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Workshop Frameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET. eLearning Africa Mlimani City Conference Centre Dar-e-Salaam May 25 th – 27 th , 2011 Mary Hooker, Research Manager, GESCI [email protected] Tools & Frameworks Assessing ICT Competencies .

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Workshop Frameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET

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Workshop frameworks tools for assessment of ict competency standards for teachers in tivet l.jpg

WorkshopFrameworks & Tools for Assessment of ICT Competency Standards for Teachers in TIVET

eLearning Africa

Mlimani City Conference Centre

Dar-e-Salaam

May 25th – 27th, 2011

Mary Hooker, Research Manager, GESCI

[email protected]


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Tools & Frameworks Assessing ICT Competencies

Objectives

  • To share tools and instruments

  • To simulate their use

  • To get feedback on tool relevance for TIVET teachers in relation to application & assessment


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Workshop Agenda

Agenda


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Development of National ICT Competency Standards for Teachers


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Stage 1: Desk Research

Global and National Agendas for ICT Integration

  • Education for All

  • Knowledge Economies and Societies

Global Monitoring Report 2010


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Stage 1: Desk Research

The Education for All Agenda – Global Context

  • Significant progress towards EFA goals, but much remains to be done

  • Over 70 million children worldwide not in school

  • Eighteen million new primary teachers needed to achieve EFA by 2015

  • Acute shortages in the supply of suitably qualified and experienced teachers north and south

  • Disparities accelerating as richer countries lure qualified teachers from less favoured regions

  • In Sub-Saharan Africa up to a third of teachers untrained or under-qualified

Global Monitoring Report 2010


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Stage 1: Desk Research

The Knowledge Society Agenda

  • Pervasiveness of ICTs: increasing pace of change

  • New knowledge and new technologies resulting in creation of new products, services and jobs

  • Education major pillar of and role in Knowledge Society/Economy

  • Paradigm shifts required in education and training

  • Develop human capital with requisite skills

  • Focus on 21st century learning and skills

  • Holistic and coordinated approaches

  • Stress on education and training systems to respond to constant change

Swarts 2008; UNESCO 2008


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Stage 1: Desk Research

  • providing access to a great variety of educational resources

  • enabling participatory pedagogies

  • support distance learning models for teacher development

  • address existing constraints and gaps in teacher supply and demand

  • supporting student self-learning

    • anywhere and any time

  • enhancing teachers' skills and knowledge

ICT often seen as being a ‘solution’

Unwin 2004; Ng et al., 2008


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Stage 1: Desk Research

WB Study of Maths Science and ICT Education in SSA

  • Systematic use of ICT for teaching and learning is low

  • Students learn mainly basic computer skills and some principles of computer operations

  • Instructional models in both the teacher colleges and the universities are

    • excessively academic,

    • teacher-centric

    • remote from the real challenges of classroom practice

Ottevangeret al. (2007)


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Stage 2: Field Research

Conversations with stakeholders…

  • from national

  • to district

  • to local levels

UNESCO 2010


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Stage 2: Field Research

  • Policy vision and mission fragmentation at different levels of education system as a result of…

  • discontent between policy vision and classroom realities

  • syllabus with scant reference to ICT in teaching and learning materials

  • technology skills taught in isolation from pedagogy & content

  • a new generation of teachers with little experience and no models for using education technology generally and ICT specifically in teaching & learning

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • What is needed…

  • to ensure teacher development quality of the pedagogical integration of ICT in teaching and learning?

  • to guide teachers on effective ICT use in teaching and learning?

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • What is needed…

  • A Continuum of ICT Integration Approaches in Teacher Development

Emerging

Applying

Infusing

Transforming

Ng, Miao & Lee (2008)

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • What is needed…

    • Uniform requirement

    • Training modules

    • Relevant performance indicators

    • Showcases or guiding lessons

    • Coordination between all stakeholders

    • ……Consolidated in STANDARDS

Feuchun 2010

UNESCO 2010


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Stage 3: Consensus Building on Standards

Standards and Competencies

What are standards or competencies?


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Stage 3: Consensus Building on Standards

What are standards or competencies?

  • Standards or competences are descriptions of what a qualified teacherin a given country should know and be able to do

Thornton 2007

Thornton 2007


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Stage 3: Consensus Building on Standards

Standards and Competencies

What are standards or competencies?

  • Theknowledgeandskillsrequired of a teacher/lecturer/ instructor in order to teach in educational institutions


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Stage 3: Consensus Building on Standards

Standards and Competencies

Knowledge

  • Thecontent knowledge, professional knowledge, emerging and contemporary knowledgeandpractical understandingthat a teacher/ trainer needs to perform his or her duties


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Stage 3: Consensus Building on Standards

Standards and Competencies

Teaching Skills

  • Theinstructional processes, strategies and classroom management techniques that a teacher/ lecturer/ instructor uses to enhance learning


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Stage 3: Consensus Building on Standards

Standards and Competencies

The nature of competence

  • Competencies include high levels of knowledge, values, skills, andpersonal dispositions, sensitivities and capabilities— and the ability to put those combinations into practice in an appropriate way

The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)


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Stage 3: Consensus Building on Standards

Why Teacher Competency Standards?

  • Clear for all to see what is required of a qualified teacher/lecturer/ instructor in terms of knowledge, classroom skills, behaviour and attitudes.

  • All technical training institutes will need to make sure that they procure lecturers & instructors to meet those competences

  • All training providerswill have to ensure that they provide training programs which meet country priorities as expressed in the competency framework rather than focusing on their own agendas

  • Teacher Educators and Teachers will be able to see the minimum standards required of them and will be able to place efforts towards achieving and maintaining those standards

  • The general public can be confident that students are being taught by lecturers & instructors who have achieved agreed and transparent standards


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Stage 3: Consensus Building on Standards

Standards and Competencies

Why ICT Teacher Competency Standards?


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Stage 3: Consensus Building on Standards

ICT Standards for Four Dimensions

ICT skills, knowledge and attitudes are added into the institutional program through a separate ICT subject

Focuses on integrating ICTs into the daily work of all lecturers

Transformative at the classroom level: it changes content as well as pedagogy (what students learn as well as how they learn)

Transformative at the systemic level: leading to changes in the organisational and structural features of technical course provision as well


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Stage 3: Consensus Building on Standards

  • ICT Standards for Teachers

  • ISTE: National Educational Technology Standards for Teachers (NETS-T)

  • UNESCO: ICT Competency Standards for Teachers

  • Australia: ICT Competency Framework for Teachers

  • Dutch ICT Knowledge Base

  • Teachers Competencies and Qualifications Framework for EU countries

  • ICT-enhanced Teacher Standards for Africa

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • Australia ICT Competency Framework for Teachers

  • Five sets of standards for different professional development roles

    • Beginning Teachers with modest skills and experience in pedagogy and ICT use

    • Practicing Teachers who are beginning users of ICT range of pedagogy

    • Practicing Teachers who are accomplished users of ICT

    • School Leaders who require ICT standards to encourage and support their roles as effective leaders

    • Teacher Educators who require ICT standards to inform their own practice and to provide effective role models for their students

Commonwealth Department of Education Science and Training (2002)

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • NETS for Teachers

  • 20 indicators developed into five categories:

    • Student Learning & Creativity

    • Digital-Age Learning Experiences and Assessments

    • Digital-Age Work & Learning

    • Digital Citizenship & Responsibility

    • Professional Growth & Leadership

NETS 2008

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • Key Features of NETS

    • Uniform categories (five)

    • Different target groups (students, teachers, administrators, ICT technicians)

    • Relevant performance indicators (description of practices & master levels)

    • Continual development phases

    • Practical scenarios and showcases

NETS 2008

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • UNESCO Competency Standards for Teachers

    • Policy Framework

    • Implementation Guidelines

    • Competency Standards Modules

UNESCO 2008

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • Objectives

    • A basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties.

    • A set of guidelines for Teacher Development providers to identify, develop or evaluate learning materials or Teacher Development programs in the use of ICT in teaching and learning.

    • Extending teachers’ professional development so as to advance their skills in pedagogy, collaboration, leadership and innovative school development using ICT.

    • Harmonizing different views and vocabulary regarding the uses of ICT in teacher education.

UNESCO 2008

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • Three Approaches

    • Connecting education policy with economic development:

    • Technology literacy approach: Increase the technological uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum - the.

    • Knowledge deepening approach Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, real-world problems - or the.

    • Knowledge creation approach: Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge - or the.

UNESCO 2008

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • UNESCO ICT Competency Standards for Teachers

Breadth

Depth

Role: Teachers, Technology Coordinators, Principals

UNESCO 2008

UNESCO 2010


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Stage 3: Consensus Building on Standards

  • Modules for three approaches

Describe the contents and specify the mastery levels of the modules that correspond to the six components of the three approaches

UNESCO 2008


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Stage 3: Consensus Building on Standards

  • Syllabus

Define the objectives and suggested methods that teacher educators may use to design learning materials to support the goals of the standard

UNESCO 2008


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Stage 3: Consensus Building on Standards

  • Taking it one step further – GESCI Tools

  • “”

Develop a road map with standard statements organized in progression phases

Organize categories within each system component

Create of performance indicators and an “Emergent” level

Create new statements where gaps have been identified in the progression from emergent to knowledge creation levels

GESCI 2008


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Stage 3: Consensus Building on Standards

ICT–TPD Development Roadmap

The roadmap can be used to contextualize 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 assess and leverage current strengths to advance other components in the system.

GESCI 2008; UNESCO 2008


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Stage 3: Consensus Building on Standards

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.


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Stage 3: Consensus Building on Standards

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.


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Stage 3: Consensus Building on Standards

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


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Stage 3: Consensus Building on Standards

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 teacher development have become centers of learning for their communities.


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Stage 3: Consensus Building on Standards

Consolidating the Approaches

Sources: Olakulehin, 2008; UNESCO, 2008; GESCI 2008


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Stage 3: Consensus Building on Standards

Task 1:

ICT-Competency Standards for Teachers Development-Prioritization Assessment


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Stage 3: Consensus Building on Standards

ICT-Teacher Competency Standards Development - Prioritization Assessemnt

Review the performance indicators for each domain

Circle the level of development on each continuum that you would assess teachers (pre and/or in-service) are at in your country (Left side – “Emerging stage” (1) - Right side – “Transforming stage” (4))

Circle top three priorities you would want to focus on for raising ICT Competency Standards for Teachers in your country over the next 3 years


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Stage 3: Consensus Building on Standards

Assessment Continued – on the wall charts

  • Post the RED dot indicating what you consider to be your first priority on the wall charts at the corresponding development level on the continuum of where you assessed your teachers to be.

  • Post the GREEN dot indicating what you consider to be your second priority on the wall charts at the corresponding development level of teachers on the continuum.

  • Post the YELLOW dot indicating what you consider to be your third priority on the wall charts at the corresponding development level of your teachers.


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Stage 3: Consensus Building on Standards

Assessment 1 - TNA

What patterns do you see and what does this tell you?

What seem to be highest ICT-Teacher Development development priority areas for the total group and what might be the causes?

What ICT-Teacher Development areas seem to be lower priorities and what might this indicate?


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Policy


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Curriculum & Assessment


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Pedagogy


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ICT


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Organization & Administration


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Teacher Development


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Top Priorities


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Training Needs Assessment


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Stage 3: Consensus Building on Standards

Task 2: Standards for Standards: Assessing ICT Competency Standards for Teachers in TIVET


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Stage 3: Consensus Building on Standards

Task 2: Standards for Standards

  • Under each sub-domain, there are standards which describe what a lecturer/ instructor should know and be able to do in a progression path of ICT use in teaching and learning in TIVET.

  • Please review the sub-domain assigned to your group using criteria of relevance, clarityand scopeto assess the progression of standard statements.

  • Please provide comments/suggestions for modification of the statements and progression paths for the TIVET context.


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Stage 3: Consensus Building on Standards

Relevance

General review

What do standards mean to the group?

Do the standards have relevance for the TIVET context?

Do the standards reflect a realistic and feasible continuum of what TIVET lecturers/ tutors need to know/ need to be able to do with technology in teaching and learning/ course delivery?

Comment on these


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Stage 3: Consensus Building on Standards

Clarity

Are the statement progressions between the different levels of emergent (emergent), technology literacy (applying), knowledge deepening (infusing) and knowledge creation (transforming) clear?

Will lecturers/ instructors, administrators be able to understand what each of the standard statements mean?

Will it be possible for lecturers/ tutors to use the standards for self-assessment of their practice?

Comment on these


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Stage 3: Consensus Building on Standards

Coverage

Is there something missing?

Are there other standards/ domains that should be included?

Are there standards/ domains that should be excluded?

Comment on these


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Stage 3: Consensus Building on Standards

Suggestions and Modifications

If the group has any suggestions for modifications/ rewording(changes, additions, or deletions) to describe lecturer/instructor performance for the four levels of this standard sub-domain or to make the standard statements and progressions clearer, more relevant or more comprehensive for the TIVET context.

Please enter these in the space provided.


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Stage 3: Consensus Building on Standards

Additional comments of suggestions

Are there any additional comments or suggestions that the group has for validating the competency standard sub-domain reviewed?

If so please list these in the space for further suggestions provided.


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Stage 4: Capacity Building

Where to begin?

  • Teachers are trained to integrate pedagogy and content (i.e. pedagogical content knowledge) based on Shulman (1986)

  • They also acquire the basic ICT knowledge (Kafanabo, 2006; Kafyulilo, 2010), but

  • They are not conversant with the integration of Technology Pedagogy and Content (Kafyulilo, 2010)

Technological pedagogical content knowledge

Kafyulilo, 2010


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Stage 4: Capacity Building

TPACK

Pedagogy

PCK

Content

TCK

TPK

Technology

Towards TPACK

PCK

Pedagogy

Content

Technology

Technological pedagogical content knowledge

Shulman 1986; Koehler & Mishra 2008


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Stage 5: Assessment, Evaluation, Certification & Accreditation

Assessment in Teacher Development

Assessment should be

  • accessible to all beginning and practising teachers;

  • must be easily administered and affordable for the assessing body and participants;

  • should involve a range of tools to reflect the varying aspects of teaching practice;

  • needs support mechanisms and assistance for teachers undertaking assessment;

  • detailed feedback must be provided from the assessment process, including opportunities for further development; and

  • credentialing must be recognised by the employing authority and in some tangible form such as a salary increase

    A common model is the combination of a portfolio and some form of assessment centre

Bowes and Maarker 2006


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Stage 5: Assessment, Evaluation, Certification & Accreditation

Educator Learning Journeys

Basic Digital Literacy Skills

Beta April-December 2011

Hosted Learning System

Beta June 2011

Microsoft

Technology Literacy Certification for Teachers

Assess Learning Gaps

  • Learning Content

  • Tech Literacy Strand of CFT

Certificates of Completion

  • 6 courses

  • About 69 individual learning topics

  • 40 hours

  • Training uses Microsoft tools to support learning

  • Aligned to UNESCO ICT-CFT

  • 40 questions

  • User can retake 2-3 times without repeating questions

  • Technology neutral

  • Summative Assessment

  • 6 Completion Certificates

  • Technology nuetral

  • Leverage certification knowledge and learning from ICDL and Microsoft Learning

  • 1 exam

  • Target: $7-10 USD per teacher

  • Technology neutral

Microsoft; UNESCO; Immel 2011


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Stage 5: Assessment, Evaluation, Certification & Accreditation

Portfolio & Reflective Analysis

  • Selecting artifacts first step in presenting evidence of how the Standards for teacher educators have been met.

  • accompanying written commentaries must be included to provide insight into the rationale for choosing each piece of evidence that has been provided


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Stage 5: Assessment, Evaluation, Certification & Accreditation

My Portfolio demonstratingISTE’s National Educational Technology Standards for Teachers

Insert your name and a picture.

Change the Design Template.

ISTE NETS for Teachers

ISTE 2011


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Stage 5: Assessment, Evaluation, Certification & Accreditation

I. Technology Operations and Concepts.

  • Teachers demonstrate a sound understanding of technology operations and concepts.

  • Performance Indicators: Teachers:

    • A. demonstrate introductory technology literacy knowledge, skills, and concepts (described in the ISTE NETS Technology Foundation Standards for Students).

    • B. demonstrate sustained growth in technology knowledge and skills to stay abreast of contemporary and emerging technologies.

ISTE NETS for Teachers

ISTE 2011


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Stage 5: Assessment, Evaluation, Certification & Accreditation

Technology Standard ITechnology Operations and Concepts

  • What Evidence do I have?

    • Hyperlink to at least one artifact

  • Reflections on meeting this standard:

    • Hyperlink to more detailed reflections

  • My Future Learning Goals

    • Hyperlink to more detailed learning goals

ISTE NETS for Teachers

ISTE 2011


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Stage 3: Consensus Building on Standards

Task 3: Portfolio Artifacts: Providing portfolio evidence of meeting the standards


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Stage 3: Consensus Building on Standards

Task 3: Portfolio Artifacts: If you were putting together a portfolio for TIVET standards, what would be some artifacts that you could include to demonstrate teaching effectiveness at different levels of your standard sub-domain?


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