Instituto Nacional de Tecnologías Educativas y de Formación del Profesoradowww.ite.educacion.es

Torrelaguna, 58. 28027 Madrid – España / Tlf: 913 778 300. Fax: 913 680 709

Implementation of ICT skills training for teachers in Spain

UNESCO PARTNERS’ MEETING ‘UPTAKE OF OER SUPPORTING THE ICT CFT’

Institute of Educational Technologies and Teacher Training (INTEF),

Ministry of Education, Culture and Sports - Spain

Félix Serrano Delgado

@feserdel

Teacher Training in Spain• In Spain, direct

responsibility for education belong to regional governments (Autonomous Communities)

• The Ministry of Education carries out common regulatory functions and cooperation with regional governments

26/02/2015

Teacher Digital Competence

ICT for EducationPlan of

Digital Culture at School

Teacher TrainingTeacher

Professional Development Plan

INTEF

INTEF operates at national level

The National Institute of Educational Technologies and Teacher Training (INTEF)

Plan of Digital Culture at School

• High Speed Connectivity Plan for schools

• Interoperability and Standards

• “Procomun" Space

• Open Educational Resources

• “Neutral Point” for the purchase of textbooks

• Web and Social Networks

26/02/2015

Teacher Professional Development Plan

• Teachers Professional Competences

• New modalities (and tools) of training

• Regulation of teacher training

• INTEF Teacher Training Plan

INTEFTeacher Training Plan

On-LineTraining

ClassroomTraining

INTEF regular training plan 2014Curso ofertadas concedidas CertificanABP. Aprendizaje basado en proyectos. 1120 1634 1279Alfabetizaciones múltiples: una nueva ecología del aprendizaje. 140 cancelado canceladoCoeducación: dos sexos en un solo mundo. 490 95 82Creatividad, diseño y aprendizaje mediante retos. 210 211 159De espectador a programador. El camino para entender la tecnología aprendiendo a manejarla.

140 290 226

Digital Storytelling for Teachers. 490 217 135Educación conectada en tiempos de redes. 490 311 240Educación inclusiva: iguales en la diversidad. 385 176 147El portafolio educativo como instrumento de aprendizaje y evaluación. 140 184 98Espacios de lectura. Leer, aprender e investigar en todas las áreas. 490 221 153Evaluaciones externas internacionales del sistema educativo. 490 218 181Las competencias clave: de las corrientes europeas a la práctica docente en las aulas. 140 91 73Mobile Learning y Realidad Aumentada. 140 281 206PLE: Aprendizaje conectado en red. 840 300 223Recursos Educativos Abiertos para la Educación Infantil y Primaría. 490 211 132Recursos Educativos Abiertos para la enseñanza de las Ciencias Sociales. 490 83 68Recursos Educativos Abiertos para la enseñanza de las Ciencias. 490 103 75Recursos Educativos Abiertos para la enseñanza de las Lenguas. 490 139 87Recursos Educativos Abiertos para la enseñanza de las Matemáticas. 490 208 120Respuesta educativa para el alumnado con TDAH (déficit de atención e hiperactividad). 560 697 564Tutores para la Formación en Red. 280 343 328Uso de Recursos Educativos Abiertos para el aprendizaje integrado de contenidos y Lenguas extranjeras (AICLE).

490 469 344

9485 6482 4920

INTEF MOOCs

MOOC

INTEF MOOCs Platform

26/02/2015

26/02/2015

3 INTEF MOOC in 2014

Continuous Improvement

Process

MOOCPilots

Experimentation

Impact of TrainingAnalytics

Digital Learning and Skills

Validation andRecognition

New Modalities of Training

INTEF Teacher training plan and evaluation

Net Promoter Score

Evaluation

20% 17% 10% 11% 6% 16% 16% 21% 16% 18% 5% 19% 14% 29% 6% 21% 18%

25%19%

19% 25%17%

34% 30%18%

24% 36%

26%

25%19%

28%

25%

23%25%

55%

64%

71%

64%

77%

51%54%

62% 60%

45%

68%

56%

67%

43%

69%

56% 57%

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1.00

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7.00

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9.00

10.00

0%

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100%

% Detractores (0 a 6) % Pasivos (7 y 8) % Promotores (9 y 10) Puntuación promedio "¿recomendaría?" (escala derecha 0 a 10)

INTEF regular Training NPS

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Edu PLE MOOC ABPMOOC

% Promotores (9 y 10)

% Pasivos (7 y 8)

% Detractores (0 a 6)

Puntuación promedio"¿recomendaría?" (escaladerecha 0 a 10)

NPS Average

Edu PLE MOOC 48,99 8,48ABPMOOC 58,45 8,73

NPS for INTEF MOOC

Teacher Training on Spanish

AutonomousCommunities

Four cases

Castilla La Mancha

Objectives:Leading change in the current context of the Information Society and KnowledgeThrough a collaborative digital platform that promotes teacher professional development and Transforming the educational experiences in the classroom

Featured Training:

Technological skills: Enabling jump textbooks to digital educational resources.

Creative Talent. Promoting creativity associated with robotics

Musical Talent: Interpretation and musical composition with mobile devices.

Mobile Application Design: Creation and management of mobile solutions.

3D printing as an educational tool. Design and printing of parts.

Competition Digital Teaching: Integrating Digital competence in the teaching-learning process

Creativity in the classroom with digital tools 2.0: Advertising Strategies audiovisual work collaboratively with boards online

Modernization: Networking, Operating Systems, Databases.

http://centroformacionprofesorado.castillalamancha.es/

• Implementing Google Sites; Project Based Learningin the Classroom of English; management of atraining platform for collaborative work betweendepartments. In the Institute Vicente MedinaArchena.

• Implementation of the project "Digital School" in theInstitute María Cegarra of La Union.

• "ICT in the classroom." Implementation ofcollaborative work through managing digitalplatforms in the CEIP San Pablo de Murcia.

• “Project Based Learning" in the IES FranciscoSánchez Bautista de Llano de Brujas (Murcia).

• Using Moodle for teaching and creating lessondigital contentes with eXeLearning in the IES Felipede Borbón of Ceuta.

Andalucía

Eje 3.2. Integración de las TIC en el currículo.

1. Conocer y explorar los posibles usos didácticos de las TIC para el aprendizaje y la práctica docente

2. Incrementar la competencia digital del profesorado en su actividad profesional.

3. Fomentar el uso de las herramientas tecnológicas que facilitan la comunicación con las familias

Orden de 31 de julio de 2014, por la que se aprueba el III Plan Andaluz de Formación Permanente del Profesorado

Axis 3.2. Integration of ICT into the curriculum.1. Know and explore possible

educational uses of ICT for learning and teaching practice

2. Increase the digital competence of teachers in their work.

3. Encourage the use of technological tools that facilitate communication with families

Castilla y LeónSpecific training plan on digital competence

of teachers

Training Plan (classroom courses, online and plans center): 1,152 activities and 19,000 training places

Web application for self-assessment of digital competence: https://autoevaluaciontic.educa.jcyl.es/

Design of training routes by levels:

Dimensions and training content: technical, educational and methodological, professional and attitudinal and sociocultural (137 descriptors)

Six levels: basic (B1 and B2), medium (M1 and M2) and advanced (A1 and A2)

Innovation Project "Formapps": new forms and formative experiences in implementing teaching

methodologies with mobile devices in their teaching and its impact on the learning processes of students.

Digital CompetenceFramework for Teachers

(Spanish) Common Digital CompetenceFramework for Teachers

• A cooperation work between Spanish National Government and Autonomous Communities

• MCCDD= Marco Común de Competencia Digital Docente

• Developed in 2013-2014 and published on EducaLAB

• A standard document based on IPTS DIGICOMP

• Dimension 1: Competence Areas

1. Information

2. Communication

3. Content Creation

4. Safety

5. Problem Solving

Common Digital CompetenceFramework for Teachers

MCCDD develops IPTS DIGICOMP and is particularized for teachers

– Dimension 1 (Competence Areas) is equal

– Dimension 2 (Competences) is equal

– Dimension 3 (Levels) definition is adapted to teachers

– Dimension 5 (Examples) are specific to education and teaching

Digital CompetenceFramework: next steps

1. Self-assessment tool to diagnose individual training needs.

2. Professional Portfolio to allow the registration of professional practice for each competency area with common endpoints that can serve too as a guide to implementation.

3. Assessment tests with levels and professional profiles.

4. Evaluation tool for schools, that could also include other related indicators such as the use of OER , digital environments in the school, and allow school centers organize training activities related to the proposed standards criteria.

It would be desirable from international institutions sharing of OER materials and sevices and training initiatives in digital competence, and a common criteria for creating tools for evaluation and accreditation of digital competence according to the proposed standards.

THANK YOUEducalab: @educalab

Félix Serrano Delgado: @feserdel

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