GLOBAL SYMPOSIUM ON ICT IN EDUCATION 2013CHANGING ROLE OF TEACHERS: POLICIES AND PRACTICES

22- 24 October, 2013, Seoul, Republic of Korea

National ICT Competency Standards for Teachers: Review of Asian Countries

Jonghwi Park Programme Specialist

ICT in Education, UNESCO BangkokAsia and Pacific Regional Bureau for Education

Click to edit Master title styleOutline

• Background

• Methodology

• Findings

• Way forward

Click to edit Master title styleBackground (1)

• A baseline research for a new project: “Supporting Competency-Based Teacher Training Reforms to Facilitate Effective ICT-Pedagogy Integration” (2013-2017)

Click to edit Master title styleBackground (2)

• Purpose:

1. To investigate the current status of teacher trainings on ICT

2. To benchmark promising cases where ICT competency for teachers have been successfully developed and guiding the teacher training

Click to edit Master title styleMethodology

• Target: 16 Member States

– 10 ASEAN countries

– 6 East Asia and Pacific (Australia, China, Japan, Mongolia,

New Zealand and Republic of Korea)

• Duration: Jan – Aug 2013

• Data: Official documents from the studied countries (e.g. policy documents, laws, strategic plans, published papers, curricula, etc.)

• A snapshot of the most significant development in ICT training for teachers

Click to edit Master title styleFramework for Analysis

1. Availability of national standards for teachers

2. Domains of the standards

3. Legal power

4. Professional Development based on such standards

5. Assessment of competencies

6. Recognition of competencies

Findings

Click to edit Master title styleAvailability of National Standards for Teachers

• Does a country have such national competency standards for teachers to begin with?

• Do the standards systematic stand-alone for ICT or integrated into overall teacher competencies?

Click to edit Master title styleAvailability (1)

Available Not available UnderDevelopment

Does a country have such national competency standards for teachers to begin with?

AUS, CH, JPN, KOR, MAL, NZ, PHI, SG, TH, (9)

BR, CAM, LAO, MYN, VN (5)

IND, MOG (2)

95

2

Available

Not available

Under dev't

Click to edit Master title styleAvailability (2)

Stand-Alone Integrated UnderDevelopment

Do the standards systematic stand-alone for ICT or integrated into overall teacher competencies?

IDN, PHI, SG, TH, CH, KOR, JPN (7)

MAL, AUS, NZ (3) MOG (1)

7

3

SA

INT

Click to edit Master title styleDomains

Domains

AUS Professional Knowledge; Professional Practice; Professional Engagement

CH Awareness & Attitude; Knowledge & Skills; Implementation & Innovation; Social Responsibility

KOR Information gathering; Information analysis & processing; Information transfer & Exchange; Information ethics & security

JPN Educational Media; Curriculum Development; Moral Issues & Copyright;Network Security; Basic Computer Skills; Computer-Aided T&L; Using the Internet and E-mail; Digital Presentation; Website Production & Non-linear Editing; Networking & Computer Supported Collaborative Learning; Utilizing Digital TV in Education; Hypermedia Production

NZ Professional relationships & value; Professional knowledge in practice

PHI Technology; Social & Ethical; Pedagogical; Professional

SG Professional Practice, Leadership & Management, Personal Effectiveness

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• 4 domains, 15 standards

Example 1: ISST of Korea

Domain Standards

Information

gathering

Identify location, access, and read information,

Gather and evaluate information,

Store and Manage information

Information analysis

and processing

Produce, edit, and word-process materials,

Process and analyze spreadsheet materials,

Produce and edit multimedia materials,

Produce and edit presentation materials,

Use and manage the NEIS system

Information transfer

and exchange

Present and transfer information,

Communication and exchange

Information ethics

and security

Understanding the information society,

Prevent distribution of harmful materials,

Protect intellectual property,

Manage personal information,

Keep netiquette

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Domains Standards

Technology • Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance.

• Use appropriate office and teaching productivity tools. • Understand and effectively use the Internet and network applications and resources. • Demonstrate knowledge and skills in information and data manage

Social and Ethical

• Understand and observe legal practices in the use of technology. • Recognize and practice ethical use of technology in both personal and professional

levels. • Plan, model and promote a safe and sound technology-supported learning

environment. • Facilitate equitable access to technology that addresses learning, social and cultural

diversity.

Pedagogical • Apply technology to develop students’ higher order thinking skills and creativity • Provide performance tasks that require students to locate and analyze information

and to use a variety of media to clearly communicate results • Conduct open and flexible learning environments where technology is used to

support a variety of interactions among students, cooperative learning and peer instruction. +++

Professional • Proactively engage in exploring and learning new and emerging technologies . +++

Example 2: NICS Philippines

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DOMAINS STANDARD AREAS

Awareness and

Attitude

Awareness of Educational Value of ICT

Self-consciousness of using ICT

Assessment and self-reflection

Concepts of Lifelong Learning

Knowledge and skills Basic knowledge and Information

Basic ICT skills

Implementation and

Innovation

Designing and implementing lessons

ICT-supported teaching and management

ICT-enhanced research and professional development

ICT-mediated communication and collaboration

Social Responsibility

Applying ICT equitably

Applying ICT effectively

Applying ICT appropriately

Self-regulating practice

Example 3: China

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Domain 1. ICT

Literacy

2. Knowledge

Deepening

3. Knowledge

Creation

4. Knowledge

Sharing

A. Policy

B. Curriculum and

Assessment/Eva-

luation

C. Pedagogy

D. ICT

E. Organization and

Administration

F. Professional

Development

Example 4: Indonesia (under dev’t)

Click to edit Master title styleLegal Power (Compulsory)

• Is ICT standards compulsory for teacher qualification?

• Is it compulsory for an in-service teacher to be promoted?

AUS CH JPN KOR MAL NZ PHI SG TH

Qualification Y Y Y Y NA Y NA Y NA

Promotion Y Y N N N Y NA NA NA

Click to edit Master title styleProfessional Development

• Who are the main providers of the professional development in the country?

• Does the national professional development programme follow/is informed by the standards? (both In-service and pre-service)

Click to edit Master title stylePre-service training providers

5

11

National TTC, NIE, University (TEI)

Local Gov, 5

NGO, 1NA, 2

Local Gov + Priv, 7

Local Gov + NGO, 1

Pre-service Training Provider (N=16)

In-service Training Provider (N=16)

Click to edit Master title styleStandards-informed curriculum

• Difficult to find the relevant information

N=7 AUS CH JPN KOR MOG NZ PHI SG

Does the national professional development program follow/ informed by the standards?

Y Y Y Y N Y N Y

• AUS: Australian Teacher Performance and Development Framework• NZ: E-Learning Planning Framework• KOR: Training designed based on ISST framework• JPN: Educational Media In-service Teacher Training Curriculum

Standard

Click to edit Master title styleAssessment

• Is there any assessment system established to assess and track whether a teacher has acquired the competencies?

• If so, how do the competency standards inform the assessment? How are these competencies assessed?

Click to edit Master title styleAssessment

(N=16) Available Not available Under dev’t No information available

Existence of national assessment system for competencies

AUS, CH, JPN, KOR, NZ, PHI, SG (6)

MOG, MYN (2) IND, MAL, VN (3)

BR, CAM, LAO, TH (4)

Click to edit Master title styleTypes of Assessment

Country (N=8)

Types

AUS Demonstration of EvidenceRecommendation from school / workplaceSite visits, observations* (for Highly Accomplished Lead Teachers)

Professional discussion*

CH National Test (written)

IDN Written, performance test, portfolio

JPN Self-reporting

KOR Certification upon course completion

NZ Evidence, recommendation from school

PHI Oral and written

SG Self-reporting and portfolio

Click to edit Master title styleAustralia

Achievement in all the seven standard areas and each standard descriptor has to be evidenced by the teachers. Evidence should come from multiple resources and include minimum:

– data showing impact on students outcomes,

– information based on direct observation of teaching,

– evidence of collaboration with colleagues

Click to edit Master title styleSingapore

• Teachers can record their portfolio using the national platform, Enhanced Performance Management System (EPMS)

• Self-assessment, setting their goals for teaching, instructional innovations, professional and personal development

Click to edit Master title styleRecognition of competencies

• Is a recognition system established to track and monitor teachers’ progress (in general, and more specifically in ICT training)?

• What happens if a teacher fails the exam? Would the teacher be sent to training? Is there a make-up programme for the failed teachers?

Click to edit Master title styleRecognition

(N=16) Available Not available No information available

Existence of recognition system for competencies

AUS, CH, JPN, KOR, NZ, PHI, SG (7)

CAM, MAL, LAO, MOG (4)

BR, IND, MYN,TH, VN (5)

- Australia: Highly Accomplished and Lead Teachers (not exclusively for ICT competencies) – one-time financial benefits

- Korea, Japan: Increases employment opportunities - China: Compulsory (every teacher should attain the certification

of ICT competencies)- Failed applicants:

- AUS, NZ: Reapplication with training - KOR, CH: Retake

Way Forward

Click to edit Master title styleA thought

Click to edit Master title styleFuture Plans

• Expand the study to include South Asia (Bangladesh, India, Nepal, Pakistan, Sri Lanka)

• In-depth case study of benchmarked countries (step-by-step description of how they developed the system)

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THANK YOU.

Jonghwi Park (j.park@unesco.org)

ICT in Education, UNESCO BANGKOK

(www.unescobkk.org/ict)