MoHEST-MoYAS-GeSCI WORKSHOP Defining ICT Competencies for TIVET Lecturers, Instructors in Kenya Kenya Institute of Education, June 2 nd – 4 th 2010 Mary Hooker, GeSCI

Stages in drafting a Competency Framework Stage 1: Document ReviewStage 2: Field ResearchStage 3: TIVET WorkshopStage 4: Development of draft ICT-TIVET framework Stage 5: Contextualization and validation 2 Stage 6: Finalization of Competency Framework

A focus on the global challenges facing education systems: –Global Agenda of Education for All –Knowledge Economy or Information Society Agenda Global challenges identified: – Information is in abundant supply – Technology is changing rapidly – Learners need to keep up with ICT and continually develop new skill sets – Jobs appear and disappear very quickly 3 Stage 1: Document Review Challenges

Vision 2030 Kenya National ICT Policy Sector Policy on ICT in Education Kenya Situational Analysis ICT-TIVET Landscape Kenya Institute of Education Curriculum 4 Stage 1: Document Review Kenya Context

ISTE NETS for Teachers Achievement Rubric UNESCO ICT Competency Framework Australia Competencies Ireland e-Learning Roadmap EU Competency and Qualifications Framework 5 Stage 1: Document Review Framework Examples

Is ICT integration the solution? ICT is often seen as being a ‘solution’  Delivering relevant quality instructional material  Supporting student self directed learning -anywhere and anytime  Enhancing teachers’ /trainers’ skills and knowledge  Promoting international collaboration and networking But  ICT is also part of the fundamental shift in teaching and learning styles -from didactic to constructivist  They are not the ‘cheap’ solution that many people have argued (Unwin 2004) Stage 1: Document Review

The UNESCO “Information and Communication Technologies in Teacher Education: Planning Guide” (2002) recommends: “A shift from teacher-centred instruction to learner-centred instruction is needed to enable students to acquire the new 21st century knowledge and skills.” Stage 1: Document Review

Paradigm shift: Challenging our assumptions about models for training Transmission One time initial or specialized training ‘Deficit approach’ focusing on content knowledge ‘Technical approach’ focused on work-based practice Transition ‘Empowerment approach’ focusing on training professionalism; collaborative practice Transformation Lifelong learning approach for professional preparedness, development and research initial preparation structured opportunities for retraining, upgrading and acquisition of new knowledge and skills continuous support Increasing capacity for professional autonomy Kennedy 2005

Existing Frameworks for ICT use in Training: SITE SITE (Society for IT and Teacher Education) Three key principles: Technology should be infused into the entire training programme Technology should be introduced in context Students should experience innovative technology- supported learning environments Why are these so often ignored? (Unwin 2004)

UNESCO Conceptual Framework – ICT use in Learning Adoption of ICT in Learning Instructional Approach to Learning What instructional approaches work most effectively with various ICT applications? Authenticity of Learning Which ICT applications can be a springboard for student learning in a real-world context? Complexity of Learning What types of ICT uses support thinking and learning? All approaches to learning will require different types of Training Temechgn 2009

Identification of key stakeholders Institutional visits National, regional & international case studies 11 Stage 2: Field Research

Contributions from key stakeholders MoHEST MoYAS GeSCI KIE TTIs/YPs Public/Private Universities/Colleges DPs 12 Stage 3: TIVET Workshop

Aspects to be Considered What are the… Theme(s) Trends / Issues Models / Approaches Tools Community / Networks Stage 2: Field Research

UNESCO ICT Competency Standards Designed by UNESCO To help educational policy-makers and curriculum developers identify the skills teachers/ trainers need to harness technology in the service of education/ training provision Developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE) Stage 4: Development of draft ICT-TIVET framework

UNESCO ICT Competency Standards for Teachers Policy Framework Implementation Guidelines Competency Standards Modules Stage 4: Development of draft ICT-TIVET framework

Objectives A basic set of qualifications that allows teachers/ trainers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties A set of guidelines for training providers to identify, develop or evaluate learning materials or training programs in the use of ICT in teaching and learning Extending teachers’/ trainers’ professionalism so as to advance their skills in pedagogy, collaboration, leadership and innovative institutional development using ICT Harmonizing different views and vocabulary regarding the uses of ICT in training Stage 4: Development of draft ICT-TIVET framework

Approaches Connecting national/ institutional policy with economic development: Increase the technological uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum - or the technology literacy approach Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, real-world problems - or the knowledge deepening approach Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge - or the knowledge creation approach Stage 4: Development of draft ICT-TIVET framework

ApproachesComponents

The introduction and use of ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps, namely: Emerging, Applying, Infusing, Transforming. Each of the successive stages in the continuum gets richer in both technology and pedagogy in terms of quality and complexity. Temechgn 2009 Stage 4: Development of draft ICT-TIVET framework Integration in stages

Taking it one step further Identify the progression across each of the components Identify the categories within each component Create a “Emergent” level Create new statements where gaps are identified Simplify the terminology to make it more accessible and universal 20 Stage 4: Development of draft ICT-TIVET framework

21 GeSCI ICT Development Path Matrix

ICT Development Path Matrix

ICT Development Path Matrix The matrix can be used to localize or tailor a development path for ICT use in training to a particular country, its policies and its current educational conditions. The key to moving towards knowledge creation is to leverage current strengths to advance other components in the system

ICT Integration Core technology ICT use in the classroom as content focus of training ICT use as core technology for training participation Learning HOW Learning VIA to use ICT ICT ICT use in the classroom as parts of method, curriculum and lesson planning ICT used to facilitate some (non-essential) aspect of participation Complementary technology Figure 1. Two dimensions of ICT integration in Training Programmes Source: Collis and Moonen 2001, cited in Kirschner and Davis,

Emerging Stage Institutions just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice

Applying Stage Administrators and trainers use ICT for tasks already carried out in institutional management and in the curriculum. Trainers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development

Infusing Stage Institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices. The curriculum also begins to merge subject areas to reflect real-world applications The trainers use ICT to manage not only the learning of their students but also their own learning

Transforming Stage Institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices. The emphasis changes from teacher-centered to learner-centered Institutions at this stage of training outreach have become centers of learning and excellence responsive to the needs and requirements of the market place and their communities

Technology Literacy Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum.

Knowledge Deepening Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the country and the economy by applying it to solve complex, real-world problems

Knowledge Creation Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge

Consolidating the Approaches ICT a core technology Learning how to ‘Transition’ ‘Infusing’ ‘Knowledge deepening’ Training focus on the use of ICT to guide students through complex problems and manage dynamic learning environment 3 ‘Transformation’ ‘Transforming’ ‘Knowledge creation’ Trainers are themselves master learners and knowledge producers who are constantly engaged in experimentation and innovation to produce new knowledge about learning and market practices 4 Learning via use ICT 1 ‘Traditional’ ‘Emerging’ ‘Technology add-on’ Training focus the use of ICT as an add-on to the traditional curricula and standardized test systems 2 ‘Transmission’ ‘Applying’ ‘Technology literacy’ Training focus on the development of digital literacy and the use of ICT for professional improvement ICT ICT as complementary technology Sources: Kennedy, 2005; Olakulehin, 2008; UNESCO,

33 GeSCI ICT Development Path Matrix Exercise

ICT Development Path Matrix Exercise Review the descriptors for each development area Mark an “X” on each continuum indicating level of progress (Left side – “Emerging” Right side – “Transforming.”) Circle top three priorities you want to focus on for raising ICT Competency Standards in Kenya for the next 3 years

Exercise Continued Post the RED dot indicating what you consider to be your first priority on the wall charts at the corresponding location on the continuum. Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding location on the continuum. Post the BLUE dot indicating what you consider to be your third priority on the wall charts at the corresponding location on the continuum.

Exercise Review 1.What patterns do you see and what does this tell you? 2.What seem to be highest ICT development path priority areas for the total group and what might be the causes? 3.What ICT development path areas seem to be lower priorities and what might this indicate?

What patterns do you see and what does this tell you?

What seem to be highest ICT development path priority areas for the total group? What might be the causes?

What ICT development path areas seem to be lower priorities? What might this indicate?

ASANTE THANK YOU