1. Mlimani City Conference Centre Mary Hooker, Research Manager, GESCI
Workshop Frameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET
eLearning Africa
Mlimani City Conference Centre
Dar-e-Salaam
May 25th – 27th, 2011
Mary Hooker, Research Manager, GESCI

2. Objectives To share tools and instruments To simulate their use
Tools & Frameworks Assessing ICT Competencies
Objectives
To share tools and instruments
To simulate their use
To get feedback on tool relevance for TIVET teachers in relation to application & assessment

3. Agenda Workshop Agenda Time 14:00 – 17:30 Session 15 mins
Introduction session and overview of competencies from international perspective
Plenary task 1 – Development-prioritization assessment of competencies
Discussion and feedback on assessment and its application
TIVET case study on ICT Use
45 mins
Group task 2 – Standards for standards – assessing relevance for ICT competency standards for TIVET Lecturers
Coffee break
Report and feedback
Overview of assessment of Teacher/ lecturer/ instructor ICT competencies
General discussion and closure
Workshop evaluation

4. Development of National ICT Competency Standards for Teachers
Stage 1: Desk Research
Stage 2: Field Research
Stage 3: Consensus Building for Contextualized Standards
Stage 4: Capacity Building for Standards Implementation
Stage 5: Parameters for Assessment, Evaluation, Certification & Accreditation

5. Global and National Agendas for ICT Integration
Stage 1: Desk Research
Global and National Agendas for ICT Integration
Education for All
Knowledge Economies and Societies
Global Monitoring Report 2010

6. The Education for All Agenda – Global Context
Stage 1: Desk Research
The Education for All Agenda – Global Context
Significant progress towards EFA goals, but much remains to be done
Over 70 million children worldwide not in school
Eighteen million new primary teachers needed to achieve EFA by 2015
Acute shortages in the supply of suitably qualified and experienced teachers north and south
Disparities accelerating as richer countries lure qualified teachers from less favoured regions
In Sub-Saharan Africa up to a third of teachers untrained or under- qualified
Global Monitoring Report 2010

7. The Knowledge Society Agenda
Stage 1: Desk Research
The Knowledge Society Agenda
Pervasiveness of ICTs: increasing pace of change
New knowledge and new technologies resulting in creation of new products, services and jobs
Education major pillar of and role in Knowledge Society/Economy
Paradigm shifts required in education and training
Develop human capital with requisite skills
Focus on 21st century learning and skills
Holistic and coordinated approaches
Stress on education and training systems to respond to constant change
Swarts 2008; UNESCO 2008

8. ICT often seen as being a ‘solution’
Stage 1: Desk Research
ICT often seen as being a ‘solution’
providing access to a great variety of educational resources
enabling participatory pedagogies
support distance learning models for teacher development
address existing constraints and gaps in teacher supply and demand
supporting student self-learning
anywhere and any time
enhancing teachers' skills and knowledge
Unwin 2004; Ng et al., 2008

9. WB Study of Maths Science and ICT Education in SSA
Stage 1: Desk Research
WB Study of Maths Science and ICT Education in SSA
Systematic use of ICT for teaching and learning is low
Students learn mainly basic computer skills and some principles of computer operations
Instructional models in both the teacher colleges and the universities are
excessively academic,
teacher-centric
remote from the real challenges of classroom practice
Ottevanger et al. (2007)

10. from national to district to local levels Stage 2: Field Research
Conversations with stakeholders…
from national
to district
to local levels
UNESCO 2010

11. Stage 2: Field Research
Policy vision and mission fragmentation at different levels of education system as a result of…
discontent between policy vision and classroom realities
syllabus with scant reference to ICT in teaching and learning materials
technology skills taught in isolation from pedagogy & content
a new generation of teachers with little experience and no models for using education technology generally and ICT specifically in teaching & learning
UNESCO 2010

12. What is needed… Stage 3: Consensus Building on Standards
to ensure teacher development quality of the pedagogical integration of ICT in teaching and learning?
to guide teachers on effective ICT use in teaching and learning?
UNESCO 2010

13. What is needed… Stage 3: Consensus Building on Standards
A Continuum of ICT Integration Approaches in Teacher Development
Emerging
Applying
Infusing
Transforming
Ability to use ICT at a basic level
Ability to make general and specific uses of ICT
Ability to make dynamic and complex use of ICT
Ability to experiment and innovate with ICT
Ng, Miao & Lee (2008)
UNESCO 2010

14. What is needed… Stage 3: Consensus Building on Standards
Uniform requirement
Training modules
Relevant performance indicators
Showcases or guiding lessons
Coordination between all stakeholders
……Consolidated in STANDARDS
Feuchun 2010
UNESCO 2010

15. Standards and Competencies
Stage 3: Consensus Building on Standards
Standards and Competencies
What are standards or competencies?

16. What are standards or competencies?
Stage 3: Consensus Building on Standards
What are standards or competencies?
Standards or competences are descriptions of what a qualified teacher in a given country should know and be able to do
Thornton 2007
Thornton 2007

17. Standards and Competencies
Stage 3: Consensus Building on Standards
Standards and Competencies
What are standards or competencies?
The knowledge and skills required of a teacher/lecturer/ instructor in order to teach in educational institutions

18. Standards and Competencies
Stage 3: Consensus Building on Standards
Standards and Competencies
Knowledge
The content knowledge, professional knowledge, emerging and contemporary knowledge and practical understanding that a teacher/ trainer needs to perform his or her duties

19. Standards and Competencies
Stage 3: Consensus Building on Standards
Standards and Competencies
Teaching Skills
The instructional processes, strategies and classroom management techniques that a teacher/ lecturer/ instructor uses to enhance learning

20. Standards and Competencies
Stage 3: Consensus Building on Standards
Standards and Competencies
The nature of competence
Competencies include high levels of knowledge, values, skills, and personal dispositions, sensitivities and capabilities — and the ability to put those combinations into practice in an appropriate way
The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)

21. Stage 3: Consensus Building on Standards
Why Teacher Competency Standards?
Clear for all to see what is required of a qualified teacher/lecturer/ instructor in terms of knowledge, classroom skills, behaviour and attitudes.
All technical training institutes will need to make sure that they procure lecturers & instructors to meet those competences
All training providers will have to ensure that they provide training programs which meet country priorities as expressed in the competency framework rather than focusing on their own agendas
Teacher Educators and Teachers will be able to see the minimum standards required of them and will be able to place efforts towards achieving and maintaining those standards
The general public can be confident that students are being taught by lecturers & instructors who have achieved agreed and transparent standards

22. Standards and Competencies
Stage 3: Consensus Building on Standards
Standards and Competencies
Why ICT Teacher Competency Standards?

23. ICT Standards for Four Dimensions
Stage 3: Consensus Building on Standards
ICT Standards for Four Dimensions
ICT skills, knowledge and attitudes are added into the institutional program through a separate ICT subject
Focuses on integrating ICTs into the daily work of all lecturers
Transformative at the classroom level: it changes content as well as pedagogy (what students learn as well as how they learn)
Transformative at the systemic level: leading to changes in the organisational and structural features of technical course provision as well

24. ICT Standards for Teachers
Stage 3: Consensus Building on Standards
ICT Standards for Teachers
ISTE: National Educational Technology Standards for Teachers (NETS-T)
UNESCO: ICT Competency Standards for Teachers
Australia: ICT Competency Framework for Teachers
Dutch ICT Knowledge Base
Teachers Competencies and Qualifications Framework for EU countries
ICT-enhanced Teacher Standards for Africa
UNESCO 2010

25. Australia ICT Competency Framework for Teachers
Stage 3: Consensus Building on Standards
Australia ICT Competency Framework for Teachers
Five sets of standards for different professional development roles
Beginning Teachers with modest skills and experience in pedagogy and ICT use
Practicing Teachers who are beginning users of ICT range of pedagogy
Practicing Teachers who are accomplished users of ICT
School Leaders who require ICT standards to encourage and support their roles as effective leaders
Teacher Educators who require ICT standards to inform their own practice and to provide effective role models for their students
Commonwealth Department of Education Science and Training (2002)
UNESCO 2010

26. NETS for Teachers Stage 3: Consensus Building on Standards
20 indicators developed into five categories:
Student Learning & Creativity
Digital-Age Learning Experiences and Assessments
Digital-Age Work & Learning
Digital Citizenship & Responsibility
Professional Growth & Leadership
NETS 2008
UNESCO 2010

27. Key Features of NETS Stage 3: Consensus Building on Standards
Uniform categories (five)
Different target groups (students, teachers, administrators, ICT technicians)
Relevant performance indicators (description of practices & master levels)
Continual development phases
Practical scenarios and showcases
NETS 2008
UNESCO 2010

28. UNESCO Competency Standards for Teachers
Stage 3: Consensus Building on Standards
UNESCO Competency Standards for Teachers
Policy Framework
Implementation Guidelines
Competency Standards Modules
UNESCO 2008
UNESCO 2010

29. Objectives Stage 3: Consensus Building on Standards
A basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties.
A set of guidelines for Teacher Development providers to identify, develop or evaluate learning materials or Teacher Development programs in the use of ICT in teaching and learning.
Extending teachers’ professional development so as to advance their skills in pedagogy, collaboration, leadership and innovative school development using ICT.
Harmonizing different views and vocabulary regarding the uses of ICT in teacher education.
UNESCO 2008
UNESCO 2010

30. Three Approaches Stage 3: Consensus Building on Standards
Connecting education policy with economic development:
Technology literacy approach: Increase the technological uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum - the.
Knowledge deepening 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 creation approach: Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge - or the.
UNESCO 2008
UNESCO 2010

31. UNESCO ICT Competency Standards for Teachers
Stage 3: Consensus Building on Standards
UNESCO ICT Competency Standards for Teachers
Breadth
Depth
Role: Teachers, Technology Coordinators, Principals
UNESCO 2008
UNESCO 2010

32. Modules for three approaches
Stage 3: Consensus Building on Standards
Modules for three approaches
Describe the contents and specify the mastery levels of the modules that correspond to the six components of the three approaches
UNESCO 2008

33. Syllabus Stage 3: Consensus Building on Standards
Define the objectives and suggested methods that teacher educators may use to design learning materials to support the goals of the standard
UNESCO 2008

34. Taking it one step further – GESCI Tools
Stage 3: Consensus Building on Standards
Taking it one step further – GESCI Tools “”
Develop a road map with standard statements organized in progression phases
Organize categories within each system component
Create of performance indicators and an “Emergent” level
Create new statements where gaps have been identified in the progression from emergent to knowledge creation levels
GESCI 2008

35. ICT–TPD Development Roadmap
Stage 3: Consensus Building on Standards
ICT–TPD Development Roadmap
The roadmap can be used to contextualize 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 assess and leverage current strengths to advance other components in the system.
GESCI 2008; UNESCO 2008

36. Stage 3: Consensus Building on Standards
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.

37. Stage 3: Consensus Building on Standards
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.

38. Infusing Stage
Stage 3: Consensus Building on Standards
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

39. Transforming Stage
Stage 3: Consensus Building on Standards
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 teacher development have become centers of learning for their communities.

40. Consolidating the Approaches
Stage 3: Consensus Building on Standards
Consolidating the Approaches
ICT a core technology
Learning
how to
‘Infusing’
‘Knowledge Deepening’
Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environments 3
‘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
via
use
ICT 1
‘Emerging’
‘Technology Add-on’
Teacher development focus on the use of ICT as an add-on to the traditional curricula and standardized test systems 2
‘Applying’
‘Technology Literacy’
Teacher development focus on building digital literacy and the use of ICT for professional improvement
ICT as complementary technology
Sources: Olakulehin, 2008; UNESCO, 2008; GESCI 2008

41. Stage 3: Consensus Building on Standards
Task 1:
ICT-Competency Standards for Teachers Development-Prioritization Assessment

42. Stage 3: Consensus Building on Standards
ICT-Teacher Competency Standards Development - Prioritization Assessemnt
Review the performance indicators for each domain
Circle the level of development on each continuum that you would assess teachers (pre and/or in-service) are at in your country (Left side – “Emerging stage” (1) - Right side – “Transforming stage” (4))
Circle top three priorities you would want to focus on for raising ICT Competency Standards for Teachers in your country over the next 3 years

43. Assessment Continued – on the wall charts
Stage 3: Consensus Building on Standards
Assessment Continued – on the wall charts
Post the RED dot indicating what you consider to be your first priority on the wall charts at the corresponding development level on the continuum of where you assessed your teachers to be.
Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding development level of teachers on the continuum.
Post the YELLOW dot indicating what you consider to be your third priority on the wall charts at the corresponding development level of your teachers.

44. Assessment 1 - TNA Stage 3: Consensus Building on Standards
What patterns do you see and what does this tell you?
What seem to be highest ICT-Teacher Development development priority areas for the total group and what might be the causes?
What ICT-Teacher Development areas seem to be lower priorities and what might this indicate?

45. Policy Policy Development Level Priority 1.62 5 2.44 1
Mean (domain)
Mean (subdomain) SD
Rank (subdomain)
Rank (Domain)
1.62 5
2.44 1
Policy awareness
1.61
0.43 19
2.00 8
Classroom practice
1.64
0.49 16
2.89

46. Curriculum & Assessment
Curr & Ass
Development Level
Priority
Mean (domain)
Mean (subdomain) SD
Rank (subdomain)
Rank (Domain)
1.61 6
1.52 4
Curriculum Planning
1.32
0.31 26
2.00 8
Learning Environment
1.72
0.46 9
2.60 3
Student experience
0.79
1.00 21
Assessment
1.64
0.82 16
Communication & collaboration
1.87
0.66
1.50 18
Special Needs Education
1.43
0.62 25
0.00 24

47. Pedagogy Pedagogy Development Level Priority 1.73 3 1.84 Planning 1.60
Mean (domain)
Mean (subdomain) SD
Rank (subdomain)
Rank (Domain)
1.73 3
1.84
Planning
1.60
0.33 20
2.80 2
Problem-based learning
1.80
0.58 7
1.91 15
Student experience
2.00
0.83
1.50 18
Project-based learning
1.72
0.96 9
1.00 21
Communication & collaboration
1.54
0.35 22 8

48. ICT ICT Development Level Priority 1.77 2 2.06 2 Productivity tools
Mean (domain)
Mean (subdomain) SD
Rank (subdomain)
Rank (Domain)
1.77 2
2.06  2
Productivity tools
1.71
0.91 14
2.10
Authoring tools
Internet
1.72
0.54 9
2.00 8
Communication & collaboration
1.96
0.84 3
2.57 4
Administration
2.04
0.79 1
2.50 5
Educational software
1.57
0.98 21
1.67 17

49. Organization & Administration
Org & Admin
Development Level
Priority
Mean (domain)
Mean (subdomain) SD
Rank (subdomain)
Rank (Domain)
1.65 4
1.25 6
Teacher understanding
1.54
0.69 22
2.00 8
Leading ICT integration
1.50
0.43 24
1.00 21
Classroom management
1.84
0.89 5
Acceptable & appropriate uses
1.71
0.91 14
0.00

50. Teacher Development Teacher Dev Development Level Priority 1.78 1 1.42
Mean (domain)
Mean (subdomain) SD
Rank (subdomain)
Rank (Domain)
1.78 1
1.42 5
Teacher understanding
0.63 8
2.50
Leading ICT integration
1.72
0.54 9
1.75 16
Classroom management
1.83
0.75 6
0.00 24

51. Top Priorities

52. Training Needs Assessment
High
Dev
Low
Quadrant 3: High Dev – Low Priority
Quadrant 4: High Dev – High Priority
Curriculum-Student experience
Curriculum-Communication & collaboration
Pedagogy-Student experience
Pedagogy-Project based learning
Org-Acceptable & appropriate uses
Teacher Dev.-Informal learning
Curriculum-Learning Environment
Pedagogy-Problem based learning
ICT-Productivity tools
ICT-Authoring tools
ICT-Internet
ICT-Communication & collaboration
Org-Classroom management
Teacher Dev.-Planning
Teacher Dev.-Teacher awareness
Quadrant 1: Low Dev – Low Priority
Quadrant 2: Low Dev – High Priority
Curriculum-Special Needs Education
ICT-Administration
ICT-Educational tools
Org-Leading ICT integration
Pol-Policy awareness
Pol-Classroom practice
Curriculum-Curriculum Planning
Curriculum-Assessment
Pedagogy-Planning
Pedagogy-Communication & collaboration
Org-Teacher understanding
Low Priority High

53. Stage 3: Consensus Building on Standards
Task 2: Standards for Standards: Assessing ICT Competency Standards for Teachers in TIVET

54. Task 2: Standards for Standards
Stage 3: Consensus Building on Standards
Task 2: Standards for Standards
Under each sub-domain, there are standards which describe what a lecturer/ instructor should know and be able to do in a progression path of ICT use in teaching and learning in TIVET.
Please review the sub-domain assigned to your group using criteria of relevance, clarity and scope to assess the progression of standard statements.
Please provide comments/suggestions for modification of the statements and progression paths for the TIVET context.

55. Relevance Stage 3: Consensus Building on Standards General review
What do standards mean to the group?
Do the standards have relevance for the TIVET context?
Do the standards reflect a realistic and feasible continuum of what TIVET lecturers/ tutors need to know/ need to be able to do with technology in teaching and learning/ course delivery?
Comment on these

56. Clarity Stage 3: Consensus Building on Standards
Are the statement progressions between the different levels of emergent (emergent), technology literacy (applying), knowledge deepening (infusing) and knowledge creation (transforming) clear?
Will lecturers/ instructors, administrators be able to understand what each of the standard statements mean?
Will it be possible for lecturers/ tutors to use the standards for self-assessment of their practice?
Comment on these

57. Coverage Stage 3: Consensus Building on Standards
Is there something missing?
Are there other standards/ domains that should be included?
Are there standards/ domains that should be excluded?
Comment on these

58. Suggestions and Modifications
Stage 3: Consensus Building on Standards
Suggestions and Modifications
If the group has any suggestions for modifications/ rewording (changes, additions, or deletions) to describe lecturer/instructor performance for the four levels of this standard sub-domain or to make the standard statements and progressions clearer, more relevant or more comprehensive for the TIVET context.
Please enter these in the space provided.

59. Additional comments of suggestions
Stage 3: Consensus Building on Standards
Additional comments of suggestions
Are there any additional comments or suggestions that the group has for validating the competency standard sub-domain reviewed?
If so please list these in the space for further suggestions provided.

60. Technological pedagogical content knowledge
Stage 4: Capacity Building
Where to begin?
Teachers are trained to integrate pedagogy and content (i.e. pedagogical content knowledge) based on Shulman (1986)
They also acquire the basic ICT knowledge (Kafanabo, 2006; Kafyulilo, 2010), but
They are not conversant with the integration of Technology Pedagogy and Content (Kafyulilo, 2010)
Kafyulilo, 2010
6/19/2018
Technological pedagogical content knowledge

61. Technological pedagogical content knowledge
Stage 4: Capacity Building
Towards TPACK
Pedagogy
Technology
Content
PCK
TCK
TPK
TPACK
Shulman 1986; Koehler & Mishra 2008
6/19/2018
Technological pedagogical content knowledge

62. Assessment in Teacher Development
Stage 5: Assessment, Evaluation, Certification & Accreditation
Assessment in Teacher Development
Assessment should be
accessible to all beginning and practising teachers;
must be easily administered and affordable for the assessing body and participants;
should involve a range of tools to reflect the varying aspects of teaching practice;
needs support mechanisms and assistance for teachers undertaking assessment;
detailed feedback must be provided from the assessment process, including opportunities for further development; and
credentialing must be recognised by the employing authority and in some tangible form such as a salary increase
A common model is the combination of a portfolio and some form of assessment centre
Bowes and Maarker 2006

63. Educator Learning Journeys
Stage 5: Assessment, Evaluation, Certification & Accreditation
Educator Learning Journeys
Basic Digital Literacy Skills
Beta April-December 2011
Hosted Learning System
Beta June 2011
Assess Learning Gaps
Learning Content
Tech Literacy Strand of CFT
Certificates of Completion
Microsoft
Technology Literacy Certification for Teachers
Just confirmed the information below with Mike Radford (our developer)… the diagnostic is a Silverlight file and will run in any browser with the Silverlight plug-in (with no data tracking) and will run on any SCORM compliant LMS (with data tracking)..
40 questions
User can retake 2-3 times without repeating questions
Technology neutral
6 courses
About 69 individual learning topics
40 hours
Training uses Microsoft tools to support learning
Aligned to UNESCO ICT-CFT
Summative Assessment
6 Completion Certificates
Technology nuetral
Leverage certification knowledge and learning from ICDL and Microsoft Learning
1 exam
Target: $7-10 USD per teacher
Technology neutral
Microsoft; UNESCO; Immel 2011

64. Portfolio & Reflective Analysis
Stage 5: Assessment, Evaluation, Certification & Accreditation
Portfolio & Reflective Analysis
Selecting artifacts first step in presenting evidence of how the Standards for teacher educators have been met.
accompanying written commentaries must be included to provide insight into the rationale for choosing each piece of evidence that has been provided

65. Insert your name and a picture. Change the Design Template.
Stage 5: Assessment, Evaluation, Certification & Accreditation
My Portfolio demonstrating ISTE’s National Educational Technology Standards for Teachers
Insert your name and a picture.
Change the Design Template.
6/19/2018
ISTE NETS for Teachers
ISTE 2011

66. I. Technology Operations and Concepts.
Stage 5: Assessment, Evaluation, Certification & Accreditation
I. Technology Operations and Concepts.
Teachers demonstrate a sound understanding of technology operations and concepts.
Performance Indicators: Teachers:
A. demonstrate introductory technology literacy knowledge, skills, and concepts (described in the ISTE NETS Technology Foundation Standards for Students).
B. demonstrate sustained growth in technology knowledge and skills to stay abreast of contemporary and emerging technologies.
6/19/2018
ISTE NETS for Teachers
ISTE 2011

67. Technology Standard I Technology Operations and Concepts
Stage 5: Assessment, Evaluation, Certification & Accreditation
Technology Standard I Technology Operations and Concepts
What Evidence do I have?
Hyperlink to at least one artifact
Reflections on meeting this standard:
Hyperlink to more detailed reflections
My Future Learning Goals
Hyperlink to more detailed learning goals
6/19/2018
ISTE NETS for Teachers
ISTE 2011

68. Stage 3: Consensus Building on Standards
Task 3: Portfolio Artifacts: Providing portfolio evidence of meeting the standards

69. Stage 3: Consensus Building on Standards
Task 3: Portfolio Artifacts: If you were putting together a portfolio for TIVET standards, what would be some artifacts that you could include to demonstrate teaching effectiveness at different levels of your standard sub-domain?