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UNESCO framework

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An overview of the UNESCO ICT Competency Framework for Teachers

An overview of the UNESCO ICT Competency Framework for Teachers

Published in Education , Technology
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  • A good presentation, sometimes these documents are difficult digest. I found that the language used really needed to be discussed and picked apart. Looking at individual sections, the progression and the big picture helped me with this.
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  • A good presentation, sometimes these documents are difficult to digest. I found that the language used really needed to be discussed and picked apart. Looking at individual sections, the progression and the big picture helped me with this.
    Are you sure you want to
    Your message goes here
  • 2102493- Sukma
    I think the framework was meant to make the technology become more simply understandable for everyone, especially for people who work with it everyday. The technology literacy, knowledge deepening, and knowledge creation, it's like a phase to maximise the true meaning of what is technology. Good topic.
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  • In my opinion, the framework contains rich information about and helps me to understand what competencies that teachers need to successful ICT integration in their everyday work, such as in knowledge creation. For me, it is an important document to see how teachers play their role in designing and implementing innovative learning, enhanced by ICT. It is very interesting..
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  • I always find it difficult to take in and interpret a new planning model. I found this one to be somewhat difficult to entertain in an educational environment, and thought that the general framework left a great deal of openness to context and circumstance, which really became less clear in the more complex approaches. I thought the language was essentially too limited; learning outcomes such as ‘use a web browser’ seem, to me, to be a bit dated considering the range and capacity of web search options in contemporary society. It also tended to exist independently of most social media and was heavily based on a personal computer (word processing, graphics software, plugging in and turning on a computer) as opposed to handheld devices.
    As an ICT structure, I think that success is measured on either being so theoretical that the practise is adaptable to the theory regardless of available technology (I’m thinking of Rob’s 1996 article), or so up to date with technology that the practical element keeps learners on the cutting edge of technology use.
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Transcript

  • 1. EDUC 9701Assignment 1: Leading a Core Reading Jan Carey 29.5.12
  • 2. UNESCO = United Nations Educational, Scientific and Cultural Organisation: contribute to peace by promoting international collaboration through education, science and cultureISTE = International Society for Technology in Education: Intel : American multi- professional organisation national semi-conductor dedicated to improving teaching & learning through chip maker (eg –effective use of technology K- microprocessors) 12 in education Microsoft: multi- national corporation that Cisco : American multi- develops products & national corporation that services relating to designs, manufactures and computing (eg Windows sells networking equipment operating system)
  • 3. Current context: rapid development of technologies, the required financialinvestments and the need to have a clear vision of the role that teachers have to playin harnessing the power of ICT in the classroom and beyond.ICT in Education policies: need to tackle teacher competencies, learning materials,ICT equipment, student and teacher motivation.The ICT Competency Framework for Teachers: is aimed at helping countries todevelop comprehensive national teacher ICT competency policies and standardspartnership between UNESCO and CISCO, INTEL, ISTE and Microsoft, 2008 revised 2011
  • 4. Teachers need to be ICT able to help the students becomecompetencies collaborative, Framework and be able to teach them to their problem-solving, students.. The creative learnersFramework addresses through using ICT so all aspects of a they will be effective teacher’s work citizens and members of the workforce
  • 5. Technology Knowledge Knowledge Literacy: Deepening: Creation:using ICT to learn acquire in-depth more efficiently to create new knowledge of content knowledge for more and real-world harmonious, application prosperous societies
  • 6.  By crossing... the 3 approaches of teaching to the 6 aspects of a teacher’s work ...a framework of 18 modules is created.
  • 7. 1. Self audit by countries/ States/ Education Depts/ Schools ...to identify priorities2. Development of professional learning tasks for selected modules3. Implementation in teaching
  • 8. Technology Literacy Knowledge Deepening
  • 9. Group GroupGroup A: Group B: C: D: Ryan Sukma Ari StephanieThanongsack Nick Rob SutaryoElizabeth Dyah Viv Ronald Trudy- Patricia Anne
  • 10. 1. What are the key skills for teachers in this module? (Highlight) – 3 mins2. Are these skills likely to be learnt ‘on-the-job’ or will they require specific targeted professional learning? (Discuss and justify)3. What needs to happen in your context (school, Ed Dept, Uni..) to see this framework enacted and successful? (Is this important?)
  • 11. Thank you 