Country examples of ICT-integrated Curriculum for Teacher Professional Development National Writeshop: Competency-based ICT Teacher Training Development 3-5 November 2016, Godavari, Nepal Mel Tan Programme Officer ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

AUSTRALIA

Australian Professional Standards for Teachers (APST)

Four career stages

Australian Proressional Standards for Teachers with explicit reference to ICT APST Std2: Know the Content and How to teach it Std3: Plan for and implement effective teaching and learning Std4: Create and maintain supportive & safe learning environments ICT-related Focus Areas Focus Area 2.6: Information and Communication Technology (ICT) Focus Area 14: Select and use resources Focus Area 4.5: Use ICT safely, responsibly and ethically Graduate Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. Demonstrate knowledge of a range of resources, including ICT1 that engage students in their learning. Demonstrate an understanding of the relevant issues and th.e strategies available to support t11e safe, responsible and ethical use ofICT in learning and teaching. Proficient Use effective teaching strategies to integrate ICT into learning and teaching programs to make select1ed content relevant and meaningful. Select and/or cr1eate and use a range of resources, including ICT1 to engage students in their learning. Incorporate strategies to promote the safe, responsible and ,ethical use ofICT in learning and teaching. Highly Accomplished Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve tlleir teaching practice and make content relevant and meaningful. Assist c-0lleagues to create, select and use a wide range of resources, including ICT, to ,engage students in their learning. Model, and support colleagues to develop strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Lead Lead and support colleaglles within the school to se]ect and use ICT with 1effective teaching strategies to expand learning opportunities and content knowledge for all students. Model exemplary skills and lead colleagues in selecting, creating and, evaluating resources, inc1uding ICT, for applfoation by teachers within or beyond the school Review or implement new policies and strategies to ensure the safe, responsible and ethical use oflCT in learning and teaching.

Autonomy + Accreditation No standard/national curriculum for teacher education – i.e. each university develops its own teacher education curriculum (autonomy) Consistency/quality of curriculum and clear alignment with the APST Standards, including ICT standards is achieved through accreditation of their pre-service programmes (five-year cycle)

Options University A has opted to develop dedicated semester-long ICT subjects University B has elected to cover the ICT elements of Program Accreditation Standard 1 as a cross-curriculum or embedded activity University C, has adopted a hybrid approach – It developed a core Digital Learning subject that asks students to critique and adopt appropriate pedagogical approaches using learning technologies to engage teenagers in authentic, active and collaborative learning and to investigate contemporary issues and current trends in ICT in education through an inquiry project.

Sample course

Samples: Using wikis (Basic) - http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00035 Using ICT to Teach Languages (Proficient) - http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00160 Engaging thru ICT (Highly Accomplished) - http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00201

APST and In-Service Expectation that individuals will take responsibility for building their own professional capabilities Expected to gather evidence, usually through a professional portfolio, to demonstrate that standards and competencies have been met and usually assessed at the school level Motivation for doing so includes, but is not limited to, professional pride, employability, pay increases and promotion.

REPUBLIC OF KOREA

SMART competencies 2 domains, 13 competencies Foundations Creative problem solving Social ability Flexibility Technology literacy Ethics Passion Practice Understanding future education Content expertise Building relationship with learners Instructional design & development Evaluation & reflection Building collaborative learning community Turned into 28 modules

28 modules are like small Lego™ blocks, consisting of basic content units of training programs Diverse training programs can be operated by combining modules per level or by theme considering training targets, directions and time

Sample Module (see wiki for file) Targeted competency: Understanding of Future Education (TC#7) Module 01: Concepts of Future Education and Roles of Teachers (30 trainees/ run) Session 1: Future Society and Change in Education (evaluation: written) Session 2: Future Education Preview (evaluation: outputs with peer evaluation) Session 3: The Future of our Classrooms (evaluation: outputs + attitude)

Other Key Features Assessment Online diagnostic tool services on competencies feedback contains targeted educational contents & directions for self-development Training evaluation: carried out at the end of every training programme + investigation of actual ICT use in schools Support & incentives: certificates, ICT contest, teacher community

SINGAPORE

Masterplan Development: Coherent Continuum mp1 may be seen as laying the foundations for the use of ICT, while mp2 strived for a more pervasive use of ICT in education. mp3 aims to use ICT to improve learning outcomes. The articulated vision for mp3 is: ‘harnessing ICT, transforming learners.’

Teacher training in MP 1 30-hour training on: Basic knowledge of PC and network Office applications (Word, Powerpoint, Excel) the use of Internet Mostly on how to digitize teacher-centric instructional materials

Teacher training in MP 3 Teacher Education for the 21st century (TE21) Aligned with values, skills and knowledge

Teacher training in MP 3 Exemplary courses: ICT for Meaningful Learning Supporting Self-directed Collaborative Learning with ICT

ICT for Meaningful Learning The 3rd Singapore ICT Masterplan focuses on self-directed and collaborative learning with ICT NIE adopted the Technological Pedagogical and Content Knowledge (TPACK) framework to build and research pre-service and in-service teachers’ TPACK through design-based learning Sample session guides (wiki)

Mainstreaming ICT: Assessment Monitoring teachers’ progress and sustainable innovative practices: Professional development Continuum Model Enhanced performance management system Evidence-based rewards School-based professional learning Communities

New Approach to Assessment Portfolio

Professional Development Advanced Diplomas In-service Diplomas Certificates Stand-alone courses 6 focus areas upgrade content knowledge of teachers update teachers with pedagogical innovations in subject teaching equip teachers with new competencies in response to changing societal needs and demands keep teachers abreast of new developments and initiatives in education educate teachers with research and management skills enhance their teaching effectiveness through life-long learning

Professional Development in Singapore Why the NIE/Singapore TE21 model is successful? Ministry (Policies) Desired Goals of Education Schools (Practices) Teacher Education Institutions (Preparation) Adapted from Goh, C.B. (2014). Teacher Education Model for the 21st Century (TE21), presented at the UNESCO Central Asia Symposium on ICT in Education 2014, available at http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/casie2014/ppt/TE21__Goh__SG_.pdf

PHILIPPINES Pre-service

Competency Standards - Domains Understanding ICT in Education Curriculum and Assessment Pedagogy Technology Tools Organization and Administration Teacher Professional Learning Teacher Disposition

Teacher Education Program Outcomes (POs) with Inclusion of ICT Articulate the relationship of education to larger historical, social, cultural and political processes. Facilitate learning using a wide range of teaching methodologies in various types of environment. Develop alternative teaching approaches for diverse learners. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment. Demonstrate proficiency in the development and utilization of ICT resources in promoting quality (pedagogy) teaching-learning process. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. Practice professional and ethical teaching standards. Pursue lifelong learning for personal and professional growth. As an initial step to operationalizing the competency standards and performance indicators drafted by the TEI representatives and in preparation for the curriculum revision phase of the project, participants were also tasked to develop one Program Outcome (PO) on ICT-pedagogy integration…

Revamped EdTech courses: Technology for Teaching & Learning TTL 1 (to eventually replace Educational Technology 1) 3-unit core course all students taking up any bachelor’s degree in Education are required to take, regardless of their chosen field of specialization TTL 2 (to eventually replace Educational Technology 2) 3-unit course focus on the application of ICT for teaching and learning to particular subject specializations under the K to 12 program and specific teaching contexts A 3-unit course is equivalent to 18 weeks of 3 hours/session …and propose Course Outcomes (CO) for Technology for Teaching and Learning 1 and 2.

Proposed Course Outcomes: TTL 1 (3 units) Explain ICT policies and safety issues as they impact on the teaching-learning process Integrate media and technology in various content areas Apply learning theories and principles in the design and development of lessons through appropriate media and technologies for teaching learning Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources. Sample syllabus: wiki (course outline (by week); learning objectives, content, references, T&L activities, assessment, materials, timetable) COs for TTL 1

Excerpt from TTL1 syllabus (DRAFT ONLY) COURSE OUTLINE AND TIMEFRAME   Course Content/Subject Matter Week 1 Introduction to Technology for Teaching and Learning Week 2 ICT Policies and Safety Issues in Teaching and Learning Week 3-4 Theories and Principles in the Use and Design of Technology-Driven Lessons Week 5-6 ICT in Various Content Areas Week 7-9 ICT and Conventional Learning Materials to Enhance Teaching and Learning Week 10-11 Technology Tools in a Collaborative Classroom Environment and Relevance and Appropriateness in the Use of Technology in Teaching and Learning Week 12 Innovative Technologies for Teaching-Learning and Assessment Task Week 13 Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model Week 14-15 Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources Week 16-17 Educational Sites and Portals One week (or an equivalent of three hours) Allotted for the Midterm and the Final Exams Summative evaluation: portfolio Desired Learning Outcomes (DLO) Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities (TLAs) Assessment of Tasks (ATs) Resource Materials Time Table 2. Identify learning theories and principles applied in the use and design of learning lessons with technology 2.1 Identify learning principles and theories that are applied in technology driven teaching-learning models.   Unit 3. Theories and Principles in the Use and Design of Technology Driven Learning Lessons A.Learning Theories and Principles in: 1. Dale’s Cone of Experience (with equal attention given to both the Conventional Technology and the Innovative and Emerging Technology for Teaching)    Lucido, P. & Corpuz, B. (2012). Educational technology 1 2nd edition. Lorimar Publishing Co. https://www.youtube.com/watch?v=p-eSxgRetvk Active Learning with Teacher-Led Discussion on Dale’s Cone of Experience and how its principles and theories are utilized in the technology-driven teaching and learning  Reflection Posted on the online Blog/ ‘Classroom-made Twitter Wall’ Online Class Blog or Site/ ‘Classroom-made Twitter Wall’ 1.5 hours

Proposed Course Outcomes: TTL 2 (3 units) Develop project- and problem-based, collaborative activities using technology tools Produce learning resources using technology tools in various subject areas Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills. Use technology tools to collaborate and share resources among communities of practice Sample syllabus: wiki (course outline (by week); learning objectives, content, references, T&L activities, assessment, materials, timetable) COs for TTL 2

Excerpt from TTL2 syllabus for Science (DRAFT ONLY) COURSE OUTLINE AND TIMEFRAME   Course Content/Subject Matter Week 1-3 Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills Week 4-6 Problem-Based and Project Based Learning Week 7-9 Characteristics of Good/Appropriate IMs and Technology Tools Producing Learning Resources using Technology Tools Digital and Non-Digital Resources Week 10-12 Productivity Software Applications/Tools for Teaching and Learning Week 13-15 Evaluating ICT Resources Week 16-17 Technology Tools for Collaboration One week (or an equivalent of three hours) Allotted for the Midterm and the Final Exams Summative evaluation: learning plan; student samples using open-ended tools; demo teaching; etc. Desired Learning Outcomes (DLO) Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities (TLAs) Assessment of Tasks (ATs) Resource Materials Time Table Enhance the Science learning plan to develop 21st Century Skills through ICT integration Revisiting of Science learning plans: integration of 21st century critical thinking and problem-solving skills and ICTs Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc. pp. 298-308   http://nlvm.usu.edu/en/nav/topic_t_5.html Guide the students to explore on existing samples of unit plans in Science Instruct the students to review existing Science learning plans and identify some learning activities they may suggest that may enhance 21st century critical thinking and problem-solving skills integration. Let them write them write these and discuss in class. Facilitate a discussion by asking the students to choose which specific unit from the curriculum guide they can work on for their unit planning which should be ICT-integrated. Let them explain how ICTs will enhance the development of the 21st century critical thinking and problem-solving skills or competencies required in the curriculum guide. Annotations on how some ICT tools may enhance sample unit plans in Science Computer Projector Learning Plans 2 hours

MYANMAR In-service Designed by UNESCO Bkk

ICT in Education: MBM Project Support from school leaders / head teachers / pedagogical mentors Course 1: Basic ICT Literacy Course 2: Using ICT for T&L Course 3: ICT for Active & Deeper Learning Project seminar

Three modules Module 1: Basic ICT Literacy (26 hrs) Module 2: : Integrating ICT into Learning Materials (26 hrs) Module 3: Pedagogical Use of ICT to Promote Active Learning (22 hrs) Ideal: module 1  practice  module 2  practice  module 3  practice Coupled with coaching and sharing

Module 1: Basic ICT Literacy Description Hours 1 Intro to ICT in Education 1.0 2 Desktop Navigation Folder / File Management 0.5 3 Word Processing 8.0 4 Internet Essentials 6.5 5 Spreadsheet 9.0 6 Managing Peripherals Basic Troubleshooting & Maintenance Strategies Total 26.0 A MUST IN THE TRAINING DESIGN: Learning and practicing/applying the tools through/to actual teacher tasks – admin work, lesson planning, research, classroom teaching, assessment/evaluation, etc.

Sample session Duration LEARNING OBJECTIVES TOPIC / ACTIVITY ACTIVITIES RESOURCES NEEDED (Resources) 4.5 hours To understand the practicality of a word processor To compose, edit, format, save/close/open documents using a word processor To add and manipulate images in documents Interface, menu, icons/ tools, tooltips Save, Open, Close Edit Navigation & selection - Add’l keyboard strokes (Del, Bkspc, Enter, Ctrl, Sh, Alt) and mouse control (click, doubleclick, click & drag); different forms of mouse cursor Line vs paragraph vs page Cut-Copy-Paste, delete Format Font (type, size, color, bold-italics-underline, etc.) Alignment Spacing Format paint Bullets (different types), indent Page Layout (paper size, orientation, margins) Images Image types, source, insert Resize, crop, wrap text, image enhancement  Trainer discusses and shows the interface and important icons; trainees are guided to explore the various parts of the interface Trainer uses various teacher outputs as to demo various tools for editing, formatting, page layout, and image manipulation. Trainees are asked to replicate the actions. Trainees are required to do exercises. Trainers ask the trainees to reflect on the practical uses of the various tools learned in word processing. Presentation file Sample outputs as reference model Library of images Instruction sheets, if necessary Teacher outputs to use for demo and exercises: Letter to parents (edit, format, page layout) Student information sheet Lesson plan (bullets) Test sheet (bullets)  Bulletin board announcement (images, edit, format)  

Module 2: Integrating ICT into Learning Materials Description Hours 1 Review of Module 1 and Sharing of experiences 1.5 2 Developing slide presentations 5.0 3 Multimedia Training Part 1 (Instructional Design, Bloom’s Taxonomy, Pedagogy, Orientation to selected ICT resources, Exploring new resources) 7.5 4 Multimedia Training Part 2 (Evaluating Usefulness of ICT Resources to one’s lesson; Enhancing and Sharing Lesson Plans) 4.0 5 Developing own learning materials using productivity tools 3.0 6 Security & Cyber-Ethics (via scenarios & role-play) 2.0 7 Group presentations of enhanced lesson plans & materials School planning Total 26.0 MUSTs IN THE TRAINING DESIGN: TPACK Basics of instructional design, highlight on diverse pedagogical strategies Intro to and use of some useful apps Lesson plan integration

Sample session Duration LEARNING OBJECTIVES TOPIC / ACTIVITY ACTIVITIES RESOURCES NEEDED (Resources) 2.0 hours To increase awareness of available multimedia resources for teaching/ learning To enhance existing lesson plans by: identifying possible points of integration for multimedia resources, keeping in mind the needs of their particular teaching-learning contexts Evaluating and selecting appropriate resources using available tools To give and receive constructive insights on enhanced lesson plans Elements of Good Instructional Design Value of Instructional Design Clarifying Learning Objectives Perfect Fit (Synching Objectives, activities, materials, and assessment in a lesson) Assessment of own lesson plan Trainer engages the trainees in a discussion on good instructional design and its core elements. Trainer guides the trainees in developing SMART learning objectives. Trainer guides the trainees on a group critique on a poorly done lesson and in coming up with enhancements. Trainees assess their own lesson plans based on the principles of good instructional design. Presentation files Lesson plan assessment tool 1.5 hours Why integrate ICT in pedagogical practices Trainer discusses the TPACK framework Trainer guides the class discussion on the perceived challenges to ICT-pedagogy integration Groupwork: The class discusses the pros and cons in using various ICT and non-ICT media types in lessons Presentation file Feature Analysis Matrix 3 hours Selecting appropriate ICT Resources Access points for ICT integration in Lesson Plans Trainer discusses a proposed criteria for selecting ICT resources Trainees explore various offline and online ICT resources that are appropriate for their lesson topics ICT integration checklist Tech Integration Assessment Rubric (TPACK) Portal/ Library of curated educational resources or links Enhancing one’s Lesson Plan: Hands-on Integration of ICT Resources Acknowledging / citing sources Trainees continue exploring various educational resources Trainees select relevant/ appropriate educational resources to enhance their respective lesson plans Lesson plan template

Module 3: ICT for Active Learning Description Hours 1 Review of Module 2 and Sharing of experiences 1.5 2 Introduction to ICT-supported Active Learning (vis-à-vis Bloom’s pyramid of learning) 6.0 3 Designing ICT-supported collaborative learning 2.5 4 Determining good points of model ICT-integrated lesson plans Critiquing sample lesson plans 3.0 5 Incorporating ICT-supported active learning into own lesson plans; Developing own materials 6 Designing appropriate assessment and facilitating student outputs with ICT 7 Group presentations of enhanced lesson plans & materials School planning Total 22.0 MUSTs IN THE TRAINING DESIGN: From LOTS to HOTS Intro to and use of some useful apps but focus still with pedagogical benefits Lesson plan integration (sample lesson plans)

Sample session DURATION TOPIC / ACTIVITY ACTIVITIES RESOURCES NEEDED 1 hour COURSE 2 REVIEW   WHAT DID WE LEARN? Instructional Design 4 elements of Lesson Plan SMART Objectives Bloom’s Taxonomy TPACK Think-Pair/Group-Share: Trainers ask School Teams to write down all of the topics they remember from Course 2. School Teams share the topics they remember from Course 2 with the whole group. Trainers present Impress Presentation of Course 2 Review and Objectives for Course 3 Impress Presentation REVISED Hard Copies of Impress Presentation for School Leaders and Teachers. 0.75 hour INSTRUCTIONAL DESIGN – LESSON PLANS Learning Objectives– SMART or NOT? Trainers will project the Learning Objectives from Lesson Plan A – Endangered Species [DO NOT SHOW ALL OF LESSON PLAN] Trainers will Model the ASSESSMENT of the Learning Objectives by underlining the Specific, double underlining the Measureable, and circling the Time Bound. Trainers distribute the 16 Learning Objectives cards – School Teams will work in groups to ASSESS the learning objectives by underlining the Specific, double underlining the Measureable, and circling the Time Bound. School Teams will separate LOs into SMART and NOT SMART categories. Trainers will lead group discussion and provide reasoning for answer. Soft Copy of Lesson Plan A – Endangered Species Hard copies of Lesson Plan B – Olympic Sites for School Leaders and Teachers Learning Objective cards for each school team

References NIE http://www.nie.edu.sg/ Australian presentation during Nepal workshop, April 2016 (by Geoff Romeo, ACU) KFIT2 Project presentations by Korean MOE/KERIS and Philippine Task Force

THANK YOU. Jonghwi Park (j.park@unesco.org) Mel Tan (mm.tan@unesco.org) ICT in Education, UNESCO BANGKOK (www.unescobkk.org/ict)