INTEF actions on ICT Teacher competences and Training

1. Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado
www.ite.educacion.es
Torrelaguna, 58. 28027 Madrid – España / Tlf: 913 778 300. Fax: 913 680 709
Implementation of ICT skills training
for teachers in Spain
UNESCO PARTNERS’ MEETING ‘UPTAKE OF OER SUPPORTING THE ICT CFT’
Institute of Educational Technologies and Teacher Training (INTEF),
Ministry of Education, Culture and Sports - Spain
Félix Serrano Delgado
@feserdel

2. Teacher Training in Spain
• In Spain, direct
responsibility for
education belong to
regional governments
(Autonomous
Communities)
• The Ministry of Education
carries out common
regulatory functions and
cooperation with regional
governments
22/02/2015

3. Teacher Digital
Competence
ICT for Education
Plan of
Digital Culture at
School
Teacher Training
Teacher
Professional
Development Plan
INTEF
INTEF operates at national level
The National Institute of Educational
Technologies and Teacher Training (INTEF)

4. Plan of Digital Culture at School
• High Speed Connectivity Plan for schools
• Interoperability and Standards
• “Procomun" Space
• Open Educational Resources
• “Neutral Point” for the purchase of textbooks
• Web and Social Networks
22/02/2015

5. Teacher Professional
Development Plan
• Teachers Professional Competences
• New modalities (and tools) of training
• Regulation of teacher training
• INTEF Teacher Training Plan

6. INTEF
Teacher Training Plan
On-Line
Training
Classroom
Training

7. INTEF regular training plan 2014
Curso ofertadas concedidas Certifican
ABP. Aprendizaje basado en proyectos. 1120 1634 1279
Alfabetizaciones múltiples: una nueva ecología del aprendizaje. 140 cancelado cancelado
Coeducación: dos sexos en un solo mundo. 490 95 82
Creatividad, diseño y aprendizaje mediante retos. 210 211 159
De espectador a programador. El camino para entender la tecnología aprendiendo a
manejarla.
140 290 226
Digital Storytelling for Teachers. 490 217 135
Educación conectada en tiempos de redes. 490 311 240
Educación inclusiva: iguales en la diversidad. 385 176 147
El portafolio educativo como instrumento de aprendizaje y evaluación. 140 184 98
Espacios de lectura. Leer, aprender e investigar en todas las áreas. 490 221 153
Evaluaciones externas internacionales del sistema educativo. 490 218 181
Las competencias clave: de las corrientes europeas a la práctica docente en las aulas. 140 91 73
Mobile Learning y Realidad Aumentada. 140 281 206
PLE: Aprendizaje conectado en red. 840 300 223
Recursos Educativos Abiertos para la Educación Infantil y Primaría. 490 211 132
Recursos Educativos Abiertos para la enseñanza de las Ciencias Sociales. 490 83 68
Recursos Educativos Abiertos para la enseñanza de las Ciencias. 490 103 75
Recursos Educativos Abiertos para la enseñanza de las Lenguas. 490 139 87
Recursos Educativos Abiertos para la enseñanza de las Matemáticas. 490 208 120
Respuesta educativa para el alumnado con TDAH (déficit de atención e hiperactividad). 560 697 564
Tutores para la Formación en Red. 280 343 328
Uso de Recursos Educativos Abiertos para el aprendizaje integrado de contenidos y
Lenguas extranjeras (AICLE).
490 469 344
9485 6482 4920

8. INTEF MOOCs

9. MOOC

10. INTEF MOOCs Platform
22/02/2015

11. 22/02/2015
3 INTEF MOOC in 2014

12. Continuous
Improvement
Process
MOOC
Pilots
Experimentation
Impact of
Training
Analytics
Digital Learning and
Skills
Validation and
Recognition
New Modalities of Training

13. INTEF Teacher training plan
and evaluation

14. Net Promoter Score

15. Evaluation
20% 17% 10% 11% 6% 16% 16% 21% 16% 18% 5% 19% 14% 29% 6% 21% 18%
25%
19%
19% 25%
17%
34% 30%
18%
24% 36%
26%
25%
19%
28%
25%
23%
25%
55%
64%
71%
64%
77%
51%
54%
62% 60%
45%
68%
56%
67%
43%
69%
56% 57%
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
10.00
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Detractores (0 a 6) % Pasivos (7 y 8) % Promotores (9 y 10) Puntuación promedio "¿recomendaría?" (escala derecha 0 a 10)

16. INTEF regular Training NPS
0
10
20
30
40
50
60
70
80

17. 0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
10.00
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Edu PLE MOOC ABPMOOC
% Promotores (9 y 10)
% Pasivos (7 y 8)
% Detractores (0 a 6)
Puntuación promedio
"¿recomendaría?" (escala
derecha 0 a 10)
NPS Average
Edu PLE MOOC 48,99 8,48
ABPMOOC 58,45 8,73
NPS for INTEF MOOC

18. Teacher Training
on Spanish
Autonomous
Communities
Four cases

19. Castilla La Mancha
Objectives:
Leading change in the current context of the Information Society and Knowledge
Through a collaborative digital platform that promotes teacher professional development and
Transforming the educational experiences in the classroom
Featured Training:
Technological skills: Enabling jump textbooks to digital educational resources.
Creative Talent. Promoting creativity associated with robotics
Musical Talent: Interpretation and musical composition with mobile devices.
Mobile Application Design: Creation and management of mobile solutions.
3D printing as an educational tool. Design and printing of parts.
Competition Digital Teaching: Integrating Digital competence in the teaching-learning
process
Creativity in the classroom with digital tools 2.0: Advertising Strategies audiovisual work
collaboratively with boards online
Modernization: Networking, Operating Systems, Databases.
http://centroformacionprofesorado.castillalamancha.es/

20. • Implementing Google Sites; Project Based Learning
in the Classroom of English; management of a
training platform for collaborative work between
departments. In the Institute Vicente Medina
Archena.
• Implementation of the project "Digital School" in the
Institute María Cegarra of La Union.
• "ICT in the classroom." Implementation of
collaborative work through managing digital
platforms in the CEIP San Pablo de Murcia.
• “Project Based Learning" in the IES Francisco
Sánchez Bautista de Llano de Brujas (Murcia).
• Using Moodle for teaching and creating lesson
digital contentes with eXeLearning in the IES Felipe
de Borbón of Ceuta.

21. Andalucía
Eje 3.2. Integración de las TIC
en el currículo.
1. Conocer y explorar los
posibles usos didácticos de las
TIC para el aprendizaje y la
práctica docente
2. Incrementar la competencia
digital del profesorado en su
actividad profesional.
3. Fomentar el uso de las
herramientas tecnológicas que
facilitan la comunicación con
las familias
Orden de 31 de julio de 2014, por la que
se aprueba el III Plan Andaluz de
Formación Permanente del Profesorado
Axis 3.2. Integration of ICT into the
curriculum.
1. Know and explore possible
educational uses of ICT for
learning and teaching practice
2. Increase the digital
competence of teachers in
their work.
3. Encourage the use of
technological tools that
facilitate communication with
families

22. Castilla y
LeónSpecific training plan on digital competence
of teachers
Training Plan (classroom courses, online and plans
center): 1,152 activities and 19,000 training places
Web application for self-assessment of digital
competence: https://autoevaluaciontic.educa.jcyl.es/
Design of training routes by levels:
Dimensions and training content: technical,
educational and methodological, professional and
attitudinal and sociocultural (137 descriptors)
Six levels: basic (B1 and B2), medium (M1 and M2)
and advanced (A1 and A2)
Innovation Project "Formapps": new forms and
formative experiences in implementing teaching
methodologies with mobile devices in their teaching and
its impact on the learning processes of students.

23. Digital Competence
Framework for Teachers

24. (Spanish) Common Digital Competence
Framework for Teachers
• A cooperation work between Spanish National
Government and Autonomous Communities
• MCCDD= Marco Común de Competencia Digital Docente
• Developed in 2013-2014 and published on EducaLAB
• A standard document based on IPTS DIGICOMP
• Dimension 1: Competence Areas
1. Information
2. Communication
3. Content Creation
4. Safety
5. Problem Solving

25. Common Digital Competence
Framework for Teachers
MCCDD develops IPTS
DIGICOMP and is particularized
for teachers
– Dimension 1 (Competence
Areas) is equal
– Dimension 2 (Competences) is
equal
– Dimension 3 (Levels) definition
is adapted to teachers
– Dimension 5 (Examples) are
specific to education and
teaching

26. Digital Competence
Framework: next steps
1. Self-assessment tool to diagnose individual training needs.
2. Professional Portfolio to allow the registration of professional practice for
each competency area with common endpoints that can serve too as a guide to
implementation.
3. Assessment tests with levels and professional profiles.
4. Evaluation tool for schools, that could also include other related indicators
such as the use of OER , digital environments in the school, and allow school
centers organize training activities related to the proposed standards criteria.
It would be desirable from international institutions sharing of OER materials
and sevices and training initiatives in digital competence, and a common criteria
for creating tools for evaluation and accreditation of digital competence according
to the proposed standards.

27. THANK YOU
Educalab: @educalab
Félix Serrano Delgado: @feserdel
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