2. Country examples of ICT-integrated Curriculum for Teacher Professional Development
Mel Tan
Programme Officer
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education

3. AUSTRALIA

4. Australian Proressional Standards for Teachers with explicit reference to ICT
APST
Std2: Know the Content and How to teach it
Std3: Plan for and implement effective teaching and learning
Std4: Create and maintain supportive & safe learning environments
ICT-related Focus Areas
Focus Area 2.6: Information and Communication Technology (ICT)
Focus Area 14: 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 ICT1 that engage students in their learning.
Demonstrate an understanding of the relevant issues and th.e strategies available to support t11e safe, responsible and ethical use ofICT in learning and teaching.
Proficient
Use effective teaching strategies to integrate ICT into learning and teaching programs to make select1ed content relevant and meaningful.
Select and/or cr1eate and use a range of resources, including ICT1 to engage students in their learning.
Incorporate strategies to promote the safe, responsible and ,ethical use ofICT in learning and teaching.
Highly Accomplished
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve tlleir teaching practice and make content relevant and meaningful.
Assist c-0lleagues 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 colleaglles within the school to se]ect and use ICT with 1effective teaching strategies to expand learning opportunities and content knowledge for all students.
Model exemplary skills and lead colleagues in selecting, creating and, evaluating resources, inc1uding ICT, for applfoation by teachers within or beyond the school
Review or implement new policies and strategies to ensure the safe, responsible and ethical use oflCT in learning and teaching.

5. Autonomy + Accreditation
No standard/national curriculum for teacher education – i.e. each university develops its own teacher education curriculum (autonomy)
Consistency/quality of curriculum and clear alignment with the APST Standards, including ICT standards is achieved through accreditation of their pre-service programmes (five-year cycle)

6. Sample course: pre-service

11. Samples:
Using wikis (Basic) -
Using ICT to Teach Languages (Proficient) -
Engaging thru ICT (Highly Accomplished) -

12. APST and In-Service
Expectation that individuals will take responsibility for building their own professional capabilities
Expected to gather evidence, usually through a professional portfolio, usually assessed at the school level
Motivations: professional pride, employability, pay increases and promotion

13. PHILIPPINES Pre-service

14. Competency Standards - Domains
Understanding ICT in Education
Curriculum and Assessment
Pedagogy
Technology Tools
Organization and Administration
Teacher Professional Learning
Teacher Disposition

15. Teacher Education Program Outcomes (POs) with Inclusion of ICT
Articulate the relationship of education to larger historical, social, cultural and political processes.
Facilitate learning using a wide range of teaching methodologies in various types of environment.
Develop alternative teaching approaches for diverse learners.
Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
Demonstrate proficiency in the development and utilization of ICT resources in promoting quality (pedagogy) teaching-learning process.
Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
Practice professional and ethical teaching standards.
Pursue lifelong learning for personal and professional growth.
As an initial step to operationalizing the competency standards and performance indicators drafted by the TEI representatives and in preparation for the curriculum revision phase of the project, participants were also tasked to develop one Program Outcome (PO) on ICT-pedagogy integration…

16. Revamped EdTech courses: Technology for Teaching & Learning
TTL 1 (to eventually replace Educational Technology 1)
3-unit core course
all students taking up any bachelor’s degree in Education are required to take, regardless of their chosen field of specialization
TTL 2 (to eventually replace Educational Technology 2)
3-unit course
focus on the application of ICT for teaching and learning to particular subject specializations under the K to 12 program and specific teaching contexts
A 3-unit course is equivalent to 18 weeks of 3 hours/session
…and propose Course Outcomes (CO) for Technology for Teaching and Learning 1 and 2.

17. Proposed Course Outcomes: TTL 1 (3 units)
Explain ICT policies and safety issues as they impact on the teaching-learning process
Integrate media and technology in various content areas
Apply learning theories and principles in the design and development of lessons through appropriate media and technologies for teaching learning
Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
Sample syllabus: wiki (course outline (by week); learning objectives, content, references, T&L activities, assessment, materials, timetable)
COs for TTL 1

18. Excerpt from TTL1 syllabus
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1
Introduction to Technology for Teaching and Learning
Week 2
ICT Policies and Safety Issues in Teaching and Learning
Week 3-4
Theories and Principles in the Use and Design of Technology-Driven Lessons
Week 5-6
ICT in Various Content Areas
Week 7-9
ICT and Conventional Learning Materials to Enhance Teaching and Learning
Week 10-11
Technology Tools in a Collaborative Classroom Environment and Relevance and Appropriateness in the Use of Technology in Teaching and Learning
Week 12
Innovative Technologies for Teaching-Learning and Assessment Task
Week 13
Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model
Week 14-15
Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources
Week 16-17
Educational Sites and Portals
One week (or an equivalent of three hours)
Allotted for the Midterm and the Final Exams
Summative evaluation: portfolio
Desired Learning Outcomes (DLO)
Course Content/Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment of Tasks (ATs)
Resource Materials
Time Table
2. Identify learning theories and principles applied in the use and design of learning lessons with technology
2.1 Identify learning principles and theories
that are applied in technology driven teaching-learning models.
Unit 3. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
A.Learning Theories and Principles in:
1. Dale’s Cone of Experience (with equal attention given to both the Conventional Technology and the Innovative and Emerging Technology for Teaching)   
Lucido, P. & Corpuz, B. (2012). Educational technology 1 2nd edition. Lorimar Publishing Co.
Active Learning with Teacher-Led Discussion on Dale’s Cone of Experience and how its principles and theories are utilized in the technology-driven teaching and learning
 Reflection Posted on the online Blog/ ‘Classroom-made Twitter Wall’
Online Class Blog or Site/ ‘Classroom-made Twitter Wall’
1.5 hours

19. Proposed Course Outcomes: TTL 2 (3 units)
Develop project- and problem-based, collaborative activities using technology tools
Produce learning resources using technology tools in specific subject area
Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject-specific application
Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.
Use technology tools to collaborate and share resources among communities of practice
Sample syllabus: wiki (course outline (by week); learning objectives, content, references, T&L activities, assessment, materials, timetable)
COs for TTL 2

20. Excerpt from TTL2 syllabus for Science
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1-3
Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills
Week 4-6
Problem-Based and Project Based Learning
Week 7-9
Characteristics of Good/Appropriate IMs and Technology Tools
Producing Learning Resources using Technology Tools Digital and Non-Digital Resources
Week 10-12
Productivity Software Applications/Tools for Teaching and Learning
Week 13-15
Evaluating ICT Resources
Week 16-17
Technology Tools for Collaboration
One week (or an equivalent of three hours)
Allotted for the Midterm and the Final Exams
Summative evaluation: learning plan; student samples using open-ended tools; demo teaching; etc.
Desired Learning Outcomes (DLO)
Course Content/Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment of Tasks (ATs)
Resource Materials
Time Table
Enhance the Science learning plan to develop 21st Century Skills through ICT integration
Revisiting of Science learning plans: integration of 21st century critical thinking and problem-solving skills and ICTs
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc. pp
Guide the students to explore on existing samples of unit plans in Science
Instruct the students to review existing Science learning plans and identify some learning activities they may suggest that may enhance 21st century critical thinking and problem-solving skills integration. Let them write them write these and discuss in class.
Facilitate a discussion by asking the students to choose which specific unit from the curriculum guide they can work on for their unit planning which should be ICT-integrated. Let them explain how ICTs will enhance the development of the 21st century critical thinking and problem-solving skills or competencies required in the curriculum guide.
Annotations on how some ICT tools may enhance sample unit plans in Science
Computer
Projector
Learning Plans
2 hours

21. MYANMAR In-service Designed by UNESCO Bkk

22. ICT in Education: MBM Project
Support from school leaders / head teachers / pedagogical mentors
Course 1: Basic ICT Literacy
Course 2: Using ICT for T&L
Course 3: ICT for Active & Deeper Learning
Project seminar

23. Three modules Module 1: Basic ICT Literacy (26 hrs)
Module 2: : Integrating ICT into Learning Materials (26 hrs)
Module 3: Pedagogical Use of ICT to Promote Active Learning (22 hrs)
Ideal: module 1  practice  module 2  practice  module 3  practice
Coupled with coaching and sharing

24. Module 1: Basic ICT Literacy
Description
Hours 1
Intro to ICT in Education
1.0 2
Desktop Navigation
Folder / File Management
0.5 3
Word Processing
8.0 4
Internet Essentials
6.5 5
Spreadsheet
9.0 6
Managing Peripherals
Basic Troubleshooting & Maintenance Strategies
Total
26.0
A MUST IN THE TRAINING DESIGN:
Learning and practicing/applying the tools through/to actual teacher tasks – admin work, lesson planning, research, classroom teaching, assessment/evaluation, etc.

25. Sample session TOPIC / ACTIVITY Duration LEARNING OBJECTIVES
ACTIVITIES
RESOURCES NEEDED
(Resources)
4.5 hours
To understand the practicality of a word processor
To compose, edit, format, save/close/open documents using a word processor
To add and manipulate images in documents
Interface, menu, icons/ tools, tooltips
Save, Open, Close
Edit
Navigation & selection - Add’l keyboard strokes (Del, Bkspc, Enter, Ctrl, Sh, Alt) and mouse control (click, doubleclick, click & drag); different forms of mouse cursor
Line vs paragraph vs page
Cut-Copy-Paste, delete
Format
Font (type, size, color, bold-italics-underline, etc.)
Alignment
Spacing
Format paint
Bullets (different types), indent
Page Layout (paper size, orientation, margins)
Images
Image types, source, insert
Resize, crop, wrap text, image enhancement 
Trainer discusses and shows the interface and important icons; trainees are guided to explore the various parts of the interface
Trainer uses various teacher outputs as to demo various tools for editing, formatting, page layout, and image manipulation. Trainees are asked to replicate the actions.
Trainees are required to do exercises.
Trainers ask the trainees to reflect on the practical uses of the various tools learned in word processing.
Presentation file
Sample outputs as reference model
Library of images
Instruction sheets, if necessary
Teacher outputs to use for demo and exercises:
Letter to parents (edit, format, page layout)
Student information sheet
Lesson plan (bullets)
Test sheet (bullets) 
Bulletin board announcement (images, edit, format)

26. Module 2: Integrating ICT into Learning Materials
Description
Hours 1
Review of Module 1 and Sharing of experiences
1.5 2
Developing slide presentations
5.0 3
Multimedia Training Part 1
(Instructional Design, Bloom’s Taxonomy, Pedagogy, Orientation to selected ICT resources, Exploring new resources)
7.5 4
Multimedia Training Part 2
(Evaluating Usefulness of ICT Resources to one’s lesson; Enhancing and Sharing Lesson Plans)
4.0 5
Developing own learning materials using productivity tools
3.0 6
Security & Cyber-Ethics (via scenarios & role-play)
2.0 7
Group presentations of enhanced lesson plans & materials
School planning
Total
26.0
MUSTs IN THE TRAINING DESIGN:
TPACK
Basics of instructional design, highlight on diverse pedagogical strategies
Intro to and use of some useful apps
Lesson plan integration

27. Sample session Duration LEARNING OBJECTIVES TOPIC / ACTIVITY
ACTIVITIES
RESOURCES NEEDED
(Resources)
2.0 hours
To increase awareness of available multimedia resources for teaching/ learning
To enhance existing lesson plans by:
identifying possible points of integration for multimedia resources, keeping in mind the needs of their particular teaching-learning contexts
Evaluating and selecting appropriate resources using available tools
To give and receive constructive insights on enhanced lesson plans
Elements of Good Instructional Design
Value of Instructional Design
Clarifying Learning Objectives
Perfect Fit (Synching Objectives, activities, materials, and assessment in a lesson)
Assessment of own lesson plan
Trainer engages the trainees in a discussion on good instructional design and its core elements.
Trainer guides the trainees in developing SMART learning objectives.
Trainer guides the trainees on a group critique on a poorly done lesson and in coming up with enhancements.
Trainees assess their own lesson plans based on the principles of good instructional design.
Presentation files
Lesson plan assessment tool
1.5 hours
Why integrate ICT in pedagogical practices
Trainer discusses the TPACK framework
Trainer guides the class discussion on the perceived challenges to ICT-pedagogy integration
Groupwork: The class discusses the pros and cons in using various ICT and non-ICT media types in lessons
Presentation file
Feature Analysis Matrix
3 hours
Selecting appropriate ICT Resources
Access points for ICT integration in Lesson Plans
Trainer discusses a proposed criteria for selecting ICT resources
Trainees explore various offline and online ICT resources that are appropriate for their lesson topics
ICT integration checklist
Tech Integration Assessment Rubric (TPACK)
Portal/ Library of curated educational resources or links
Enhancing one’s Lesson Plan: Hands-on Integration of ICT Resources
Acknowledging / citing sources
Trainees continue exploring various educational resources
Trainees select relevant/ appropriate educational resources to enhance their respective lesson plans
Lesson plan template

28. Module 3: ICT for Active Learning
Description
Hours 1
Review of Module 2 and Sharing of experiences
1.5 2
Introduction to ICT-supported Active Learning (vis-à-vis Bloom’s pyramid of learning)
6.0 3
Designing ICT-supported collaborative learning
2.5 4
Determining good points of model ICT-integrated lesson plans
Critiquing sample lesson plans
3.0 5
Incorporating ICT-supported active learning into own lesson plans; Developing own materials 6
Designing appropriate assessment and facilitating student outputs with ICT 7
Group presentations of enhanced lesson plans & materials
School planning
Total
22.0
MUSTs IN THE TRAINING DESIGN:
From LOTS to HOTS
Intro to and use of some useful apps but focus still with pedagogical benefits
Lesson plan integration (sample lesson plans)

29. Sample session DURATION TOPIC / ACTIVITY ACTIVITIES RESOURCES NEEDED
1 hour
COURSE 2 REVIEW
WHAT DID WE LEARN?
Instructional Design
4 elements of Lesson Plan
SMART Objectives
Bloom’s Taxonomy
TPACK
Think-Pair/Group-Share: Trainers ask School Teams to write down all of the topics they remember from Course 2.
School Teams share the topics they remember from Course 2 with the whole group.
Trainers present Impress Presentation of Course 2 Review and Objectives for Course 3
Impress Presentation REVISED
Hard Copies of Impress Presentation for School Leaders and Teachers.
0.75 hour
INSTRUCTIONAL DESIGN –
LESSON PLANS
Learning Objectives– SMART or NOT?
Trainers will project the Learning Objectives from Lesson Plan A – Endangered Species [DO NOT SHOW ALL OF LESSON PLAN]
Trainers will Model the ASSESSMENT of the Learning Objectives by underlining the Specific, double underlining the Measureable, and circling the Time Bound.
Trainers distribute the 16 Learning Objectives cards –
School Teams will work in groups to ASSESS the learning objectives by underlining the Specific, double underlining the Measureable, and circling the Time Bound.
School Teams will separate LOs into SMART and NOT SMART categories.
Trainers will lead group discussion and provide reasoning for answer.
Soft Copy of Lesson Plan A – Endangered Species
Hard copies of Lesson Plan B – Olympic Sites for School Leaders and Teachers
Learning Objective cards for each school team

30. References NIE http://www.nie.edu.sg/
Australian presentation during Nepal workshop, April 2016 (by Geoff Romeo, ACU)
KFIT2 Project presentations by Korean MOE/KERIS and Philippine Task Force

31. THANK YOU. (http://bangkok.unesco.org/theme/ict- education)
Mel Tan
ICT in Education, UNESCO BANGKOK
( education)