ICT in Education UNESCO Bangkok ICT-Pedagogy Integration into the PSGs for Undergraduate TE 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 Understand the nature and requirements for performance indicators Refine/consolidate the NCBTS to make them clearer, achievable, and measurable performance indicators.

Worksheet C ICT CFT Domains NCBTS competencies Observations Step 1: Copy each of the 10 NCBTS ICT competencies listed in Worksheet B beside the relevant and applicable ICT-CFT domain/s. Step 2: Copy the additional ICT-related competencies from Worksheet B. ICT CFT Domains   NCBTS competencies Observations Recommendations Understanding ICT in Education Curriculum & Assessment Pedagogy ICT Organization & Administration Teacher Professional Learning Additional ICT-Related Domains/Competencies 2. 3. 

Refining Performance Indicators Step 3: Check if these competencies can be further refined/consolidated/broken down to make them clearer, achievable, and measurable. For example, one NCTBS competency can be broken down into two or three to cover different domains to provide clearer guidance to TEIs as they enhance their teacher education curriculum. Write your observations in the third column.

Competency Standards & Performance Indicators

What are the competency standards? Combination of knowledge, skills and attitudes that an individual uses at work, school or other environments What people at work should be able to do (to achieve the organizational goals) The competency-based human resource management movement started in 1970’s as an alternative way to assessing performance through intelligence-based academic testing, which was then seen failing to accurately assessing executive and skill-based occupations. For example, how can one assess the performance of medical doctors and certify them only through academic testing without examining how they actually perform medical treatments? McClelland, D.C. (1973). Testing for competence rather than for “intelligence”. American Psychologist, 28, 1-14

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.

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.

Examples from ICT CFT (1)

Example: Technology Literacy (p.20-21)

Examples from ICT CFT (2)

Example: Technology Literacy (p.22-23)

Example: Technology Literacy (p.22-23)

ISST in Korea (2002) 4 domains, 15 standards Domain Standards Information gathering Identify location, access, and read information, Gather and evaluate information, Store and Manage information Information analysis and processing Produce, edit, and word-process materials, Process and analyze spreadsheet materials, Produce and edit multimedia materials, Produce and edit presentation materials, Use and manage the NEIS system Information transfer and exchange Present and transfer information, Communication and exchange Information ethics and security Understanding the information society, Prevent distribution of harmful materials, Protect intellectual property, Manage personal information, Keep netiquette

Australia Case Career Stage Focus Area 2.6: Information and Communication Technology (ICT) Focus Area 3.4: 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 ICT, that engage students in their learning. Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. Proficient Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. Select and/or create and use a range of resources, including ICT, to engage students in their learning. Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Highly Accomplished Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. Assist colleagues 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 colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students. Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching. Standards for different career stages

Examples from ISTE Domain Competency Standards Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Design and Develop Digital Age Learning Experiences and Assessment Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

Example (1): NISC Philippines Domains Standards PI KSA Technological Competency Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance. Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the computer. K Identify and define the functions of computer peripherals (i.e. printer, scanner, modem, digital camera, speaker, etc.) Properly connect main components, configure peripherals and install drivers when required. S … Use appropriate office and teaching productivity tools Use a word processor to enter and edit text and images. Format text, control margins, layout and tables.

Example (2) Domains Standards PI KSA IT in Business Provides the most effective and efficient IT solutions for a given business model. Produces a SWAT report to identify problems and potential solutions in a given IT models in business. K, S Makes a recommendation to create, buy or modify an application based on the analysis of the business model. K Incorporates appropriate technologies for information security based on the characteristics of a given business model and its risks. Analyzes and evaluates various existing IT systems in different business models Defines the value of data management in various business models. Understands advantages and disadvantages of different types of information systems (e.g., ERP, CRM, JIT) for a given business model. …

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 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

Types of Summative Assessment Techniques Recommendations for Implementation Instruments Examination (China and Aus) Examinations are to be administered in national or local level for teacher students in pre-service education for them to obtain qualifications of graduation and registration during induction period. This technique can also be incorporated into in-service training for certification obtainment or renewal. Tests ICT Competency Course Tests (Korea, Tanzania, Kenya) To assess in-service teachers’ competency after completing UNESCO ICT-CFT modules. In tests or assessments relevant to specific interventions or programmes like this, pre and post-tests can be given to participants to measure individuals’ development. Professional portfolios (Aus, SG) To be adopted where teachers hold individual responsibility for their own professional development. Therefore, they are to assemble evidence and outputs in professional portfolios. Portfolio

Worksheet C Step 4: Based on your observations, formulate the group’s recommendations on ICT competency standards for incorporation to CHED’s Revised Policies, Standards, and Guidelines for Undergraduate Teacher Education.

Worksheet C ICT CFT Domains NCBTS competencies Observations   NCBTS competencies Observations Recommendations Understanding ICT in Education Curriculum & Assessment Pedagogy ICT Organization & Administration Teacher Professional Learning Additional ICT-Related Domains/Competencies 2. 3. 

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