revised CS-Min Reqts and Performance Indicators (Beginner teacher)

Myanmar education goal (NESP 2016-2021) All school children develop knowledge, skills, attitudes and competencies that are relevant to their lives, and to the socio-economic development needs of 21st century Myanmar skilled and competitive local workforce to support Myanmar’s long-term social and economic growth

Myanmar education goal (NESP 2016-2021) NESP  Teachers adopt a new basic education curriculum use a broader range of teaching methods in the classroom and implementing new activities to engage parents in their child’s learning; support, develop and apply interactive classroom teaching and learning benefiting all students implement a quality assessment system to improve student learning achievement work to achieve new national school quality standards

ICT Framework for Education Colleges in Myanmar Vision: Production of teachers who are equipped with the technological pedagogical content knowledge ro support the development of knowledge, skills and aptitudes of learners Gap between EC’s current situation and desired target capacity Need to transform pedagogy Kozma, R. (2011). Transforming Education: The Power of ICT Policies. UNESCO. http://www.unesco.org/new/en/education/resources/online-materials/single-view/news/transforming_education_the_power_of_ict_policies-1/

Key Question What ICT competencies would you like your student teachers to have when they graduate from the ECs and enter the teaching workforce in 2023?

Beginning teacher for Primary Level Competence at the minimum level: subject knowledge and skills, pedagogical knowledge, a positive attitude towards students, commitment to education Able to teach the prescribed curriculum Able to assess students Beginning Experienced Expert Leader

Process Overview Step 1: Reflecting Education Goals (Worksheet A) Step 2: Prioritizing TCSF domains/competency areas (Worksheet B) Step 3: Setting the ICT competency standards for each selected TCSF domain/competency area (Worksheet C) Step 4: Drafting competency performance indicators (Worksheet D) Step 5&6: Incorporating the CS-PIs into the draft EC curriculum (Worksheets E & F)

revised CS-Minimum requirements (Beginner teacher-Primary) Context: Teaching Primary School Beginner Teachers in 2023 21st Century Myanmar

Domain A: Professional Knowledge & Understanding Subject Matter Area of Competence Competency Standard   Minimum Requirement Domain A: Professional Knowledge & Understanding Subject Matter Know the subject content A2.2a Demonstrate capacity in using basic ICT devices, tools and resources Instructional Technology Know available instructional technology A2.2 Use appropriate ICT tools and resources in teaching and learning. Domain B: Professional Skills and Practices Pedagogy Teach curriculum content using various teaching strategies B1.2 Incorporate a variety of relevant teaching and learning strategies and resources, including ICT-based ones, to support the achievement of learning objectives. A5.2 Demonstrate understanding of how to vary delivery of subject content, including ICT-supported ones, to meet students’ diverse learning needs and contexts.

Domain Area of Competence Competency Standard   Minimum Requirement Domain B: Professional Skills and Practices Assessment Assess, monitor, and report on students’ learning B2.1 Demonstrate capacity to monitor and assess student learning by applying various techniques and tools, including those that use ICT. Communication Work together with other teachers, parents, and community B4.1 Communicate and collaborate with other teachers and parents to enhance the learning environment for students by using a variety of strategies, tools and resources, including those supported by ICT. Domain C: Professional Values and Dispositions Service to Profession C1.4 Describe strategies to support responsible, safe and relevant use of ICT for teaching and learning, including those in school and for personal use Domain D: Professional Growth and Development Initiative for Research Culture Participate in professional learning to improve teaching practice D3.1 Demonstrate the capacity to use relevant ICT-supported research methods and resources to improve teaching practices

revised Performance Indicators (Beginner teacher-Primary) Context: Teaching Primary School Beginner Teachers in 2023 21st Century Myanmar

Domain Area of Competence Competency Standard   Minimum Requirement Domain A: Professional Knowledge & Understanding Instructional Technology Know available instructional technology A2.2 Use appropriate ICT tools and resources in teaching and learning. Performance Indicators for Primary Level Teachers A2.2.1 Describe the function and purpose of online and offline educational resources for drill & practice, and how it supports primary students’ acquisition of knowledge of school subjects A2.2.2 Evaluate and match available online and offline ICT tools and resources to curriculum content and pedagogical strategies (note: evaluation criteria must be determined) Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

Domain Area of Competence Competency Standard   Minimum Requirement Domain B: Professional Skills and Practices Pedagogy Teach curriculum content using various teaching strategies B1.2 Incorporate a variety of relevant teaching and learning strategies and resources, including ICT-based ones, to support the achievement of learning objectives. Performance Indicators for Primary Level Teachers B1.2.1 Collect, evaluate, and use a variety of digital and non-digital strategies and educational resources appropriate for the lessons in primary class (culture, size, type, and region) B1.2.2 Use knowledge of literacy and numeracy instructional strategies to support students’ learning in different subject areas B1.2.3 Provide opportunities for students to investigate subject-related content and concepts through practical activities Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

Domain Area of Competence Competency Standard   Minimum Requirement Domain A: Professional Knowledge & Understanding Subject Matter Know the subject content A5.2 Demonstrate understanding of how to vary delivery of subject content, including ICT-supported ones, to meet students’ diverse learning needs and contexts. Performance Indicators for Primary Level Teachers A5.2.1 Describe ways to contextualize content, learning activities, and resources, either digital or non-digital, to address individual learning needs and contexts. Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

Domain Area of Competence Competency Standard   Minimum Requirement Domain B: Professional Skills and Practices Assessment Assess, monitor, and report on students’ learning B2.1 Demonstrate capacity to monitor and assess student learning by applying various techniques and tools, including those that use ICT. Performance Indicators for Primary Level Teachers B2.1.1 Plan and use assessment tasks, integrated with learning activities B2.1.2 Use varied simple ICT and non-ICT techniques and tools to monitor, assess, and provide feedback on students’ learning and progress against learning objectives B2.1.3 Use questioning and discussion techniques to check students understanding and provide feedback Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

Domain Area of Competence Competency Standard   Minimum Requirement Domain B: Professional Skills and Practices Communication Work together with other teachers, parents, and community B4.1 Communicate and collaborate with other teachers and parents to enhance the learning environment for students by using a variety of strategies, tools and resources, including those supported by ICT. Performance Indicators for Primary Level Teachers B4.1.1 Interact professionally with parents on school- and student- related information, by using communication tools and social networking environments. B4.1.2 Apply communication and collaboration strategies and techniques, including those supported by common technologies to promote parents’ involvement in their child’s learning at school and at home B4.1.3 Seek colleagues’ perspectives in attempting to respond to learning issues and accept feedback positively Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

Domain Area of Competence Competency Standard   Minimum Requirement Domain D: Professional Growth and Development Initiative for Research Culture Participate in professional learning to improve teaching practice D3.1 Demonstrate the capacity to use relevant ICT-supported research methods and resources to improve teaching practices Performance Indicators for Primary Level Teachers D3.1.1 Identify relevant research methods to support teaching and learning D3.1.2 Search and analyze online or offline information on current trends and research on primary education and for specific subjects taught to improve one’s own content knowledge and teaching practice Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

A2.2a.3 Discuss the concepts and purpose of database usage. Domain Area of Competence Competency Standard   Minimum Requirement Domain A: Professional Knowledge & Understanding Subject Matter Know the subject content A2.2a Demonstrate capacity in using basic ICT devices, tools and resources Performance Indicators for Primary Level Teachers A2.2a.1 Describe and demonstrate the use of common hardware and software, digital resources, and teaching tools. A2.2a.2 Describe and demonstrate the basic tasks and uses of word processors, presentation software, and spreadsheets. A2.2a.3 Discuss the concepts and purpose of database usage. A2.2a.4 Manage electronic files in an organized way. A2.2a.5 Browse the Internet and access text documents, images, audio and video materials. A2.2a.6 Download a document/resource from an online website. A2.2a.7 Utilize the basic features of a variety of social media and communication applications. A2.2a.8 Use electronic school systems to perform administrative tasks. A2.2a.9 Manage basic software and hardware issues/malfunctions.

Domain Area of Competence Competency Standard   Minimum Requirement Domain C: Professional Values and Dispositions Service to Profession C1.4 Describe strategies to support responsible, safe and relevant use of ICT for teaching and learning, including those in school and for personal use Performance Indicators for Primary Level Teachers C1.4.1 Identify opportunities and risks of using online spaces and ICT devices, and propose responses to harness or address these. C1.4.2 Practice standard netiquette and ethical use of ICT devices, digital spaces, tools, and resources. C1.4.3 Comply with national/school policies and standard practices in relation to the use of ICT devices, tools, and resources (e.g. data protection, copyright citations and intellectual property, virus protection, use of devices, etc.). C1.4.4 Evaluate the reliability and accuracy of information in a digital space. Red – group’s proposed revision/addition Blue – UNESCO’s proposed revision/addition

Alignment of curriculum to PI’s

alignment of the draft EC ICT Curriculum Results of the mapping exercise Gaps in the curriculum exist – a number of Performance Indicators are not covered Group work for today: revise the draft EC ICT Curriculum to ensure that all the Performance Indicators of the 8 ICT-related CS-Minimum Requirements are covered Five working groups: each with 15 ICT tutors + 3 core group members Group 1: Rm. 505 Group 2: Rm. 504 Group 3: Rm. 503 Group 4: Rm. Group 5: Rm.

Revised CS-MR-PI’s and sample syllabi: Key things to remember Year Semester # of weeks # of sessions/ week Year 1 1st sem 14 1 session/wk 2nd sem Year 2 Year 3 13 Year 4 8 12 Context: Teaching Primary School Beginner Teachers in 2023 21st Century Myanmar All PI’s need to be covered within the 4-year curriculum Each class session = 45 minutes Revised CS-MR-PI’s and sample syllabi: http://bit.ly/csd_mymr2017

Schedule for the rest of the day Time slot Activity 10.30-10.50 am Morning snack 10.50am – 12.30pm Group work on reviewing and revising the draft curriculum 12.30 – 1.30 pm Lunch 1.30 – 3.00 pm Group work on reviewing and revising the draft curriculum (cont’d) 3.00 – 3.20 pm Afternoon snack 3.20 – 5.00 pm Plenary Group presentations and Q&A (10 mins + 5 mins per group) Focus on suggested changes/additional topics Indicate Year-Semester Closing for the Competency Standards Development Workshop

ICT Competency Standards Development Core Group THANK YOU. ICT Competency Standards Development Core Group