The document outlines UNESCO's ICT competency framework for teachers, which includes three levels - technology literacy, knowledge deepening, and knowledge creation. It provides examples of how teachers can demonstrate each level in their everyday work. At the technology literacy level, a teacher uses basic ICT like word processing on a whiteboard for activities like sentence making. At the knowledge deepening level, a PE teacher uses video recording and online resources to help students learn more about fitness. At the highest level of knowledge creation, teachers facilitate student projects using ICT that combine subjects and allow students to create new knowledge.

1. UNESCO ICT COMPETENCY
FRAMEWORK FOR TEACHERS
Dr.M.Deivam
Assistant Professor in ICT in Education
Dept. of Education
The Gandhigram Rural Institute –
(Deemed to be University)
Gandhigram, Dindigul District, Tamil Nadu – 624 302

3. • The first is Technology Literacy, enabling
students to use ICT in order to learn more
efficiently.
• The second is Knowledge Deepening,
enabling students to acquire in-depth
knowledge of their school subjects and apply
it to complex, real-world problems.
• The third is Knowledge Creation, enabling
students, citizens and the workforce they
become, to create the new knowledge
required for more harmonious, fulfilling and
prosperous societies.

4. TECHNOLOGY LITERACY IN THE EVERYDAY WORK
OF A TEACHER
UNDERSTANDING
ICT IN
EDUCATION
Teacher understands the basic principles of using ICT in
teaching, so he/she considers how to make the best use of an
interactive whiteboard recently installed in his/her classroom.
CURRICULUM
AND
ASSESSMENT
The teacher realizes that using word processing on the interactive
whiteboard would offer a new approach to one of the basic skills
in the curriculum
Word processing can also be used for formative assessment.
PEDAGOGY Using the word processing application, the teacher displays on
the interactive whiteboard
Examples: Sentence making - Asks students to come to the
interactive whiteboard and operate it themselves to show how they
can improve sentences.

5. ORGANIZATION
AND
ADMINISTRATION
Using the school’s computer network, the teacher records her students’
grades on a central file which other teachers and the school
administration can also access.
TEACHER
PROFESSIONAL
LEARNING
The teacher searches various websites to find teaching resources on
writing skills, including exercises and writing assignments, stimulus
material and ideas for lessons.
ICT Initially, the teacher uses a word processing application on the
interactive whiteboard while conducting a discussion with the
class. The whole class can then discuss and evaluate different
wordings.

6. KNOWLEDGE DEEPENING IN THE EVERYDAY WORK OF A
TEACHER
UNDERSTANDING ICT IN
EDUCATION
ICT would improve the PE lessons and help students learn
CURRICULUM AND
ASSESSMENT
The PE teacher uses the ICT
Record students’ performance in the gym with a digital video
camera.
PEDAGOGY Previously, students did not find very interesting, but now he is
able to show them dramatic clips from films, sporting events and
music and dance videos which feature athletic celebrities and
make fitness look very attractive.
ICT Teacher obtains: laptop computer, projector, video clips from the
Internet, simulations and animations, spreadsheet software, a
digital video camera to record students.
ORGANIZATION AND
ADMINISTRATION
The teacher uses his laptop to monitor the students’ entries on
their collaborative spreadsheet, and to post on the social
networking site encouraging comments and extra information on
fitness programmes.
TEACHER PROFESSIONAL
LEARNING
The teacher regularly visits an Internet discussion forum hosted by
the professional association for PE teachers.

7. KNOWLEDGE CREATION IN THE EVERYDAY WORK OF A TEACHER
UNDERSTANDING ICT
IN EDUCATION
ICT-based project for students in collaboration with the history
teacher and the maths teacher
CURRICULUM AND
ASSESSMENT
Students create knowledge
Assessment rubrics which they will use throughout the project to
assess their own and each other’s work, in collaboration with their
teachers.
PEDAGOGY The teachers act as monitors and coaches to the students - skills and
knowledge they need, advising them of methods they could use
ICT The students use: Internet, spreadsheet programs, graphics
applications, digital cameras and audio recorders, word-processing
software, presentation software etc.
ORGANIZATION AND
ADMINISTRATION
The teacher creates environments on the school’s learning
management system (the school’s computer network) which allow
students to store, share and develop their work collaboratively
TEACHER
PROFESSIONAL
LEARNING
Teacher regularly shows other teachers how the project uses ICT to
enable students to generate knowledge while studying their school
subjects.