the use of the computer and are based on subject specialist course work or areas of interest
Students can identify: • different hardware (mobile
phones‐laptops‐flipcharts); • and software technologies
(discussion boards, wikis, quiz software, polling software, story construction software, web quests, concept mapping software, word processors, presentation software, storyboard tools)
for supporting • Student responses to
questions posed by teachers, peers or textbook
• Student engagement in questions and answer to review coursework
• Student demonstration of knowledge
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK) integration
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Teacher Development Competency Domain Standard Domain Teacher Development Standard Sub‐domain Planning CKStandard performance indicator
Student teachers evaluate current research and practice to make effective use of ICT in support of their own professional development and student learning TCK
Standard performance level Technology Literacy Level (applying stage) – Student teachers use various ICT, including computers, to enhance their productivity to support traditional management, administration, teaching and learning (including teaching learners how to use ICT) TCK
Teacher Development Learning Objectives TCK Examples of Learning
Activities TCK Examples of Resources/ Approach TCK
By the end of the module, teachers should be able to use various ICT tools including computers, • to enhance their
productivity • to support traditional
management, administration, teaching and learning (including teaching learners how to use ICT)
• to access and share resources
• to support their activities and their own professional development
• Discuss the various tasks that teachers carry out in their classroom practices to support traditional management & administration, teaching and learning course content in key areas of Mathematics, Science and Literature
• Discuss how ICT resources (power point slides, audio‐visual aids, animations, simulation software, word processors, excel and data processing software) can be used to support these tasks and enhance efficiency and productivity
• Have student teachers explore the use of ICT tools (desktop computers, laptops, mobile phones, word processors, excel, audio‐video recorders, still and moving (video, animated) images, blogs, wikis, simulations, animations)
• Guide student teachers in groups to use audio‐visual aids to enhance their productivity in classroom management and course content delivery
Note: Acronyms depict evidence of Technology, Pedagogy and Content Knowledge (TPACK)
integration
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APPENDIX VI: E‐PORTFOLIO ARTEFACTS
Task 5: Evaluating the standards – Providing portfolio evidence of meeting the teacher standards Identify examples of portfolio artefacts (evidence) for demonstrating how the Standards for teachers are being met in college/school practice.
1. Review the standards assigned to your group by domains, sub‐domains, performance
indicators, and competency criteria for each phase of development. 2. If the group were putting together a portfolio, what would be some of the artefacts that the
group would include to demonstrate teaching effectiveness at the level of performance indictor?
3. To which indicators do particular artefacts align themselves? 4. Can the group identify through this process areas of need that could serve as the basis for
curriculum development or innovations in teaching practices. 5. Share information about the standard you reviewed with other groups to learn more about
other standards. Performance indicators Artefacts/ Evidence Policy Policy awareness Teachers research, evaluate and support school and national policy and vision for ICT integration across all subject areas Classroom practice Teachers design, adapt and develop classroom practices and school programs to implement national ICT and education reform policies
Curriculum and Assessment Curriculum Planning Teachers design or adapt units or classroom activities that incorporate a range of ICT tools and devices to promote student learning
Learning Environment Teachers identify technology tools that can support learning environments for enabling student's understanding of key subject‐specific concepts Student experience Teachers design or adapt relevant learning experiences that incorporate digital tools to promote student research and understanding
Assessment Teachers provide students with technology‐based formative and summative assessments to assess content and technology skills and knowledge and use results to inform learning and product development
Communication & collaboration Teachers select and use digital media to communicate and collaborate with students, peers and parents Special Needs Education
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Teachers use ICT diagnostic tools, assistive technologies and ICT resources to address curriculum objectives and students with special educational needs Pedagogy Planning Teachers design or adapt unit plans and classroom activities to engage students in exploring real world issues and solving authentic problems using technology tools and resources
Problem‐based learning Teachers promote, support and model problem‐solving and knowledge creation while teaching students with the support of technology tools and resources Student experience Teachers engage students in project plans and activities for collaborative problem solving, research, creative thinking and innovation
Project‐based learning Teachers promote project based learning using technology tools and resources to support student social interaction, collaboration and reflection on their own learning Communication & collaboration Teachers structure lessons to incorporate multi‐media production, web production and publishing technologies to support student knowledge production and communication with other audiences.
ICT Productivity tools Teachers demonstrate fluency in ICT production tool functions and use to support students' innovation and knowledge creation
Authoring tools Teachers set up authoring environments to promote student knowledge construction and development of innovative products Internet Teachers develop student capacity to critically evaluate the accuracy and usefulness of web resources to support learning goals and strategies
Communication & collaboration Teachers use common communication and collaboration technologies to locate information, people and resources for developing local and global collaborative projects Administration Teachers use technology software to manage,
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monitor and assess development and progress of student learning and projects Educational softwareTeachers evaluate and use educational software to support students’ knowledge acquisition, thinking, reflection, planning and creative processes Organization & Management Teacher understanding Teachers exhibit a leadership role in creating a vision for technology infusion into curriculum and classroom practice
Leading ICT integration Teachers participate in shared decision making for use of ICT in school planning and the development of technology skills in others
Classroom management Teachers address learner diverse needs by using learner centred strategies and managing individual, group and class access to ICT resources
Acceptable & appropriate uses Teachers advocate, model and teach procedures and policies for safe, ethical and responsible use of technology and the internet Teacher Development Planning Teachers evaluate current research and practice to make effective use of ICT in support of their own professional development and student learning
Teacher awareness Teachers participate in local and global learning communities to explore creative applications of technology and share and discuss good practices Informal learning Teachers contribute to the effective use of technology to enhance the teaching profession and the school community
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Artefacts for E‐Portfolios ‐ Tanzania
Contextualized Competencies, performance indicators and portfolio artefacts
Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
1. POLICY & VISION
Teachers understand
local, national and global
policy issues regarding
the goals, objectives,
standards and strategies
for ICT use in education
and classroom practice.
Teachers…
a. research, evaluate and
support school and
national policy and
vision for ICT integration
across all subject areas
b. design, adapt and
develop classroom
practices and school
programs to implement
national ICT and
education reform
policies
Use of research tools (questionnaire, checklists) to develop participatory ICT policy and vision
Use of ICT data analysis tools (SPSS, Excel) to inform institutional/ school planning and decision making for ICT integration
Institutional/ school ICT vision, policy shared and developed by staff
ICT Policy showing how ICT will be integrated across the curriculum addressing all ICT strands and subject areas
Logs or other documentation of reflective practice on ICT activities in educational practice
Teacher research reports on ICT integration in educational practice
2. CURRICULUM &
ASSESSMENT
Teachers use their
knowledge of curriculum
content, assessment and
technology to facilitate
experiences for enabling
student understanding of
subject‐specific concepts,
research, collaboration
and communication.
Teachers…
a. design or adapt/adopt
units or classroom
activities that
incorporate a range of
ICT tools and devices to
promote student and
community learning
b. identify technology tools
that can support
learning environments
for enabling student's
understanding of key
subject‐specific
concepts and support
professional growth
Schemes of work and units of work linked to the School and institutional ICT policy and showing how students are making progress, reviewed annually
Lesson plans show evidence of teaching ICT through national curriculum subjects
Displays of students’ work showing effective use of ICT to enhance pupils’ learning
A description of the use of ICT tools and system for monitoring and assessing pupils’ achievements inclusive of
o student observation checklist,
o e‐portfolios, o quizzes tests and
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
c. design or adapt relevant
learning experiences
that incorporate
technology tools to
promote student
research and
understanding
d. provide students with
technology‐based
formative and
summative assessment
to assess content and
technology skills and
knowledge and use
results to inform
learning and product
development
e. select and use
technology effectively to
communicate and
collaborate with
students, peers and
parents
f. use ICT diagnostic tools,
assistive technologies
and ICT resources to
address curriculum
objectives and students
with special educational
needs
examinations, o oral and written
(electronic or digital) feedback to students,
o guiding questions o project reports
Samples of students’ work showing that ICT activities have engaged learner interest and enthusiasm
Teachers’ critical evaluations of ICT use as a teaching and learning based on national and whole school curriculum aims, including ICT policy
Units of work, lesson plans, and task sheets which include inspiring, differentiated use of ICT teaching materials inclusive of
o E‐mails, internet o web sites o blogs o online discussion forums o SMS o Audio/ visual devices
3. PEDAGOGY
Teachers use their
knowledge of methods
and processes of teaching
and the use of
technologies in teaching
to engage students in
authentic problem
solving, inquiry and
project based learning
Teachers…
a. design or adapt unit
plans and classroom
activities to engage
students in exploring
real world issues and
solving authentic
problems using
technology tools and
resources
Developed instructional materials (e.g. e‐Schemes, e‐Lesson plans, e‐Lesson notes, e‐Handouts, e‐Logbook)
Designed appropriate instructional media/aid • Audio • Visual • Audio‐Visual • Models (3D’s) • Mock‐ups • Realia
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
experiences that support
social interaction,
collaborative knowledge
production, innovation
and communication.
b. use technology tools and
resources to promote,
support and model in
problem solving and
knowledge creation
while teaching students
with the support of
technology tools and
resources promote,
support and model
problem‐solving and
knowledge creation
while teaching students
with the support of
technology tools and
resources
c. engage students with
the support of
technology tools and
resources in project
plans and activities for
collaborative problem
solving, research,
creative thinking and
innovation
d. promote project based
learning using
technology tools and
resources to support
student social
interaction,
collaboration and
reflection on their own
learning
e. structure lessons to
incorporate multi‐media
production, web
production and
publishing technologies
to support student
Created bank of e‐learning resources
Undertaken Computer Based Training (CBT)
Established website Practiced e‐presentations Established discussion forums Established Chats/SMS/Blogs/emails
Introduced Online assignments • Investigatory • Scientific • etc
Up‐loaded T&L e‐materials Established e‐portfolios Formulated Projects/research reports
Established Performance reports • Annual • QA
Improvised e‐learning materials Developed ICT cross curricular syllabus, scheme of work, lesson plan, subject log book, lesson notes with support materials in the form of traditional and multimedia products such as Posters, CDs, DVDs CDs, DVDs, Video and audio tapes
Established, identified or developed WebPages, blogs, virtual exhibitions, email threads, discussion forums, video and teleconferencing schedules, research projects, teacher/student created charts‐models‐tables , to engage students:
in small to large groups in dialogue, project work, debate and discourse
in formal/ informal; structured/ unstructured; synchronous and asynchronous formats
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
knowledge production
and communication
with other audiences
4. ICT
Teachers use their
knowledge about various
technologies, from low‐
tech technologies such as
pencil and paper to high‐
tech technologies such as
the Internet, digital video,
radio and software
programs to support
teaching and learning
strategies, student
knowledge construction
and innovation.
Teachers…
a. are aware of both old
and modern
technologies and
familiarize themselves
with their potential in
teaching and learning
b. demonstrate ability to
use ICT production tool
functions to support
students' innovation and
knowledge creation
c. set up authoring
environments to
promote student
knowledge construction
and development of
innovative products
d. demonstrate ability to
communicate, interact
and collaborate as well
as develop student
capacity to critically
evaluate the accuracy
and usefulness of web
resources to support
learning goals and
strategies
e. use common
communication and
collaboration
technologies to locate
information, people and
resources for developing
local and global
Physical and virtual artefacts (drawings of teaching and learning materials e.g. pendulum bob; traditional and online reading lists identifying encyclopaedia articles, journals, books, websites).
Recorded video and audio clips of video tapes, demonstrating students performing learning task e.g. titration,
CD, VD, Diskettes for storing and retrieving instructional materials
Learning objects ‐ pictures, audio tapes, printed copy of web pages that describe generic/ subject‐specific educational concepts
Blogs addresses, URLs, chats for communication and collaboration
Developed ICT instructional materials ( lesson plans, lesson notes, scheme of works)
Lesson plan, charts, scheme of work in digital formats
Computer network diagrams showing computer network (labeled)
Database report on assessment and evaluation of students performance
Use of teleconference software, and other software for teaching and learning and professional development
Audiovisual/multimedia teaching and learning materials,
Use of teacher or student created webs to assist students to organize information in a visual or spatial manner – with resources and interactive
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
collaborative projects/
initiatives
f. use technology software
to manage, monitor and
assess development and
progress of student
learning and projects
g. demonstrate ability in
computer/network
system management
and administration
h. evaluate and use
educational software to
support students’
knowledge acquisition,
thinking, reflection,
planning and creative
processes
activities to promote student communication, collaboration and knowledge construction: • blogs, wikis, discussion
forums, sms, schedule/time table
• video clips, e‐content, e‐mail, • hyperlinks to exercises and
assignment, • logbooks for student
assessment/ reflective practice, Sms
• e‐portfolio • discussion and workshop
forum for student assessment – using self, peer‐to‐peer and tutor assessment modalities
5. ORGANIZATION &
MANAGEMENT
Teachers exhibit
leadership in the school
and professional
communities by
promoting effective use
of technology for student
centred learning in
individual group and
whole class teaching and
learning.
Teachers…
a. exhibit a leadership role
in creating a vision for
technology infusion into
curriculum and
classroom practice
b. participate in shared
decision making for use
of ICT in school planning
and the development of
technology skills in
others
c. address learner diverse
needs by using learner
centred strategies and
managing individual,
group and class access
to ICT resources
d. advocate, model and
teach procedures and
Institutional annual/semester plans that explains the technological integration vision and mission for teaching and learning
Administration hierarchy charts showing hierarchical order of decision making on ICT strategy and planning in the institution
Committee meeting reports on focusing the diverse categories of institutional members/participants and their roles for ICT policy, strategy and curriculum program design
List of group members and group leaders for ICT subject specific planning
Action plan for institutional ICT development and integration in coursework
Budget for ICT use and integration
Material management records, meeting minutes
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
policies for safe, ethical
and responsible use of
technology and the
internet
Classroom management records Evidence from Educational Management Information System(EMIS)
Lesson plan ICT exemplars from subject specialist groups
Audiovisual/multimedia teaching and learning materials and resource bank
Guidelines for ICT use in school/ classroom practice
ICT plagiarism user policy/contract
6. TEACHER
DEVELOPMENT
Teachers continuously
evaluate use of
technology to improve
their own professional
practice and student
learning participate in
local and global learning
communities and become
life‐long learners
contributing to the
effectiveness and
regeneration of the
teaching profession.
Teachers…
a. evaluate current
research and practice to
make effective use of
ICT in support of their
own professional
development and
student learning
b. participate in local and
global learning
communities to explore
creative applications of
technology and share
and discuss good
practices
c. contribute to the
effective use of ICT to
enhance the teaching
profession and the
school community
Developed e‐research reports Online course registration Established e‐databases • Inventory • Students records • etc
Established Digital library Established local & foreign/global educational linkage
Established e‐learning technology• Profoma Invoices • Tax Invoices
Attitudes & Behavioural change towards the use of current technology
Practiced educational Video conferences
Research reports, WebPages, academic certificates, testimonials
Webpages, blog, discussion forums, email
Webpages, agenda and minutes of meetings, testimonials, certificates
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Artefacts for E‐Portfolios ‐ Nigeria
Contextualized competencies, performance indicators and portfolio artefacts
Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
7. POLICY & VISION
Teachers understand
local, national and global
policy issues regarding
the goals, objectives,
standards and strategies
for ICT use in education
and classroom practice.
Teachers…
c. research, evaluate and
support school and
national policy and
vision for ICT
integration across all
subject areas
d. design, adapt, develop
classroom practices
and school programs
in line with the
curriculum for
implementing national
ICT policies and
educational objectives
• Institutional/ school ICT Policy showing how ICT will be integrated across the curriculum addressing all ICT strands and National Curriculum subjects
• Evidence of ICT policy shared and understood by staff
• Evidence of ICT development plan linked and budgeted to the school development plan
• Teachers schemes of work and units of work based on the school ICT policy and scheme and linked to the National Curriculum for ICT integration
• Teachers lesson plans showing how students are making progress, reviewed annually
• Record of teacher attendance at ICT subject‐specific Continuous Professional Development
• Logs for teacher monitoring, assessing and reflection on ICT activities in school/ institutional practice
• School databank of teaching and learning resources inclusive of local and proprietary produced videos, audiotapes, electronic picture bank, presentations, diagrams
• Teacher research reports or other documentation on ICT integration in classroom activities
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
8. CURRICULUM &
ASSESSMENT
Teachers use their
knowledge of curriculum
content, assessment and
technology to facilitate
experiences for enabling
student understanding
of subject‐specific
concepts, research,
collaboration and
communication.
Teachers…
g. design or adopt units
or classroom activities
that incorporate a
range of ICT tools and
devices to promote
student learning
h. identify technology
tools that can support
learning environments
for enabling student's
understanding of key
subject‐specific
concepts and support
professional growth
i. design or adopt
relevant learning
experiences that
incorporate digital
tools to promote
student’s research and
understanding
j. provide students with
technology‐based
formative and
summative
assessments to assess
content, technology
skills and knowledge
and use results to
inform teaching and
learning, improve
assessment and refine
innovative practice
and products of
learning
k. select and use
technology effectively
to communicate and
Units of work, lesson plans and task sheets which include the use of traditional and new technologies (books, web sites, subject‐based CD‐roms, documents, radio, television, audio tapes, digital projectors) to provide motivating use of ICT in teaching and learning
Schemes and units of work show evidence of use of digital tools (virtual library, web sites, webquests, online databases) to support and enable student understanding of subject themes and concepts
Lesson plans show evidence of ICT use to promote student interaction on subject topics and issues ‐ wikis, discussions forums, chatrooms, facebook
Evidence of ICT use to support continuous performance evaluation and assessment rubrics in a range of subject areas using
o survey software o quiz and polling
software o e‐questionnaires o student observation
checklist o e‐portfolios o project reports
Samples of students’ work showing ICT use to enhance student interest and learning
Units of work, lesson plans, and task sheets which identify differentiated use of
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
collaborate with
students, peers and
parents
l. use ICT diagnostic
tools, assistive
technologies and ICT
resources to address
curriculum objectives
and students with
special educational
needs
traditional and new technologies to support special learner needs inclusive of audio/ visual devices
• hearing aids • speech recognition
software/ • brail machines/ • screen enlarger
software/ screen readers / navigator software
9. PEDAGOGY
Teachers use their
knowledge of methods
and processes of
teaching and the use of
technologies in teaching
to engage students in
authentic problem
solving, inquiry and
project based learning
experiences that support
social interaction,
collaborative knowledge
production, innovation
and communication.
Teachers…
f. design or adapt unit
plans and classroom
activities to engage
students in exploring
real world issues and
solving authentic
problems using
technology tools and
resources
g. use technology tools
and resources to
promote, support and
model in problem
solving and knowledge
creation while
teaching students with
the support of
technology tools and
resources promote,
support and model
problem‐solving and
knowledge creation
while teaching
students with the
support of technology
tools and resources
h. engage students with
Developed instructional materials work schemes, lesson plans, lesson notes, hand‐outs that are based on institutional and national ICT policy
Evidence of appropriate instructional media/aids for project and problem based learning • Audio • Visual • Concept mapping • Brainstorming aids • Wikis • Modelling • Simulation construction • Desktop publishing
software • Graphic tools
Established website, chats, SMS, blogs, email threads, discussion forums, video and teleconferencing schedules, research projects, teacher/student created charts‐models‐tables, to engage students in project work and problem solving
Linkages to formal/ informal
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
the support of
technology tools and
resources in project
plans and activities for
collaborative problem
solving, research,
creative thinking and
innovation
i. promote project based
learning using
technology tools and
resources to support
student social
interaction,
collaboration and
reflection on their own
learning
j. structure lessons to
incorporate multi‐
media production,
web production and
publishing
technologies to
support student
knowledge production
and communication
with other audiences
networks for sharing and developing research
knowledge exchange on cross curricular use of ICT,
lesson plans support materials in the form of traditional and multimedia products such as Posters, CDs, DVDs CDs, DVDs, Video and audio tapes
10. ICT Teachers use their
knowledge about various
technologies, from low‐
tech technologies such
as pencil and paper to
high‐tech technologies
such as the Internet,
digital video, radio and
software programs to
Teachers…
i. demonstrate fluency in
ICT production tool
functions and use
tools to support
students' innovation
and knowledge
creation
j. set up authoring
environments to
promote student
knowledge
Records of CPD training undertaken in the form of training certificate and manuals
Lesson plan/notes, instructional materials, schemes of work which show evidence of teaching ICT through national curriculum subject areas including reference to competency indicators and performance levels
Evidence of artefacts created
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
support teaching and
learning strategies,
student knowledge
construction and
innovation.
construction and
development of
innovative products
k. demonstrate ability to
communicate, interact
and collaborate as well
as develop student
capacity to critically
evaluate the accuracy
and usefulness of web
resources to support
learning goals and
strategies
l. use common
communication and
collaboration
technologies to locate
information, people
and resources for
developing local and
global collaborative
projects/ initiatives
m. use technology software to manage,
monitor and assess
development and
progress of student
learning and projects
n. evaluate and use
educational software
to support students’
knowledge acquisition,
thinking, reflection,
planning and creative
processes
by students with assistance of CAI , CAM software – • Student web page and blog • e‐books, e‐manual, • online log, tapes, CD
Student practical print based and electronic report sheets, seminar papers
Evidence of tele/video‐conferencing,
Membership of professional bodies & partnerships
Evidence of network usage within normal functions as teacher
Portal participation in student student records and assessment results processing
Lesson plan/notes, logs, presentations, work displays of: • essays, • reports, • narratives, • diary, • maps, • pictures, • models, • artefacts showing effective use of ICT to
enhance learning
11. ORGANIZATION & MANAGEMENT
Teachers exhibit
leadership in the school
and professional
Teachers…
e. exhibit a leadership
role in creating a vision
for technology infusion
Lesson plans and schemes of work linked to national and school curriculum aims and vision for effective use of ICT in
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
communities by
promoting effective use
of technology for
student centred learning
in individual group and
whole class teaching and
learning.
into curriculum and
classroom practice
f. seek and participate in
shared decision
making for use of ICT
in school planning and
the development of
educational
technology skills in
others
g. address learner
diverse needs by using
learner centred
strategies and
managing individual,
group and class access
to ICT resources
h. develop student
capacity on current ICT
trends, WWW, CAI and
Biotechnology
i. advocate, model and
teach procedures and
policies for safe,
ethical and responsible
use of technology and
the internet
teaching and learning Action plan for active participation of teacher subject specialists ICT specialist in curriculum development teams for ICT integration across all subject areas
Lesson plan ICT exemplars from ICT and subject specialist groups
Compliance of lesson plans with national curriculum guidelines for ICT integration
Evidence of inter/intra school competition/ seminars to showcase examples of ICT integration.
Guidelines for ICT use in school and in classroom practice in relation to • Use of e‐learning
materials. • Grouping of students. • Assigning ICT resource to
each group. ICT patent/copyright/ plagiarism user policy/ contract
12. TEACHER DEVELOPMENT
Teachers continuously
evaluate use of
technology to improve
their own professional
practice and student
learning participate in
local and global learning
communities and
Teachers…
d. evaluate current
research and practice
to make effective use
of ICT in support of
their own professional
development and
student learning
e. participate in local and
Evidence of developed instructional materials for ICT integration (lessons, units, courses of study, presentations).
Evidence of career and professional development goals and activities for the use of technology to improve professional practice
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Competency Domains Performance Indicators Examples of portfolio artefacts/
evidence for assessment
become life‐long
learners contributing to
the effectiveness and
regeneration of the
teaching profession.
global learning
communities to
explore creative
applications of
technology and share
and discuss good
practices
f. contribute to the
effective use of ICT to
enhance the teaching
profession and the
school community
Evidence of active participation in professional development experiences for sharing and building knowledge using – • Webpages, blogs,
discussion forums, email • SMS, video and
teleconferencing • minutes of meetings,
testimonials, certificates • videos, audio tapes,
pictures and/ or diagrams of teaching and learning resources
Evidence of established local & foreign/global educational linkage with communities of practice
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APPENDIX VII: TECHNOLOGY PEDAGOGY AND CONTENT KNOWLEDGE (TPACK)
The Technology Pedagogical Content Knowledge (TPACK) ‐based design guide has been developed primarily along the following definitions of TK, CK, PK, PCK, TCK, TPK and TPACK: 1. Technology Knowledge (TK): Technology knowledge refers to the knowledge about various
technologies, ranging from low‐tech technologies such as pencil and paper to digital technologies such as the Internet, digital video, interactive whiteboards, and software programs.
2. Content Knowledge (CK): Content knowledge is the knowledge about actual subject matter that is to be learned or taught.
3. Pedagogical Knowledge (PK): Pedagogical knowledge refers to the methods and processes of teaching and includes knowledge in classroom management, assessment, lesson plan development, and student learning.
4. Pedagogical Content Knowledge (PCK): Pedagogical content knowledge blends both content and pedagogy with the goal being to develop better teaching practices in the content areas.
5. Technological Content Knowledge (TCK): Technological content knowledge suggests that teachers understand that, by using a specific technology, they can change the way learners practice and understand concepts in a specific content area.
6. Technological Pedagogical Knowledge (TPK): Technological pedagogical knowledge refers to the knowledge of how various technologies can be used in teaching, and to understanding that using technology may change the way teachers teach.
7. Technological Pedagogical Content Knowledge (TPACK): Technological pedagogical content knowledge refers to the knowledge required by teachers for integrating technology into their teaching in any content area.
Koehler and Mishra (2008)
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