PowerPoint Presentation

ICT Competencies of Primary School TeachersEsther MwiyeriaEducation/Technologist Global e-Schools and Communities Initiative (GeSCI)OutlineIntroductionExpectations Tell me something that I do not knowBackground and Contextual informationExercise on the WallGroup-work

Output: Competencies to focus on in the next 8 months for the ACE teachers.GeSCIs FoundationDeveloping countries following the rest of the world by placing ICTs and ICTs in Education at the centre of their development strategies. However, developing countries are less equipped in terms of capacity and resources- human and financial- to successfully and effectively harness the potential of ICTs. With this in mind, GeSCI was founded by the UN ICT Taskforce in 2003, and began operations in 2005 working initially with Namibia, Ghana, India, Bolivia and Rwanda, Tanzania and Kenya

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UN ICT TaskForceGeSCI as a Global ProgrammeGeSCI Activities 2009 - 2012Country programmes involving direct advisory engagement with developing country MoEs on a system-wide basis to provide high quality strategic advice and support to the countries own plans, policies and efforts to deploy and integrate ICTs in education.Implementation (SME-ICT Project in Tz, Ghana SHS connectivity Project)Regional programmes involving knowledge sharing between GeSCI and the partner countries and between the partner countries, at the regional level in Africa, Asia and Latin America.In Africa (working with 12 African Countries on skills in ICT leadership)Knowledge products and services through the identification of major knowledge gaps or common challenges related to ICTs in education. Courses, Tools, Frameworks, Guidelines etcPromoting partnerships and facilitating global dialogue by leveraging ICTs to promote communication and collaboration with a diverse number of partners, globally, regionally and locally.Accelerating 21st Century Education (ACE) in KenyaHow does 21st century education look like?Critical thinking and problem solvingExercising sound reasoning and understandingMaking complex choices and decisions Identifying and asking significant questions that clarify various points of view and lead to better solutions Framing, analysing and synthesizing information in order to solve problems and answer questions CommunicationArticulating thoughts and ideas clearly and effectively through speaking and writingCollaborationDemonstrating the ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work Information literacyAccessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information 21st Century EducationMedia Literacy

Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviours Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information Computer LiteracyUsing digital technology, communication tools and/ or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Partnership for 21st Century Skills 21st Century EducationFlexibility and AdaptabilityAdapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities Initiative & Self-DirectionMonitoring ones own understanding and learning needs Going beyond basic mastery of skills and/or curriculum to explore and expand ones own learning and opportunities to gain expertise Demonstrating initiative to advance skill levels towards a professional level Defining, prioritizing and completing tasks without direct oversight Utilizing time efficiently and managing workload Demonstrating commitment to learning as a lifelong process Social and cross cultural skillsWorking appropriately and productively with others Leveraging the collective intelligence of groups when appropriate Bridging cultural differences and using differing perspectives to increase innovation and the quality of work Partnership for 21st Century Skills 8Objectives of Primary School Education in KenyaAcquire literacy, numeracy, creativity and communication skillsEnjoy learning and develop desire to continue learningDevelop ability for critical thinking and logical judgmentAppreciate and respect the dignity of workDevelop desirable social standards, moral and religious valuesDevelop into a self-disciplined, physically fit and healthy personDevelop aesthetic values and appreciate own and other people's culturesDevelop awareness and appreciation of the environmentDevelop awareness of and appreciation for other nations and international communityInstil respect and love for own country and the need for harmonious co-existenceDevelop individual talentsPromote social responsibility and make proper use of leisure timeDevelop awareness and appreciation of the role of technology in national development

Kenya Vision 2030Kenyas Development Blueprint. transform Kenya into a newly industrializing middle income country providing a high quality of life to all its citizens by the year 2030.Human Resource DevelopmentKenya intends to create a globally competitive and adaptive human resource base to meet the requirements of a rapidly industrialising economy. This will be done through life-long training and education.The big picture?

EquityQualityRelevanceAccessEquity in qualityRadioTelevision ComputersThe WebStudents Teachers PoliciesCurriculumAssessment Development ladderSubsistence economyCommercial economyEmergingeconomyInformationeconomyKozma, B., (2009)The development ladderThe subsistence economy: low agricultural productivity, poor coverage of public services, small amounts of exports in a narrow range of commodities, low living standards, farm production goes to immediate use rather than market, little capital investment for financing public infrastructureThe development ladderCommercial economy: rural and urban households are part of the monetary economy, both save and invest as they can, manufacturing capacity drawing on low-skill, low wage labor, more people enter the workforce, save and pay taxes, large attraction of foreign direct investmentThe development ladderEmerging economy: complete coverage of basic infrastructure, basic education, basic health services, safe drinking water, sanitation, exporter of manufactured goods and information based products, increased capital investment, know-how and technology, not only importing technologies from abroad but also improving them.The development ladderInformation economy: Technology-based economy widespread tertiary education, extensive public financing of scientific studies, extensive private-sector-led research and development, foreign exchange earned by exporting knowledge and technological advances, Implications on education systemBasic literacy: increase the number of people with basic literacy and numeracy skills, lecture methods, high S-T ratios, closely supervised curriculum etcKnowledge acquisition: preparing a knowledgeable workforce, improving on quality, technology literacy, ICT as a subject add-on, factual recall, supplemental use of various technologies, computers in a laboratoryKnowledge deepening: increase ability of the workforce to add to add value to economic output, ICT integrated in the curriculumKnowledge creation: learners develop the ability search for, organize, analyze information, communicate effectively, collaborate with others, critical, innovatively, and creatively, life long learningDevelopment ladder and education Subsistence EconomyCommercial EconomyEmergingEconomyInformationEconomyBasic EducationKnowledge AcquisitionKnowledgeDeepeningKnowledge Creation How do we get there? Teacher competencies are descriptions of what a qualified teacher/ educator in a given country should know and be able to do.Thornton 2007 Thornton 2007What are Competencies?Clear for all to see what is required Training Institutes will need to procure lecturers & instructors to meet those competences Training Providers provide training which meet country priorities as expressed in the competency framework Teacher Educators and Teachers understand the minimum standards required of them The community can be confident that students are being taught by teachers who have achieved agreed and transparent standards and comptencies.

Why do we need Competencies?Clear for all to see what is required of a qualified teacher/lecturer/ instructor in terms of knowledge, skills and attitudes.All technical training institutes will need to make sure that they procure lecturers & instructors to meet those competences All training providers will have to ensure that they provide training programs which meet country priorities as expressed in the competency framework Teacher Educators and Teachers will be able to see the minimum standards required of them The general public can be confident that students are being taught by teachers who have achieved agreed and transparent standards

22Overview of different ICT competencies from around the world 5 sets of standards for different professional development rolesBeginning Teachers with modest skills and experience in pedagogy and ICT use Practicing Teachers who are beginning users of ICT range of pedagogy Practicing Teachers who are accomplished users of ICT School Leaders who require ICT standards to encourage and support their roles as effective leaders Teacher Educators who require ICT standards to inform their own practice and to provide effective role models for their students

UNESCO 2010 Commonwealth Department of Education Science and Training (2002)Australia ICT CFTFive Categories - Student Learning & Creativity; Digital-Age Learning Experiences and Assessments; Digital-Age Work & Learning; Digital Citizenship & Responsibility; Professional Growth & LeadershipDifferent target groups - students, teachers, administrators, ICT technicians Clear performance indicators - description of practices & master levelsContinual development phases beginning, developing, proficient, transformativePractical case studies scenarios of technology use in classroom practice

UNESCO 2010 NETS 2008

National Educational Technology Standards for Teachers (NETS)UNESCO 2010 UNESCO 2008; 2011

BreadthDepthRole: Teachers, Technology Coordinators, PrincipalsUNESCO ICT-CFTProcess of Contextualizing the UNESCO ICT CompetenciesA Road Map with the ICT-CFT competency statements Add an emergent level that prepares teachers with adequate skills to participate in ICT-CFT courses Organize the competency roadmap in progression phases for beginning (emergent level) , applying (technology literacy level), proficient (knowledge deepening level) and transformative (knowledge creation level)Create new statements where gaps have been identified in the progressions from emergent to knowledge creation levelsCreate general performance indicators for each domain GESCI 2008 The GESCI ToolsA Continuum of ICT Integration Approaches in Teacher Development

UNESCO 2010 Ng, Miao & Lee (2008) What is neededGESCI 2008 The GESCI Roadmap

The GESCI RoadmapGESCI ICTCFT Development RoadmapThe roadmap can be used to contextualize or tailor a development path for ICT use in professional development to a particular country, its policies and its current educational conditions. The key to moving towards knowledge creation is to assess and leverage current strengths to advance other components in the system.GESCI 2008; UNESCO 2008 31Where else has GESCI done this?Kenya Technical EducationTanzania Secondary EducationRwanda Primary and Secondary EducationNigeria Secondary Education33

Plenary Exercise 1: ICT Competency Framework for Teachers Identifying and prioritizing the ICT competenciesStage 3: Consensus Building on Competencies33Post Top Three Priorities with Stickers on the wallReview the performance indicators for each domain in the competency framework (Each group to be assigned one domain).Pick one priority subdomain from each domain and use the BLUE sticker to identify this.Post the RED sticker indicating what you consider to be your first priority on the wall charts at the corresponding development level indicating where the competencies you would like developed for the ACE teachers.Post the GREEN sticker indicating what you consider to be your second priority on the wall charts at the corresponding development level of teachers indicating where the competencies you would like developed for the ACE teachers.Post the YELLOW sticker indicating what you consider to be your third priority on the wall charts at the corresponding development level indicating where the competencies you would like developed for the ACE teachers.

Assessment ContinuedStage 3: Consensus Building on Competencies34What patterns do you see and what does this tell you?What seems to be highest ICT-Teacher development priority areas for the total group and what might be the reasons?What ICT-Teacher Development areas seem to be lower priorities and what might this indicate?What do the patterns tell us about ICT professional development gaps and needs?

Assessment 1 Stage 3: Consensus Building on Competencies35

Contextualizing ICT Competencies for Teachers

Standards for Standards

Stage 3: Consensus Building on Competencies36In groups of fiveWhat was the top priority competency in each domain?Each group should pick one competency from the six domains. Use the templates provided to complete the following activities Provide feedback on the contextualized competency with identified performance indicators for your competency

Standards for Standards 38Under each system domain there are standards/ competencies which describe what a teacher should know and be able to do in a progression path of ICT use in teaching and learning.Review the sub-domain assigned to your group using criteria of relevance, clarity and scope to assess the progression of standard statements.Provide comments/suggestions your group may have for improving or modifying the statements and progression paths to make them more relevant, clearer or provide more coverage. Stage 3: Consensus Building on Competencies3839General reviewWhat does the competency mean to the group? Does the competency have relevance for the teaching context in Primary Schools in Kenya?Do the competencies reflect what a teacher needs to know/ need to be able to do with technology in teaching and learning in primary schools in Kenya Relevance

Stage 3: Consensus Building on CompetenciesRelevance3940ClarityWill primary school teachers be able to understand what each of the competency statements mean?Will it be possible for teachers to use the competencies for self-assessment of their practice?

Stage 3: Consensus Building on Competencies4041Is there something missing?

Are there other competencies that should be included?

Are there competencies that should be excluded?

CoverageStage 3: Consensus Building on Competencies41Suggestions and Modifications42If the group has any suggestions for modifications/ rewording (changes, additions, or deletions) to make the statements and progressions clearer, more relevant or more comprehensive for the teaching and learning context.

Please enter these in the space provided. Stage 3: Consensus Building on Competencies42Additional comments of suggestions43Are there any additional comments or suggestions that the group has for validating the competency domain reviewed?

If so please list these in the space for further suggestions provided.

Stage 3: Consensus Building on Competencies43Elephants Policy: Proficient (UC)44Discuss and work collaboratively with others for vision and planning implementation that focuses on exploring new and more effective approaches for ICT integration across all subject areas in the school

Stage 3: Consensus Building on Competencies44Lions Org and Admin: Applying (UC)45Integrate the use of a computer laboratory into ongoing teaching activities

Stage 3: Consensus Building on Competencies45Giraffe Professional DevelopmentInformal learning : Applying (UC)46Identify and manage internet safety issues, use ICT resources to support their own acquisition of subject matter and PK.

Stage 3: Consensus Building on Competencies46Cheetahs Curriculum & Assessment (UC)Comm. & Collaboration: Applying47Use digital media for communication of information and ideas to students, peers to peers,

Stage 3: Consensus Building on Competencies47Rhino ICT (UC)Productivity tools: Applying48 Stage 3: Consensus Building on CompetenciesDescribe and demonstrate the basic tasks and uses of wordprocessors, such as text entry, editing text, formatting text and printing, describe and demonstrate the purpose and basic features of presentation software and other digital resources 48Five GroupsElephants - PolicyCheetahs Curr. & AssBuffalos - PedagogyRhinos ICTLions Org & AdmGiraffes Prof dev.ConclusionsContextualized competencies are:Elephants: Policy Awareness Proficient

Discuss and work collaboratively with others for vision and planning implementation that focuses on exploring new and more effective approaches for ICT integration across all subject areas in the school

ConclusionsContextualized competencies are:Lions: Org & Manag: Leadership: Applying

Integrate the use of ICT resources into ongoing teaching and learning activities

ConclusionsContextualized competencies are:Buffalos: Pedagogy: Student Experience: Applying

Use of presentation software and digital resources to support instruction

ConclusionsContextualized competencies are:Giraffes: Prof. Dev: Informal Learning Applying Identify and manage internet safety issues, use ICT resources to support their own acquisition of subject matter and PK

ConclusionsContextualized competencies are:Rhinos: ICT: Productivity Tools Applying

Describe and demonstrate the basic tasks and uses of word processor such text entry, editing, text formatting text and printing. Describe and demonstrate the purpose and basic features of the presentation software and other digital resources.

ConclusionsContextualized competencies are:Cheetahs: Curr & Ass: C & C- Applying

3. Use of digital teaching and learning resources to enhance teacher to teacher communication, teacher to student communication and student to student communication

Prioritization of competency rating123456Policy: Policy awareness431359Org &Man.: Teacher Understanding1245220Prof. Dev.: Informal learning2241080Curr. & Ass.: Communication and Collaboration477400Pedagogy: student experience5122210ICT: Productivity tools61117Next stepsDevelop modules based on the identified competencies and implementation guidelinesDevelop M&E tools Conduct training on the developed modulesApply the skills acquired in classroom teachingFormative and summative evaluationsThank You!

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