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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
Click to edit Master title style
• 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
Click to edit Master title style
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
Click to edit Master title style
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
Click to edit Master title style
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)
Click to edit Master title style
THANK YOU.
Jonghwi Park (j.park@unesco.org)
ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)
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