Crucial  role  of  teachers  

UNESCO  recognizes  that,  because  of  its  nature,  incorpora5ng  ICT  in  educa5on  has  originated  a  need  to  redefine  teacher’s  profession  by  transforming  from  ac5ve  instructors  to  a  more  interac5ve  role  by  facilita5ng,  coaching  and  scaffolding.  

This  means  that  teachers  will  keep  a  key  role  in  forma5ve  process  since  they  would  be  the  ones  to  guide  coming  genera5ons  to  enhance  their  natural  discovery  ap5tudes  into  self-­‐regulated  learning  strategies  to  make  the  most  from  exis5ng  and  coming  ICT.      In  order  to  do  this,  teachers  must  focus  their  goals  to  develop  or  reinforce  some  basic  competencies  that  should  prove  transversal  through  the  whole  curriculum.  

ICT-enhanced Learning

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Competencies  Required  (adapted  from  Gaible  &  Burns,  2005)  

Image  credit  :  Northern  Ireland  Execu5ve  (cc)  

*  Technical  competencies:  Knowing  how  to  use  the  intended    ICT      

*  Func3onal  competencies:    Knowing  how  ICT  can  help  in  a  daily  teacher’s  endeavor      

*  Logis3cal  competencies:  Knowing  how  to  make  the  most  of  ICT  regardless  its  number  or  propor5on  (in  case  they  are  few    resources  for  many  students)    

*  Affec3ve  competencies:  Knowing  how  to  take  advantage  of  ICT  to  gain  confidence  in  strategies  and  prac5ces  as  facilitator  

*  Organiza3onal  competencies:  Knowing  how  to  organize  classes  to  integrate  ICT  as  part  of  what  it  is  already  done  in  the  classroom    

*  Conceptual  competencies:  Knowing  how  to  learn  from  and  with  ICT    

*  Instruc3onal  competencies:  Knowing  how  to  use  ICT  for  helping  students  learn  in  different  ways  while  suppor5ng  curriculum  and  teaching  strategies    

*  Evalua3on  competencies:  Knowing  how  to  assess  students  learning  with  ICT    

   

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But  this  can’t  be  achieved  alone.  Some  condi5ons  are  needed.  

Condi5ons  that  support  teachers  

(adapted  from  ISTE,  2014)    Common  view:    Teachers  and  support  staff,  school  and  district  administrators,  teacher  educators,  students,  parents,  and  the  community  should  all  be  involved  Implementa3on  Planning:  Plan  congruent  to  common  view  towards  ICT  adop5on    Funding:  Should  prove  consistent  and  strategic  to  make  the  most  of  human  resources  and  infrastructure  Access:  Same  possibili5es  of  ICT  interac5on  among  school  popula5on  regarding  products  and  services  

Qualified  mediators:    Teachers,  staff  and  volunteers  with  skills  to  facilitate  ICT  implementa5on  and  opera5on  process  Con3nuous  learning:  In  order  to  keep  up  date  with  ICT  streams  and  uses.    Technical  support:  To  keep  a  correct  ICT  use  and  maintenance    Curriculum  lined:  Always  keep  related  Student-­‐centered  learning:  Keep  an  eye  on  student  needs    Assessment  and  Evalua3on:  In  order  to  get  real  feedback  Social  ac3on:  Collaborate  and  share  with  equal  interests  engaged  communi5es    

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References  

Gaible,  E.  and  Burns,  M.  (2005).  Using  Technology  to  Train  Teachers:  Appropriate  Uses  of  ICT  for  Teacher  Professional  Development  in  Developing  Countries.    Washington,  DC:  infoDev  /  World  Bank.  Retrieved  from  h\p://www.infodev.org/en/Publica5on.13.htm      ISTE.  (2014).  Essen=al  condi=ons.  Retrieved  from  h\ps://www.iste.org/standards/essen5al-­‐condi5ons    UNESCO  Bangkok  (n.d.).  Teachers'  role  and  needs  in  the  ICT  environment.  Retrieved  from  h\p://www.unescobkk.org/en/educa5on/ict/themes/training-­‐of-­‐teachers/guidelines/teachers-­‐role-­‐and-­‐needs/