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IITE UNESCO
       MAC ICT, Bauman MSTU




   ANALYSIS OF TEACHER TRAINING
PROGRAMMES IMPLEMENTED IN RUSSIAN
           FEDERATION
FOR COMPLIANCE WITH UNESCO ICT-CFT

             Philippovich Andrey




         1 4 November 201 2 - Moscow
Goals of the project


 Review and classify teacher training programmes in the area of ICTs

 Develop a methodology of assessment and analyse the existing
   teacher training programmes
 Assess teacher training programmes for their compliance with
   UNESCO ICT CFT
 Work out approaches to improve the training programmes to meet
   ICT CFT requirements
ICT Competency Framework
for Teachers (ICT-CFT)
ICT Competency Framework
for Teachers (ICT-CFT)
ICT Competency Framework
     for Teachers (ICT-CFT)

Modules structure:                     For most of the modules the
Module title                           "Objectives" section is divided
Curriculum                             into sub-sections numbered
                                        alphabetically (a, b, c ...),
Teacher competencies
Objectives (Teachers should be able
to …)
Example methods
Difficulties and barriers of the
   programmes assessment (1)

 Distinction between the ICT-CFT levels (TL, KD and KC):
   –   ICT-CFT has no distinct criteria for separating the levels

   –   the accumulative character of the levels is not always visible

   –   ICT-CFT users often consider three approaches (levels) as different aspects

   –   authors tend to raise programme level during self assessment



 Fuzzy conformity between ICT-CFT modules and
  programmes
   –   partly horizontal layout takes place (for example, “standard classroom” and
       “collaborative groups” are regarded)

   –   programmes are often focused on just some of the aspects modules.
Difficulties and barriers of the
   programmes assessment (2)

 ICT-CFT structure
   –   ICT-CFT is sometimes poorly formalized (for assessment), some modules contain
       overlapping indicators, criteria and competencies.

   –   The modules is not even (KC level requires the ability to develop strategic
       documents, and as the technical skills it is recommended to teach the tools for
       multimedia content creation)

 Knowledge Creation (KC) level
   –   This level is often achieved by individual work (individual students’ projects,
       contests, etc.) => Can we achieve success for mass training of students at this level

   –   It is not clear whether this level should include traditional scientific and research
       students’ activities.

   –   It is not clear whether the existing network projects and teachers communities, such
       as Intel Letopisi.Ru or Microsoft Innovative Teachers Network, refer to this level
Difficulties and barriers of the
   programmes assessment (3)

 Very poor methodological descriptions of most programmes

 For reliable analysis the thorough study of training materials and other
  technical documentation is required

 There are a lot of seminars/webinars/cases which are in line with the
  ideas of KC level modules, but their systematization is quite time
  consuming.

 Shallow analysis conclusions (based on the course annotation or
  content) are hard to be justified in case the authors do not agree with
  them.
Analysis of the HE-programmes
 (Federal State Educational
 Standards)

 FSES                      Specialty Name                Level



050100   Pedagogical education



050400   Psychological and pedagogical education
                                                        bachelor/

                                                         master
050700   Special (defectological) education



051000   Professional education (by subject area)



050407   Pedagogy and psychology of deviant behaviour   specialist
UNESCO ICT-CFT interpretation


 №             ICT CFT ЮНЕСКО                                                        ФГОС ВПО
1.      Название модуля                       Модуль учебного цикла, название компетенции
1.      Учебная программа                     Область применения, виды и задачи профессиональной деятельности
1.      Компетенции учителя                   Компетенции выпускника, описание компетенций
1.      Цели (Учителя должны быть             Результаты обучения (уровень освоения компетенций, знания, умения и

        способны…)                            навыки), в отдельных случаях ‑ детализация компетенций
1.      Примеры методов                       Основные пути приобретения компетенций

No.             UNESCO ICT-CFT                                                         FSES HE


1.      Module title                          Module of educational cycle, name of competence

1.      Training programme                    Sphere of application, types and goals of professional activity

1.      Teacher competencies                  Competencies of graduates, description of competencies

1.      Objectives (Teacher should be able to Learning outcomes (competences, knowledge and skills mastering level), in some cases,

        …)                                    details of competencies

1.      Example methods                       Main ways of competencies acquiring
Analysis of the HE-programmes
              (Federal State Educational
              Standards)
  FSES                                                          Professional goals of
                        FSES
  code                                                       bachelors and specialists
050100     Pedagogical Education           The use of opportunities provided by educational environment
                                           to ensure the quality of education, in particular through
                                           information technologies application
050400     Psychological and Pedagogical   the use of scientific methods and modern information
           Education                       technologies in professional activities
050700     Special (defectological)
           education
051000     Professional education (by      No focus on the use of ICTs in professional activities
           subject area)
  Код                                                       Профессиональные задачи
                 Название ФГОС                              бакалавров и специалистов
 ФГОС
                                           использование возможностей образовательной среды для
050100   Педагогическое образование        обеспечения качества образования, в том числе с применением
                                           информационных технологий
         Психолого-педагогическое          использование научно обоснованных методов и современных
050400                                     информационных технологий в организации собственной
         образование
                                           профессиональной деятельности
         Специальное (дефектологическое)
050700
         образование                       акцентирование внимания на использовании ИКТ в
         Профессиональное обучение (по     профессиональных задачах не представлено
051000
         отраслям)
Analysis of the HE-programmes
    (Federal State Educational
    Standards)
 FSES
            FSES          Level                         ICT CFT Module                  Code
 code
                                    Technology literacy:                                TL.3,
                                    ICT (Basic tools)                                  TL.2,
                                    Pedagogy (Integrate technology)                     
                         Bachelor
                                    Teacher professional learning (Digital literacy)    
         Pedagogical                                                                    TL.6
050100
         education
 
                                    Knowledge deepening, Knowledge creation             KD,
                                    Correspondence to some indicators                  KC
                         Master                                                          


                                    Technology literacy:                                TL.3
                                    ICT hard- and software (basic)
                         Bachelor    
         Psychological
         and
050400
         pedagogical
                                    Technology literacy:                                TL.3,
         education
                                    ICT (Basic tools)                                  TL.2
          
                         Master     Pedagogy (Integrate technology)
Analysis of the HE-programmes
    (Federal State Educational
    Standards)
 FSES
            FSES          Level                         ICT CFT Module                  Code
 code
                                    Technology literacy:                                TL.3,
                                    ICT (Basic tools)                                  TL.2,
                                    Pedagogy (Integrate technology)                     
                         Bachelor
                                    Teacher professional learning (Digital literacy)    
         Pedagogical                                                                    TL.6
050100
         education
 
                                    Knowledge deepening, Knowledge creation             KD,
                                    Correspondence to some indicators                  KC
                         Master                                                          


                                    Technology literacy:                                TL.3
                                    ICT hard- and software (basic)
                         Bachelor    
         Psychological
         and
050400
         pedagogical
                                    Technology literacy:                                TL.3,
         education
                                    ICT (Basic tools)                                  TL.2
          
                         Master     Pedagogy (Integrate technology)
Training programmes of ICT vendors

 V1: basic computer literacy and technological competency courses
  for educators, as well as advanced courses on the use of ICTs in
  education;
 V2: training courses for schools/universities, delivered in the
  “academic mode”, during the semester;
 V3: specialized trainings, training courses and certification
  programmes for trainers of training centres.
 V4: education methodological complexes to support technological
  training courses, designed for students of training centres;
 V5: technology courses to train in the use of certain ICTs; provided
  in the system of education on free or concessional terms.
 V6: Specialized courses for the heads of educational institutions.
Intel programmes

No.                            Programme/course title                                 Type   ICT CFT

1.   Project-based activity in information educational environment of 21st century
                                                                                       V1      KD

1.   Introduction to information and educational technologies of the 21st century
                                                                                       V1      TL

1.   ICT: strategy of an educational institution development
                                                                                       V6     TL-KD

1.   Distance workshops:
     Assessment in education: from evaluation for control to evaluation for
      development, Web 2.0 Joint Band: Network collaboration tools, Web 2.0
      services (with additional workshops on Google Wave, Dabbleboard and Prezi,       V1      KD
      knowledge maps and video services), Technological methods of enhancing
      cognitive activity, Learning situations design in line with new federal state
      educational standards (FSES)
1.   Intel® Teach Elements series: (Project-based approaches, Assessment in 21 st
                                                                                       V1      KD
     century, classroom, Collaboration in the Digital Classroom)
1.   Optional courses and trainings
     Learn to think together, School students – researchers, Web 2.0 network,
                                                                                       V1     KD-KC
      Managerial project in education, ‘1 student – 1 computer’ educational
Microsoft and Kaspersky Lab
 programmes


     No.                                     Programme/course title                          Type     ICT CFT

                                                             
                                            Microsoft Partners in Learning                                  

1.                 System of continuous self-defined professional development of educators    V1      TL.1 - TL.6

1.                 Microsoft Academy for Teachers Training Programme                          V1         TL.3

1.                 ‘Innovative Teachers Network’ portal                                       V1        KD-KC

1.                 Microsoft IT Academy Programme                                            V2- V5      TL.4

 No.                                    Programme/course title                               Type     ICT CFT

                                                         
1.              Computer threats: detection and analysis methods                              V1        TL.6с

1.              Information security days                                                     V1        TL.6с

1.              Webinars on various themes                                                    V1        TL.6с
Recommendations for HE

For FSES HE “Education and Pedagogy” major group (050000) it is
recommended:
in the characteristics of professional activities for each level and each type of professional
activity explicitly indicate the goals of ICT use.
in the requirements to MEP mastering:
       – include a requirement to acquire professional ICT competencies in accordance with
           UNESCO ICT-CFT international recommendations.
       – indicate the required mastering level (learning outcome) of corresponding
           competencies as follows:
              for bachelor’s programmes – «Knowledge deepening» (KD);
              for specialist’s and master’s programmes – «Knowledge creation» (KC).
in the requirements to MEP structure:
       – include into the professional (general professional) cycle the six UNESCO ICT CFT
           modules.
       – for each level of MEP mastering (learning outcome) indicate competencies
           indicators presented in the corresponding sections of UNESCO ICT CFT
make corresponding amendments to university MEPs for the period of FSES validity.
make the above-mentioned amendments to the federal universities standards, targeting
them at the “Knowledge Creation” level of UNESCO ICT CFT.
Recommendations for HE

To compare FSES requirements with UNESCO ICT CFT
provisions it is recommended:
to develop the comparison method, which would take into account the
different formats of competencies and requirements in FSES and
UNESCO ICT CFT.
to estimate the study load for mastering UNESCO ICT CFT
competencies and calculate it in credits according to the national credit
system,
use these figures as the basis for curricular development.
Recommendations for developers and
   providers of additional professional
   education programmes (VET)
 to develop new specialized teacher training programmes, embracing
  all UNESCO ICT CFT modules and indicators;
 to conduct detailed analysis of the existing programmes and their
  specifications from the UNESCO ICT CFT prospect.
 to develop new teacher training programmes, which would master
  KD and KC levels competencies, as there is a lack of such
  programmes at present time.
Recommendations for ICT vendors

 to develop training modules or special courses aimed at the
  development of teacher ICT competencies described in UNESCO
  ICT-CFT.

 In defining conditions of implementation of training programmes by
  certified trainers to use ICT competencies indicated in ICT-CFT.

 During process of developing or localizing educational content target
  it to higher levels of ICT-CFT («Knowledge Deepening" and
  "Knowledge Creation"), create special cases, and use the
  recommended educational technologies.
Contacts


               ANDREY PHILIPPOVICH
  Ph.D., Prof., Chief Executive Deputy of MAC ICT,
Chief of Laboratory of Technical Education in Russia
    of Bauman Moscow State Technical University


        Personal page - http://it-claim.ru/andrey   
          FB-page - http://fb.com/aphilippovich  
       twitter –  http://twitter.com/A_Philippovich  


Address of Executive Direction, MAC ICT :
105005, bld 5., 2-nd Baumanskaya, Moscow,
Tel.:   +7(499)263-6306
Fax:    +7(499)263-6265
Сайт: http://facebook.com/MAC.ICT

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2012 mac ict_unesco_ictcft_eng

  • 1. IITE UNESCO MAC ICT, Bauman MSTU ANALYSIS OF TEACHER TRAINING PROGRAMMES IMPLEMENTED IN RUSSIAN FEDERATION FOR COMPLIANCE WITH UNESCO ICT-CFT Philippovich Andrey 1 4 November 201 2 - Moscow
  • 2. Goals of the project  Review and classify teacher training programmes in the area of ICTs  Develop a methodology of assessment and analyse the existing teacher training programmes  Assess teacher training programmes for their compliance with UNESCO ICT CFT  Work out approaches to improve the training programmes to meet ICT CFT requirements
  • 3. ICT Competency Framework for Teachers (ICT-CFT)
  • 4. ICT Competency Framework for Teachers (ICT-CFT)
  • 5. ICT Competency Framework for Teachers (ICT-CFT) Modules structure:  For most of the modules the Module title "Objectives" section is divided Curriculum into sub-sections numbered alphabetically (a, b, c ...), Teacher competencies Objectives (Teachers should be able to …) Example methods
  • 6. Difficulties and barriers of the programmes assessment (1)  Distinction between the ICT-CFT levels (TL, KD and KC): – ICT-CFT has no distinct criteria for separating the levels – the accumulative character of the levels is not always visible – ICT-CFT users often consider three approaches (levels) as different aspects – authors tend to raise programme level during self assessment  Fuzzy conformity between ICT-CFT modules and programmes – partly horizontal layout takes place (for example, “standard classroom” and “collaborative groups” are regarded) – programmes are often focused on just some of the aspects modules.
  • 7. Difficulties and barriers of the programmes assessment (2)  ICT-CFT structure – ICT-CFT is sometimes poorly formalized (for assessment), some modules contain overlapping indicators, criteria and competencies. – The modules is not even (KC level requires the ability to develop strategic documents, and as the technical skills it is recommended to teach the tools for multimedia content creation)  Knowledge Creation (KC) level – This level is often achieved by individual work (individual students’ projects, contests, etc.) => Can we achieve success for mass training of students at this level – It is not clear whether this level should include traditional scientific and research students’ activities. – It is not clear whether the existing network projects and teachers communities, such as Intel Letopisi.Ru or Microsoft Innovative Teachers Network, refer to this level
  • 8. Difficulties and barriers of the programmes assessment (3)  Very poor methodological descriptions of most programmes  For reliable analysis the thorough study of training materials and other technical documentation is required  There are a lot of seminars/webinars/cases which are in line with the ideas of KC level modules, but their systematization is quite time consuming.  Shallow analysis conclusions (based on the course annotation or content) are hard to be justified in case the authors do not agree with them.
  • 9. Analysis of the HE-programmes (Federal State Educational Standards) FSES Specialty Name Level 050100 Pedagogical education 050400 Psychological and pedagogical education bachelor/ master 050700 Special (defectological) education 051000 Professional education (by subject area) 050407 Pedagogy and psychology of deviant behaviour specialist
  • 10. UNESCO ICT-CFT interpretation № ICT CFT ЮНЕСКО ФГОС ВПО 1.   Название модуля Модуль учебного цикла, название компетенции 1.   Учебная программа Область применения, виды и задачи профессиональной деятельности 1.   Компетенции учителя Компетенции выпускника, описание компетенций 1.   Цели (Учителя должны быть Результаты обучения (уровень освоения компетенций, знания, умения и способны…) навыки), в отдельных случаях ‑ детализация компетенций 1.   Примеры методов Основные пути приобретения компетенций No. UNESCO ICT-CFT FSES HE 1.   Module title Module of educational cycle, name of competence 1.   Training programme Sphere of application, types and goals of professional activity 1.   Teacher competencies Competencies of graduates, description of competencies 1.   Objectives (Teacher should be able to Learning outcomes (competences, knowledge and skills mastering level), in some cases, …) details of competencies 1.   Example methods Main ways of competencies acquiring
  • 11. Analysis of the HE-programmes (Federal State Educational Standards) FSES Professional goals of FSES code bachelors and specialists 050100 Pedagogical Education The use of opportunities provided by educational environment to ensure the quality of education, in particular through information technologies application 050400 Psychological and Pedagogical the use of scientific methods and modern information Education technologies in professional activities 050700 Special (defectological) education 051000 Professional education (by No focus on the use of ICTs in professional activities subject area) Код Профессиональные задачи Название ФГОС бакалавров и специалистов ФГОС использование возможностей образовательной среды для 050100 Педагогическое образование обеспечения качества образования, в том числе с применением информационных технологий Психолого-педагогическое использование научно обоснованных методов и современных 050400 информационных технологий в организации собственной образование профессиональной деятельности Специальное (дефектологическое) 050700 образование акцентирование внимания на использовании ИКТ в Профессиональное обучение (по профессиональных задачах не представлено 051000 отраслям)
  • 12. Analysis of the HE-programmes (Federal State Educational Standards) FSES FSES Level ICT CFT Module Code code Technology literacy: TL.3, ICT (Basic tools) TL.2, Pedagogy (Integrate technology)   Bachelor Teacher professional learning (Digital literacy)   Pedagogical TL.6 050100 education     Knowledge deepening, Knowledge creation KD, Correspondence to some indicators KC Master   Technology literacy: TL.3 ICT hard- and software (basic) Bachelor   Psychological and 050400 pedagogical   Technology literacy: TL.3, education ICT (Basic tools) TL.2   Master Pedagogy (Integrate technology)
  • 13. Analysis of the HE-programmes (Federal State Educational Standards) FSES FSES Level ICT CFT Module Code code Technology literacy: TL.3, ICT (Basic tools) TL.2, Pedagogy (Integrate technology)   Bachelor Teacher professional learning (Digital literacy)   Pedagogical TL.6 050100 education     Knowledge deepening, Knowledge creation KD, Correspondence to some indicators KC Master   Technology literacy: TL.3 ICT hard- and software (basic) Bachelor   Psychological and 050400 pedagogical   Technology literacy: TL.3, education ICT (Basic tools) TL.2   Master Pedagogy (Integrate technology)
  • 14. Training programmes of ICT vendors  V1: basic computer literacy and technological competency courses for educators, as well as advanced courses on the use of ICTs in education;  V2: training courses for schools/universities, delivered in the “academic mode”, during the semester;  V3: specialized trainings, training courses and certification programmes for trainers of training centres.  V4: education methodological complexes to support technological training courses, designed for students of training centres;  V5: technology courses to train in the use of certain ICTs; provided in the system of education on free or concessional terms.  V6: Specialized courses for the heads of educational institutions.
  • 15. Intel programmes No. Programme/course title  Type ICT CFT 1.   Project-based activity in information educational environment of 21st century V1 KD 1.   Introduction to information and educational technologies of the 21st century V1 TL 1.   ICT: strategy of an educational institution development V6 TL-KD 1.   Distance workshops: Assessment in education: from evaluation for control to evaluation for development, Web 2.0 Joint Band: Network collaboration tools, Web 2.0 services (with additional workshops on Google Wave, Dabbleboard and Prezi, V1 KD knowledge maps and video services), Technological methods of enhancing cognitive activity, Learning situations design in line with new federal state educational standards (FSES) 1.   Intel® Teach Elements series: (Project-based approaches, Assessment in 21 st V1 KD century, classroom, Collaboration in the Digital Classroom) 1.   Optional courses and trainings Learn to think together, School students – researchers, Web 2.0 network, V1 KD-KC Managerial project in education, ‘1 student – 1 computer’ educational
  • 16. Microsoft and Kaspersky Lab programmes No. Programme/course title Type ICT CFT     Microsoft Partners in Learning     1.   System of continuous self-defined professional development of educators V1 TL.1 - TL.6 1.   Microsoft Academy for Teachers Training Programme V1 TL.3 1.   ‘Innovative Teachers Network’ portal V1 KD-KC 1.   Microsoft IT Academy Programme V2- V5 TL.4 No. Programme/course title Type ICT CFT   1.   Computer threats: detection and analysis methods V1 TL.6с 1.   Information security days V1 TL.6с 1.   Webinars on various themes V1 TL.6с
  • 17. Recommendations for HE For FSES HE “Education and Pedagogy” major group (050000) it is recommended: in the characteristics of professional activities for each level and each type of professional activity explicitly indicate the goals of ICT use. in the requirements to MEP mastering: – include a requirement to acquire professional ICT competencies in accordance with UNESCO ICT-CFT international recommendations. – indicate the required mastering level (learning outcome) of corresponding competencies as follows:  for bachelor’s programmes – «Knowledge deepening» (KD);  for specialist’s and master’s programmes – «Knowledge creation» (KC). in the requirements to MEP structure: – include into the professional (general professional) cycle the six UNESCO ICT CFT modules. – for each level of MEP mastering (learning outcome) indicate competencies indicators presented in the corresponding sections of UNESCO ICT CFT make corresponding amendments to university MEPs for the period of FSES validity. make the above-mentioned amendments to the federal universities standards, targeting them at the “Knowledge Creation” level of UNESCO ICT CFT.
  • 18. Recommendations for HE To compare FSES requirements with UNESCO ICT CFT provisions it is recommended: to develop the comparison method, which would take into account the different formats of competencies and requirements in FSES and UNESCO ICT CFT. to estimate the study load for mastering UNESCO ICT CFT competencies and calculate it in credits according to the national credit system, use these figures as the basis for curricular development.
  • 19. Recommendations for developers and providers of additional professional education programmes (VET)  to develop new specialized teacher training programmes, embracing all UNESCO ICT CFT modules and indicators;  to conduct detailed analysis of the existing programmes and their specifications from the UNESCO ICT CFT prospect.  to develop new teacher training programmes, which would master KD and KC levels competencies, as there is a lack of such programmes at present time.
  • 20. Recommendations for ICT vendors  to develop training modules or special courses aimed at the development of teacher ICT competencies described in UNESCO ICT-CFT.  In defining conditions of implementation of training programmes by certified trainers to use ICT competencies indicated in ICT-CFT.  During process of developing or localizing educational content target it to higher levels of ICT-CFT («Knowledge Deepening" and "Knowledge Creation"), create special cases, and use the recommended educational technologies.
  • 21. Contacts ANDREY PHILIPPOVICH Ph.D., Prof., Chief Executive Deputy of MAC ICT, Chief of Laboratory of Technical Education in Russia of Bauman Moscow State Technical University Personal page - http://it-claim.ru/andrey    FB-page - http://fb.com/aphilippovich   twitter –  http://twitter.com/A_Philippovich   Address of Executive Direction, MAC ICT : 105005, bld 5., 2-nd Baumanskaya, Moscow, Tel.: +7(499)263-6306 Fax: +7(499)263-6265 Сайт: http://facebook.com/MAC.ICT

Editor's Notes

  1. Задачи проекта: обзор и классификация учебных программ подготовки и повышения квалификации учителей в сфере ИКТ; разработка методики проведения оценки учебных программ ; оценка учебных программ на соответствие ICT CFT ЮНЕСКО; выработка подходов для совершенствования учебных программ и реализации в них рекомендаций ICT CFT.
  2. Понимание роли ИКТ в образовании; Учебная программа и оценивание; Педагогические практики; Технические и программные средства ИКТ; Организация и управление образовательным процессом; Профессиональное развитие.
  3. Название модуля Учебная программа Компетенции учителя Цели (Учителя должны быть способны…) Примеры методов
  4. Разделение уровней ICT CFT ( TL , KD и KC ): В ICT CFT нет четких критериев разделения уровней, не всегда просматривается эволюционный (накопительный) характер. Это приводит к тому, что авторы программ (пользователи Рекомендаций) рассматривают три подхода (уровня) как различные аспекты и пытаются их все учесть. В подавляющем большинстве программ нет полной реализации всех шести модулей. Более того, отдельные части программы можно отнести к разным подходам (уровням). Фактически наблюдается частично горизонтальная компоновка (например, рассматриваются « традиционные методы» и «группы сотрудничества »). Более того, учебные программы зачастую раскрывают только отдельные аспекты нескольких из 18 модулей. Например, есть программы, которые рассматривают только аспекты « Информационной безопасности » (TL.6c). При самооценке учебных программ авторы стремятся повысить их уровень, ссылаясь на конкретные примеры из Рекомендаций и часто обтекаемые формулировки компетенций (и целей). Пример приведен в приложении 1.
  5. Рамочный характер ICT CFT : Сама матрица ICT CFT местами плохо формализована (с точки зрения практического сравнительного оценивания) В матрице наблюдается неравномерность модулей (Например, для уровня KC требуется уметь разрабатывать стратегические документы, и при этом в качестве технических навыков рекомендуется преподавать инструменты для создания мультимедийного контента) Также в матрице присутствует частичное дублирование показателей, критериев и компетенций в различных модулях. Уровень «Генерация знаний» ( KC ): Достижение этого уровня возможно и часто реализуется при индивидуальной работе (отдельные проекты школьников/студентов, конкурсы и т.д.), что вызывает сомнения о перспективности массовой подготовки учащихся на этом уровне. Не совсем ясно стоит ли сюда относить традиционную научно-исследовательскую деятельность школьников и студентов (НИРС). Можно ли на этот уровень классифицировать существующие сетевые проекты и сообщества учителей ‑ например, Летописи Intel или портал Творческих учителей Microsoft .
  6. Большое количество программ и их слабое методическое описание Для полноценного анализа требуется внимательное изучение пособий, других объемных материалов. Существует множество отдельных семинаров/вебинаров/кейсов, которые развивают идеи модулей уровня « KC », но их систематизация требует существенных затрат. Поверхностный анализ (по аннотации, или по содержанию учебного пособия) трудно обосновать в случае несогласия авторов.   Дл
  7. Код ФГОС Название Уровень 050100 Педагогическое образование бакалавриат/ магистратура 050400 Психолого-педагогическое образование 050700 Специальное (дефектологическое) образование 051000 Профессиональное обучение (по отраслям) 050407 Педагогика и психология девиантного поведения специалитет
  8. Для каждой программы был определен ее тип, согласно классификации представленной в разделе 1.: V 1 : курсы базовой компьютерной грамотности или технологической компетентности для учителей и преподавателей, а также продвинутые курсы оп использованию ИКТ в преподавании; V 2 : учебные курсы для школ/вузов, рассчитанные на обучение в «академическом режиме» ‑ в течение семестра; V 3 : специализированные тренинги, учебные курсы и сертификации для инструкторов тренинговых центров. V 4 : учебно-методические комплексы по технологическим курсам, предназначенные для слушателей тренинговых центров; V 5 : технологические курсы, ориентированные на пользователей соответствующих ИКТ и представляемые системе образования на бесплатной или льготной основе. V 6 : Специализированные курсы для руководителей образовательных учреждений.
  9. В ходе проведенного анализа учебных программ на соответствие Рекомендаций ICT CFT ЮНЕСКО были сформулированы локальные предложения (раздел 3), которые обобщаются с целью совершенствования учебных программ и реализации в них рекомендаций ICT CFT. Рекомендуется для ФГОС ВПО укрупненной группы «Образование и педагогика» (050000): в характеристиках профессиональной деятельности для всех уровней и каждого вида профессиональной деятельности прописать в явном виде задачи использования ИКТ. в требованиях к результатам освоения ООП: включить требования к приобретению профессиональных ИКТ-компетенций в соответствии с международными рекомендациями ЮНЕСКО ICT CFT . указать необходимый уровень усвоения (результаты обучения) соответствующих компетенций для программ: бакалавриата – «Освоение знаний» ( KD) ; специалитета и магистратуры – «Производство знаний» ( KC ). в требованиях к структуре основных образовательных программ: включить в профессиональный (общепрофессиональный) цикл шесть модулей (подмодулей), представленных в Рекомендациях ЮНЕСКО ICT CFT . для выбранного уровня освоения программы (результатов обучения) указать (сопоставить) индикаторы компетенций, представленных в соответствующих разделах Рекомендаций ЮНЕСКО ICT CFT . На период действия существующих ФГОС внести соответствующие дополнения (изменения) в основные образовательные программы вузов. Внести перечисленные дополнения (изменения) в собственные стандарты федеральных и научно-исследовательских университетов. При этом рекомендуется ориентироваться на уровень «Производство знаний» ( KC ) Рекомендаций ЮНЕСКО ICT CFT .  
  10. Для сопоставления требований ФГОС и Рекомендаций ЮНЕСКО ICT CFT рекомендуется: разработать методику сопоставления, которая будет учитывать различный формат представления компетенций и требований в ФГОС и ЮНЕСКО ICT CFT. Осуществить оценивание трудоемкости освоения компетенций ЮНЕСКО ICT CFT , произвести кредитование учебной нагрузки согласно правилам в национальной системе зачетных единиц, Использовать полученные цифры как базовые для проектирования учебных планов.  
  11. Для разработчиков и провайдеров программ дополнительного профессионального образования рекомендуется: разработать новые специализированные программы повышения квалификации, охватывающие все модули и индикаторы ICT CFT ЮНЕСКО; провести детализированный анализ существующих программ и их спецификацию с точки зрения Рекомендаций; разработать новые программы повышения квалификации, развивающие компетенции для уровней KD и KC , т.к. их в настоящее время недостаточное количество.  
  12. ИКТ-вендорам рекомендуется: разработать образовательные модули или специальные курсы, которые направлены на развитие ИКТ-компетенций учителей и преподавателей, описанных в ICT CFT ЮНЕСКО. при определении условий реализации учебных программ сертифицированными инструкторами (учителями, преподавателями) использовать Рекомендации по ИКТ-компетентности ICT CFT . при разработке или локализации образовательного контента ориентироваться на высокие уровни ICT CFT («Освоение знаний» и «Производство знаний»), создавать специальные кейсы, использовать рекомендованные образовательные технологии. Возможным вариантом такой методики и соответствующим нормативным документом может стать ТОП-программа ( http :// it - claim . ru / top )