Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021

1. Role of ICT
Improving Quality of
Future Teachers:
A Proposed ICT
Competency
Framework
for Teachers
Asst. Prof. Dr. Poonsri Vate-U-Lan
Srinakharinwirot University, Thailand
Belt and Road Forum on Teacher Professional
Development, 15th Dec 2021 poonsri.vate@gmail.com

2. Asst. Prof. Dr.
Poonsri Vate-U-Lan
• Researcher and expert in ICT Education
• Lecturer at Srinakharinwirot University, Thailand
• Doctor of Education from RMIT University, VIC,
Australia (2007)
• International Visiting Scholar at Brock University,
Ontario, Canada (2001)
• 2006-2021, Supervisor for PhD in eLearning
Methodology and Technology, Education and
Management Program at AU
• 2018-2019, Expert for International Relationship,
Educational Technology and Research at
ONESQA
7/13/20XX 2

3. http://uis.unesco.org/en/blog/importance-monitoring-and-improving-ict-use-education-post-confinement

6. Leave
no
teacher
behind
Information Communication Technology
6

7. Goals
To build capacity among
policymakers and key
education stakeholders in
developing ICT-CFT in
the context of practice
and knowledge of the
potential of virtual
education.
Q1: How to incorporate
national Teacher
Education Institutes in
designing/enhancing and
implementing the
teacher training
curriculum?
Q2: How to develop an
appropriate competency
assessment and
recognition system and
assessment guidelines
based on ICT-CFT?
Conference presentation 7

8. To prepare
knowledge to
enhance a current
status of ICT
Competency
Framework for
Teachers.
What are the current
pre- and in- service
teacher training
programs?
Preparation Readiness Operation Universal design Development
To develop the
guidelines for ICT-
CFT implementation.
What will be a step-
by-step reference for
developing and
implementing national
ICT-CFT for teacher
development, training
and assessment?
To apply a universal
design to create a
system and
competency
assessment
guidelines align
with International
or UN standards.
What are the
specific strategies
to integrate into
the teacher
training curriculum
for ICT-CFT?
To operate with
Teacher Training
Institutions (TEIs)
networks in order to
expand Training of
Trainers (ToT)
effectively.
What will be the
teacher training
curriculum for
ICT-CFT?.
To explore the
readiness by
conduct a Feasibility
Study.

9. Preparation
9
The ICT Competency Framework for
Teachers (ICT CFT) Version 3 (2018)
European Framework for the Digital
Competence of Educators
South Korean Teacher Competencies
and Teacher Training Modules
Embedded ICT-CST, Adapted
Framework –Philippines

10. The ICT Competency
Framework for
Teachers (ICT CFT)
Version 3 (2018)
A tool to guide pre- and in- service teacher
training on the use of ICTs across the
education system.
• 3 levels: Knowledge acquisition,
knowledge deepening, and knowledge
creation
• 6 aspects: Understanding ICT in
Education, Curriculum and Assessment,
Pedagogy, Digital tools, Organization and
Administration, Teacher Professional
Learning.
• 18 competencies 10

11. Agenda
Meet the presenter
Background
Breakout questions
Hypothesis
Making great products
Comparing Contoso to the competition
History
Key takeaways
Tips for businesses
Call to action
European Framework for the Digital Competence of Educators
11

12. Agenda
Meet the presenter
Background
Breakout questions
Hypothesis
Making great products
Comparing Contoso to the competition
History
Key takeaways
Tips for businesses
Call to action
7/13/20XX Conference presentation 12

13. Agenda
13
Embedded ICT-CST, Adapted Framework –Philippines

14. Readiness
Examine a readiness by conducting
a Feasibility Study
14

15. Feasibility Study (online survey)
What’s kind of skills that
need to be trained to
enhance ICT in education
skill for pre- and in- service
teachers?
What’s the current
teachers’ levels of
knowledge such as
knowledge acquisition,
knowledge deepening, and
knowledge creation?
What are the obstacles to
apply ICT Competency
Framework for Teachers?
What should be an
appropriate solution?
15

16. Operation
MOE
MHESI
CUPT
TPQI
Consortium of Education Deans of Thailand
Teachers’ Council of Thailand
16

17. Operation (a case study in Thailand)
Ministry of Education
Conference of
University Presidents
of Thailand
Thailand Association
for Educational
Communication and
Technology
(Thai-AECT)
Ministry of Higher
Education, Science,
Research and Innovation
Thailand
Professional
Qualification
Institute (Public
Organization)
Teachers’ Council
of Thailand
17
Consortium of
Education Deans of
Thailand

18. Universal design
An appropriate competency assessment
Recognition system
Recognition of prior learning
18

20. https://www.oecd.org/coronavirus/en/recovery-dashboard

21. Call
to
action
• An appropriate competency assessment
• Recognition system
• Recognition of prior learning
21

22. Development
Workshop
Updating the guidelines for ICT-CST
22

23. The 2020 learning losses
equal the gains made in the
last 20 years
Tracking progress on teacher training is vital
to progress towards SDG 4.
COVID-19 school disruptions have caused
learning losses equal to all of the learning
gains in the last two decades.
101 million children and youth from Grades
1 to 8 will fall below the minimum
proficiency level after 2020.
For each month of no or little contact
between teacher and learner two months of
learning were lost.
Recovery could occur by 2024, but only if
exceptional efforts are devoted to the task
through remedial and catch-up strategies.

24. Role of ICT Improving Quality of Future Teachers:
A Proposed ICT Competency Framework
for Teachers
Belt and Road Forum on Teacher Professional Development

25. References
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Education Post-Confinement. http://uis.unesco.org/en/blog/importance-monitoring-
and-improving-ict-use-education-post-confinement
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https://doi.org/10.1787/72d1033a-en
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