Existing Frameworks: UNESCO

Integration in stagesThe introduction and use of

ICT in education proceeds in broad stages that may be conceived as a continuum or series of steps, namely: Emerging, Applying, Infusing, Transforming

Each of the successive stages in the continuum gets richer in both technology and pedagogy in terms of quality and complexity

Temechgn 2009

Emerging Stage

Educational establishments just beginning to explore the possibilities and consequences of using ICT for institutional management and adding ICT to the curriculum

Pedagogically speaking, institutions at this stage are still firmly grounded in traditional, teacher-centered practice.

Applying Stage

Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum

Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development

Infusing Stage Educational institutions involved in integrating

or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.

The curriculum also begins to merge subject areas to reflect real-world applications.

The teachers use ICT to manage not only the learning of their students but also their own learning

Transforming Stage Educational institutions involved in integrating or

embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.

The emphasis changes from teacher-centered to learner-centered.

Institutions at this stage of ICT4TED development have become centers of learning for their communities.

Existing Frameworks: UNESCOICT Teacher Competency Framework

Three approaches for ICT Integration that connect education policy with economic development

Policy & Vision Technology literacy

Knowledge Deepening

Knowledge Creation

Curriculum & Assessment

Basic Knowledge Knowledge Application

21st Century Skills

Pedagogy Integrate Technology

Complex Problem Solving

Self Management

ICT Basic Tools Complex Tools Pervasive Technology

Organization & Administration

Standard Classroom

Collaborative Groups

Learning Organizations

Teacher Professional Development

Digital Literacy Manage & Guide Teacher as Model Learner

Source: UNESCO 2008

Technology Literacy

Increase the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum

Knowledge Deepening

Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the country and the economy by applying it to solve complex, real-world problems

Knowledge Creation

Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge

Existing Frameworks: GeSCITowards Transformational Professional Learning

Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced expansive professional learning

Institutions and schools in collaboration with the community (local, national, regional)

ICT a core technology

Given

‘Transition’‘Infusing’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment

3

‘Transformation’‘Transforming’‘Knowledge creation’Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice4

Experimentation in context

Programmes 1‘Traditional’‘Emerging’‘Technology add-on’Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems

2‘Transmission’‘Applying’‘Technology literacy’Teacher training focus on the development of digital literacy and the use of ICT for professional improvement

with varying solutions

ICT a complementary technologyInstitutions and schools

as relatively isolated from the community

A consolidated continuum of approaches for ICT Integration in Teacher Professional DevelopmentSources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008

Existing Frameworks: GeSCITowards Transformational Professional Learning

Continuum of approaches represents a conceptual framework

Practitioners and institutions move from isolated, passive consumers and implementers

of externally defined education programmes for ICT knowledge and skills

to more open communities of active learners and learning organizations that generate new knowledge on the use of ICT to enhance educational practice

The GeSCI ICT –TPD Matrix

GeSCI has taken the ICT Competency Standards statements and restructured them to create an ICT Teacher Professional Development Matrix to enable teacher education providers to

assess the current status of ICT integration identify priorities and challenges for progressionpropose ways and means for further

development of ICT in professional learning programmes.

The GeSCI ICT –TPD Development Matrix

The ICT-TPD Development Matrix builds on the “ICT Competency Standards for Teachers” and presents clear progression paths under the following key areas:

PolicyPolicy AwarenessClassroom Practice

Curriculum and AssessmentCurriculum PlanningLearning EnvironmentAssessmentCommunications and CollaborationSpecial Education Needs

The GeSCI ICT –TPD Development MatrixPedagogy

PlanningProblem Based earningStudent ExperienceProject Based learningCommunications and collaboration

ICTProductivity toolsAuthoring tools InternetCommunication and CollaborationAdministrationStudent Learning

The GeSCI ICT –TPD Development MatrixOrganization and Administration

Teacher UnderstandingICT IntegrationClassroom ManagementAcceptable and Appropriate Use

Professional DevelopmentPlanningTeacher Awareness and ParticipationInformal Learning

The GeSCI ICT –TPD Development Matrix

The matrix can be used to localize 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 leverage current strengths to advance other components in the system.