ANALYSIS OF TEACHER TRAINING PROGRAMMES IMPLEMENTED IN RUSSIAN

FEDERATION FOR COMPLIANCE WITH UNESCO ICT-CFT

Philippovich AndreyPhilippovich Andrey

1144 November November 201 2012 - Moscow2 - Moscow

IITE UNESCOIITE UNESCO

MAC ICT, Bauman MSTUMAC ICT, Bauman MSTU

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 ICT Competency Framework

for Teachers (ICT-CFT)for Teachers (ICT-CFT)

ICT Competency Framework ICT Competency Framework

for Teachers (ICT-CFT)for Teachers (ICT-CFT)

ICT Competency Framework ICT Competency Framework

for Teachers (ICT-CFT)for Teachers (ICT-CFT)

Modules structure:Modules structure:Module titleModule titleCurriculumCurriculumTeacher competenciesTeacher competenciesObjectives (Teachers should be Objectives (Teachers should be able to …)able to …)Example methodsExample methods

For most of the modules the "Objectives" section is divided into sub-sections numbered alphabetically (a, b, c ...),

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

bachelor/

master

050400 Psychological and pedagogical education

050700 Special (defectological) education

051000 Professional education (by subject area)

050407 Pedagogy and psychology of deviant behaviour specialist

UNESCO ICT-CFT interpretation

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

№ 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

способны…)

Результаты обучения (уровень освоения компетенций, знания,

умения и навыки), в отдельных случаях ‑ детализация компетенций

1.   Примеры методов Основные пути приобретения компетенций

Analysis of the HE-programmes(Federal State Educational Standards)

FSES code

FSESProfessional goals of

bachelors and specialists050100 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 Education

the use of scientific methods and modern information technologies in professional activities

050700 Special (defectological) education

No focus on the use of ICTs in professional activities051000 Professional education (by subject area)

Код ФГОС

Название ФГОСПрофессиональные задачи бакалавров и специалистов

050100 Педагогическое образованиеиспользование возможностей образовательной среды для обеспечения качества образования, в том числе с применением информационных технологий

050400Психолого-педагогическое образование

использование научно обоснованных методов и современных информационных технологий в организации собственной профессиональной деятельности

050700Специальное (дефектологическое) образование

акцентирование внимания на использовании ИКТ в профессиональных задачах не представлено

051000Профессиональное обучение (по отраслям)

Analysis of the HE-programmes(Federal State Educational Standards)

FSES code

FSES Level ICT CFT Module Code

050100 

Pedagogical education 

Bachelor

Technology literacy:ICT (Basic tools)Pedagogy (Integrate technology)Teacher professional learning (Digital literacy)

TL.3,TL.2,  TL.6

Master

Knowledge deepening, Knowledge creationCorrespondence to some indicators

KD, KC 

050400 

Psychological and pedagogical education 

Bachelor

Technology literacy:ICT hard- and software (basic) 

TL.3

Master

Technology literacy:ICT (Basic tools)Pedagogy (Integrate technology)

TL.3, TL.2

Analysis of the HE-programmes(Federal State Educational Standards)

FSES code

FSES Level ICT CFT Module Code

050100 

Pedagogical education 

Bachelor

Technology literacy:ICT (Basic tools)Pedagogy (Integrate technology)Teacher professional learning (Digital literacy)

TL.3,TL.2,  TL.6

Master

Knowledge deepening, Knowledge creationCorrespondence to some indicators

KD, KC 

050400 

Psychological and pedagogical education 

Bachelor

Technology literacy:ICT hard- and software (basic) 

TL.3

Master

Technology literacy:ICT (Basic tools)Pedagogy (Integrate technology)

TL.3, TL.2

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, knowledge maps and video services), Technological methods of enhancing cognitive activity, Learning situations design in line with new federal state educational standards (FSES)

V1 KD

1.  Intel® Teach Elements series: (Project-based approaches, Assessment in 21st century, classroom, Collaboration in the Digital Classroom)

V1 KD

1.   Optional courses and trainingsLearn to think together, School students – researchers, Web 2.0 network, Managerial project in education, ‘1 student – 1 computer’ educational environment

V1 KD-KC

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

educatorsV1 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.4No.

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 CFTmake 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.

ContactsContacts

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

ANDREY PHILIPPOVICHANDREY PHILIPPOVICH

Ph.D., Prof., Chief Executive Deputy of MAC ICT,Ph.D., Prof., Chief Executive Deputy of MAC ICT,

Chief of Laboratory of Technical Education in Russia Chief of Laboratory of Technical Education in Russia

of Bauman Moscow State Technical Universityof Bauman Moscow State Technical University

Personal page - http://it-claim.ru/andrey   

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twitter –  http://twitter.com/A_Philippovich