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ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

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Page 1: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok
Page 2: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

ICT in EducationUNESCO Bangkok

Developing Competency Standards (1): Identifying Domains

Jonghwi Park Programme Specialist

ICT in Education, UNESCO BangkokAsia and Pacific Regional Bureau for Education

Page 3: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

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• Step 1: Reflecting Education Goals (Worksheet A)• Step 2: Identify domains/areas (Worksheet B)• Step 3: Set the standards for each domain

(Worksheet C)• Step 4: Draft competency performance indicators

(Worksheet D)• Step 5: Draft a full development plan (Worksheet E)

Overview

Page 4: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

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• By the end of this module, TFT will be able to - Identify 5-6 domains that are most relevant to the current

needs of Nepal- Decide the development levels/stages of teacher

competencies

Objectives

Page 5: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

What are the competency standards?

Page 6: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

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• Combination of knowledge, skills and attitudes that an individual uses at work, school or other environments

What are the competency standards?

Page 7: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

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• Areas/Domains -> Competency standards -> Performance indicators

What are the competency standards?

01 Area/domain

01-01 Competency standards

01-01-a Performance indicator

01-01-b PI

01-01-c PI

01-02 CS

01-02-aPI

01-02-bPI

Page 8: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleDomain, Standards and Indicators

Domain

CS-1

PI-1-1

PI-1-2

CS-2

PI-2-1

• Key areas of competency. • Should address all aspects of

teachers’ work .

• A unit of competency.• Basic outline of the

knowledge and skills required in the given area.

• Specific knowledge, skills and attitude that a teacher should be able to demonstrate.

• Stated in observable terms.

Page 9: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Domains

Page 10: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title style• Identify 4-6 domains/areas that your group think

would be the most relevant to the current needs of Uzbekistan. (Drawn on the needs analysis)

Step 1: Identify Domains/Areas

Page 11: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleSamples: ICT competency standards and domains

Title Domains/Areas

Australia Australian Professional Standards for Teachers (APST)

Professional knowledge Professional practice Professional engagement

Korea ICT Skills Standards for Teachers Information gathering Information analysis and processing Information transfer and exchange Information ethics and security

Teacher Competency for SMART Education

Fundamentals Field Practices

China ICT Competence Standards for National Primary and Secondary School Teachers

Awareness and Attitude Knowledge and skills Implementation and Innovation Social Responsibility

Kenya & Tanzania

ICT Competency Framework for Teachers for SIPSE Curriculum Pathways

Policy Awareness Curriculum & Assessment Pedagogy ICT - Internet Organization & Administration – Classroom Management Teacher Development

Page 12: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleRefining domains with UNESCO ICT-CFT

Nepal’s National Competency Standard Domains

UNESCO Domains

Subject content knowledge Understanding ICT (policy)Pedagogical knowledge Curriculum & Assessment Learners’ diverse needs ICTLearning environment & Classroom Mgm’t

Pedagogy

Communication & Counselling

Administration & Organization

Reflective practitioner Professional development Personal/prof’l conductCommunication & Collaboration

Page 13: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleApproaches/Stages: Examples

Technology literacy

Knowledge acquisition

Knowledge deepening

Knowledge creation

Emerging Applying Integrating

/embeddingTransforming

Focusing on technological progress

Focusing on pedagogical progress

Graduate teachers Proficient teachers Highly accomplished Lead teachers

Focusing on teachers’ career path

Page 14: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleExample 1: Korea

Page 15: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleExample 2: Jordan

Basic Education

Knowledge Acquisition

Knowledge Deepening

Knowledge Creation

• Increased participation

• ICT as subject• ICT literacy• Traditional

pedagogy with some ICT

• Central control

•Blended learning• ICT embedded in

the curriculum•Digital content• School-based

decisions• Empowering

ERfKE II

•Project-based learning•Real world

problem solving•No paper

text/test• School autonomy

and accountability

•Knowledge-building pedagogy•Communities of

practice•Continuous

innovation

The Knowledge Ladder

Now 2015 2020 2025

Adopted from Kozma, R. (2012). Transforming EducationWorkshop on Policy Development, Bangkok, Thailand

Page 16: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

Click to edit Master title styleGroup work: Identifying domains (Worksheet B)

• Step 1: Based on the identified needs from Worksheet A, come up with 4-6 domains that can meet the training needs. You can refer to the existing framework (UNESCO ICT CFT and NCED draft national teacher competency standards)

• Step 2: Discuss and decide the number of levels or stages for the competency standards, specifically for the context of Nepal. (the example given is for four stages)

• Step 3: You may need to discuss the division of labor for each stage depending on the structure of your ministry (e.g. NCED for inservice and TEI for preservice).

Domains Needs to address (from Worksheet A)

Pre-service graduates (ICT literacy)

Proficient teachers (Knowledge acquisition)

Highly accomplished teachers (Knowledge Deepening)

Lead teachers(Knowledge creation)

Do not write

Page 17: ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok

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THANK YOU.

Jonghwi Park ([email protected]) ICT in Education, UNESCO BANGKOK

(www.unescobkk.org/ict)