1. 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

2. 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.

3. 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. 

4. 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.

5. Competency Standards & Performance Indicators

6. 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

7. 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.

8. 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.

9. Examples from ICT CFT (1)

10. Example: Technology Literacy (p.20-21)

11. Examples from ICT CFT (2)

12. Example: Technology Literacy (p.22-23)

13. Example: Technology Literacy (p.22-23)

14. 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

15. 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

16. 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.

17. 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.

18. 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. …

19. 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

20. 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)

21. 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

22. 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

23. 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.

24. 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. 

25. THANK YOU. Jonghwi Park (j.park@unesco.org)
Mel Tan
ICT in Education, UNESCO BANGKOK (