ICT in Education UNESCO Bangkok Mapping NCBTS against UNESCO ICT CFT ICT in Education UNESCO Bangkok Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

Objectives By the end of this module, TFT will be able to Map the current NCBTs against UNESCO ICT CFT Identify gaps for the current NCBTs to guide undergraduate TEI curriculum for ICT-pedagogy integration

Mapping NCBTS against UNESCO ICT CFT: Group Work (Worksheet B) Step 1: The first column on the next page shows the six domains of UNESCO ICT CFT and the three approaches for each of them. Select and circle an approach in each domain which you think should be covered by pre-service teacher education. Step 2: Next, map the NCBTS ICT competencies into the the domains/approaches of UNESCO ICT CFT by drawing a line to connect each NCBTS ICT competency to the relevant and applicable ICT-CFT domain. Step 3: Copy the needs identified in Worksheet A in the first column of the table below and, with the results of your mapping exercise as guide, place the ICT-CFT domains/approaches and NCBTS competencies alongside the gaps as relevant and applicable. Are all the needs covering the six domains well? Step 4: If there are training gaps/needs left which haven't been covered by NCBTS and ICT-CFT, draft relevant and applicable domains and/or competencies for them.

Step 1: The first column on the next page shows the six domains of UNESCO ICT CFT and the three approaches for each of them. Select and circle an approach in each domain which you think should be covered by pre-service teacher education Understanding ICT in Education Policy awareness Policy understanding Policy innovation know the nature and operations of ICT systems as they apply to teaching and learning understand how ICT-based instructional materials/learning resources support teaching and learning understand the process in planning and managing ICT-assisted instruction design, develop new or modify existing digital/and or non-digital learning resources use ICT resources for planning and designing teaching-learning activities use ICT tools to process assessment and evaluation data and report results demonstrate proficiency in the use of computers to support teaching and learning use ICT tools and resources to improve efficiency and professional practice value and practice social responsibility, ethical and legal use of ICT tools and resources show positive attitude towards the use of ICT in keeping records of the learners Curriculum & Assessment Basic knowledge Knowledge application Knowledge society skills Pedagogy Integrate Technology Complex Problem Solving Self-management ICT Basic tools Complex tools Pervasive tools Organization & Administration Standard classroom Collaborative groups Learning organizations Teacher Professional Learning Digital literacy Manage and guide Teacher as model learner

Step 2: Map the NCBTS ICT competencies into the the domains/approaches of UNESCO ICT CFT by drawing a line to connect each NCBTS ICT competency to the relevant and applicable ICT-CFT domain. Understanding ICT in Education Policy awareness Policy understanding Policy innovation know the nature and operations of ICT systems as they apply to teaching and learning understand how ICT-based instructional materials/learning resources support teaching and learning understand the process in planning and managing ICT-assisted instruction design, develop new or modify existing digital/and or non-digital learning resources use ICT resources for planning and designing teaching-learning activities use ICT tools to process assessment and evaluation data and report results demonstrate proficiency in the use of computers to support teaching and learning use ICT tools and resources to improve efficiency and professional practice value and practice social responsibility, ethical and legal use of ICT tools and resources show positive attitude towards the use of ICT in keeping records of the learners Curriculum & Assessment Basic knowledge Knowledge application Knowledge society skills Pedagogy Integrate Technology Complex Problem Solving Self-management ICT Basic tools Complex tools Pervasive tools Organization & Administration Standard classroom Collaborative groups Learning organizations Teacher Professional Learning Digital literacy Manage and guide Teacher as model learner

Step 3: Copy the needs identified in Worksheet A in the first column of the table below and, with the results of your mapping exercise as guide, place the ICT-CFT domains/approaches and NCBTS competencies alongside the gaps as relevant and applicable. Are all the needs covering the six domains well? Gaps in Pre-service Curriculum and Training ICT-CFT NCBTS  

Additional domains: 1) 2) 3) Step 4: If there are training gaps/needs left which haven't been covered by NCBTS and ICT-CFT, draft relevant and applicable domains and/or competencies for them. Additional domains: 1) 2) 3)

Performance Indicators

Domain, Standards and Indicators Key areas of competency. Should address all aspects of teachers’ work . Domain CS-1 PI-1-1 PI-1-2 CS-2 PI-2-1 A unit of competency. Basic outline of the knowledge and skills required in the given area. Specific knowledge, skills and attitude that a teacher should be able to demonstrate. Stated in observable terms.

What are Performance Indicators? Break-downs of standards into measurable and demonstrable sizes of knowledge, skills and/or attitude A standard may be measured by multiple PIs. PIs will underpin the measurability of each standard and hence serve as a blueprint for operationalization. PIs will also determine how to design assessment of each standard.

Evaluating Performance Indicators Knowledge: traditional pencil and paper test Skills: demonstration or class observation Attitude: test + observation Unfortunately, most competencies have a combination of knowledge, skills and attitude. Portfolio – accumulating evidences: New and more accurate ways of evaluating Pis

Types of Assessment Country (N=8) Types AUS Demonstration of Evidence Recommendation from school / workplace Site visits, observations* (for Highly Accomplished Lead Teachers) Professional discussion* CH National Test (written) IDN Written, performance test, portfolio JPN Self-reporting KOR Certification upon course completion NZ Evidence, recommendation from school PHI Oral and written SG Self-reporting and portfolio

Types of Assessment Country Types Australia Demonstration of Evidence Recommendation from school / workplace Site visits, observations* (for Highly Accomplished Lead Teachers) Professional discussion* China National Test (written) Indonesia Written, performance test, portfolio Japan Self-reporting Korea Certification upon course completion New Zealand Evidence, recommendation from school Philippines Oral and written Singapore Self-reporting and portfolio (Enhanced Performance Management System: EPMS)

Types of Formative Assessments Techniques Recommendations for Implementation Instruments Classroom observations (Korea, Tanzania, Kenya) To be conducted in-service programme through assigned learning project. Other options are to use this techniques for pre-service’s micro-teaching sessions. To be carried out by supervisors, principals or senior teachers to assess standards implementation in the classroom as part of teachers performance evaluation. Classroom observation instrument (e.g. TPACK observation tool); video observation instrument. Learning project portfolios Applicable in ICT in education training or courses to provide comprehensive feedback and assessment on lesson planning, reflection journal, or other learning outputs/artifacts. Rubrics, check lists. School Review Project This tailor-made project was assigned to in-service teachers in Tanzania and Kenya, where they are tasked to assist whole school review and development of ICT policy, vision and planning. School ICT Visioning, Review, SWOT Analysis and Priorities; and Assessment Template - ICT Schools of Excellence) Student and parent survey (Korea) To assess in-service teachers’ practical skills and provide triangulated results as observed by ‘end users’ of education. Student and parent questionnaire. Self-diagnosis To conduct self assessment about teacher’s own competencies . Likert-scale questionnaire

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