ICT-Competency Framework for teachers workshop
03-12-2010 (Paris)
ICT Competency Standards
for Teachers
© UNESCO
The workshop on Teacher’s ICT-Competency: Developing the Knowledge Deepening Strand is taking place this week at UNESCO Headquarters in Paris, France. International experts in the field of ICT in education gathered to develop syllabus and assessment benchmarks for UNESCO’s ICT-Competency Framework for Teachers project.
(News item omitted in the English version of last week's newsletter because of a technical problem.)
(News item omitted in the English version of last week's newsletter because of a technical problem.)
Today’s classroom teachers need to be prepared to provide technology-supported learning opportunities for their students. UNESCO’s ICT Competency Framework for Teachers is an important guideline towards that goal. The objectives of this project are:
to constitute a common core syllabus (defining various ICT competency skills for teachers), which can be used to develop learning materials;
to provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning;
to extend teachers’ professional development so as to advance their skills in pedagogy, collaboration and school innovation using ICT;
to harmonize different views and vocabulary regarding the uses of ICT in teacher education.
In a five-day workshop, international experts gathered to further develop the ICT modules to move on from the Phase I version to a more detailed syllabus, including assessment benchmarks. The meeting was opened by UNESCO’s Assistant Director-General for Communication and Information, Jānis Kārkliņš, and the Assistant Director-General for Education, Qian Tang, who stated: “This programme is very important for UNESCO, because teachers are our priority and they are key for reaching the Education for All (EFA) goals. Teachers’ ICT competency becomes an important element of teaching and learning in the 21st century.”
Discussions during the workshop reflected the diverse backgrounds and experiences of the international experts, coming from all regions and from countries with different levels of economic development and ICT-readiness.
Jānis Kārkliņš stressed that “ICT-CFT has already become an international reference document - the work of the international experts will ensure ICT-CFT continues to be a valuable resource to Member States.” The syllabus will undergo a broad online peer review by some 150 additional international experts, plus another UNESCO-financed review meeting.
The ICT-CFT project has been developed in partnership with Cisco, Intel, ISTE and Microsoft. Its Phase I produced a Policy Framework, Competency Standards Module and Implementation Guidelines, which included syllabus approaches for the three main areas: Technology Literacy, Knowledge Deepening and Knowledge Creation. Phase II began in April 2010 to develop the next versions of the syllabi, starting with the Technology Literacy strand and now the Knowledge Deepening strand. The final workshop is expected to take place in spring 2011, to further develop the Knowledge Creation strand to provide a complete international reference for teacher education.
The three booklets produced by Phase I of the project are available online:
In a five-day workshop, international experts gathered to further develop the ICT modules to move on from the Phase I version to a more detailed syllabus, including assessment benchmarks. The meeting was opened by UNESCO’s Assistant Director-General for Communication and Information, Jānis Kārkliņš, and the Assistant Director-General for Education, Qian Tang, who stated: “This programme is very important for UNESCO, because teachers are our priority and they are key for reaching the Education for All (EFA) goals. Teachers’ ICT competency becomes an important element of teaching and learning in the 21st century.”
Discussions during the workshop reflected the diverse backgrounds and experiences of the international experts, coming from all regions and from countries with different levels of economic development and ICT-readiness.
Jānis Kārkliņš stressed that “ICT-CFT has already become an international reference document - the work of the international experts will ensure ICT-CFT continues to be a valuable resource to Member States.” The syllabus will undergo a broad online peer review by some 150 additional international experts, plus another UNESCO-financed review meeting.
The ICT-CFT project has been developed in partnership with Cisco, Intel, ISTE and Microsoft. Its Phase I produced a Policy Framework, Competency Standards Module and Implementation Guidelines, which included syllabus approaches for the three main areas: Technology Literacy, Knowledge Deepening and Knowledge Creation. Phase II began in April 2010 to develop the next versions of the syllabi, starting with the Technology Literacy strand and now the Knowledge Deepening strand. The final workshop is expected to take place in spring 2011, to further develop the Knowledge Creation strand to provide a complete international reference for teacher education.
The three booklets produced by Phase I of the project are available online:
This news item was omitted in the English version of last week's newsletter because of a technical problem.
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· ICT in Education
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