Existing Frameworks: UNESCO Integration in stages 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

Emerging Stage Educational establishments 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 teachers use ICT for tasks already carried out in institutional management and in the curriculum Teachers 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 Educational 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 teachers use ICT to manage not only the learning of their students but also their own learning

Transforming Stage Educational 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 ICT4TED development have become centers of learning for their communities.

Existing Frameworks: UNESCO ICT Teacher Competency Framework Three approaches for ICT Integration that connect education policy with economic development Policy & VisionTechnology literacyKnowledge Deepening Knowledge Creation Curriculum & Assessment Basic KnowledgeKnowledge Application 21 st Century Skills PedagogyIntegrate Technology Complex Problem Solving Self Management ICTBasic ToolsComplex ToolsPervasive Technology Organization & Administration Standard ClassroomCollaborative GroupsLearning Organizations Teacher Professional Development Digital LiteracyManage & GuideTeacher as Model Learner Source: UNESCO 2008

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

Existing Frameworks: GeSCI Towards Transformational Professional Learning Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced expansive professional learning Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology Given ‘Transition’ ‘Infusing’ ‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment 3 ‘Transformation’ ‘Transforming’ ‘Knowledge creation’ Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice 4 Experimentation in context Programmes 1 ‘Traditional’ ‘Emerging’ ‘Technology add-on’ Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems 2 ‘Transmission’ ‘Applying’ ‘Technology literacy’ Teacher training focus on the development of digital literacy and the use of ICT for professional improvement with varying solutions ICT a complementary technology Institutions and schools as relatively isolated from the community A consolidated continuum of approaches for ICT Integration in Teacher Professional Development Sources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008

Existing Frameworks: GeSCI Towards Transformational Professional Learning Continuum of approaches represents a conceptual framework Practitioners and institutions move from isolated, passive consumers and implementers of externally defined education programmes for ICT knowledge and skills to more open communities of active learners and learning organizations that generate new knowledge on the use of ICT to enhance educational practice

The GeSCI ICT –TPD Matrix GeSCI has taken the ICT Competency Standards statements and restructured them to create an ICT Teacher Professional Development Matrix to enable teacher education providers to assess the current status of ICT integration identify priorities and challenges for progression propose ways and means for further development of ICT in professional learning programmes.

The GeSCI ICT –TPD Development Matrix The ICT-TPD Development Matrix builds on the “ICT Competency Standards for Teachers” and presents clear progression paths under the following key areas: Policy Policy Awareness Classroom Practice Curriculum and Assessment Curriculum Planning Learning Environment Assessment Communications and Collaboration Special Education Needs

The GeSCI ICT –TPD Development Matrix Pedagogy Planning Problem Based earning Student Experience Project Based learning Communications and collaboration ICT Productivity tools Authoring tools Internet Communication and Collaboration Administration Student Learning

The GeSCI ICT –TPD Development Matrix Organization and Administration Teacher Understanding ICT Integration Classroom Management Acceptable and Appropriate Use Professional Development Planning Teacher Awareness and Participation Informal Learning

The GeSCI ICT –TPD Development Matrix The matrix can be used to localize or tailor a development path for ICT use in professional development 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.