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UNESCO ICT - COMPETENCY FRAMEWORK FOR TEACHERS, image, image, image, image…
UNESCO ICT - COMPETENCY FRAMEWORK FOR TEACHERS
1. INTRODUCTION
Using ICT effectively
Issues presented using ICT
Not be able to afford the equiment.
Lack access to the internet.
Not suitables materials in their languages.
Teachers don't know how to use ICT effectively.
ICT
Offers enagaging and fast-.evolving learning envoirments.
Change the view about formal and informal education.
Encourage teachers to develop new way of teaching.
The Framework project
Policy Framework
Explianes the rationale, structure and aproach of ICT-CFT project.
Competency Framework Modules
Explained the tree stages of educational development
Implementation Guidelines
Provided detailed specifications for each module.
Teachers and learners need to learn to use ICT as a useful tool for their learning process.
The appropiate use of evolving infomation and communication technologies.
Improved teaching and learning processes to
Better students outcomes.
Increased student engagement to seamless communication with parents.
School networking and efficient management and monitoring.
2. THE PRONCIPLES
The policy context
UNESCO and Une aims
Community's core values and cultural legacy.
Supporting the development of children, young and adults.
Promoting and increasing democracy and participation.
Cross-cultural undestaing, peaceful resolution of conflict, improving health and well-being.
Economic development, reducing poverty and increaasing widespread prosperity.
Education as a key to economic development and as increasing potecial into people.
Four pillar of learning:
"Learning to live together"
"Learning to know"
"Learning to do"
"Learning to be"
The framework project: linking ICT, education and the economy
Systemic social and economic growth reduces poverty and increased presperity.
Three facts of economic growth
Capital Deepening .
Workforces are able to use equipment
Higher quality labour
Knowledgeable workforce
able to add value to economic output.
Technological innovation
Workforces are able to create, distribute, share and use
New knowledge
Three approaches of the framework
Increasing the extent
Of new technology that is using by studentsm citizen and workforce
To improve tecnologycal skills in schools
Technology Literacy approach.
Increasing the ability
of using knowledge to add value to society.
and economy involving solve complex and real - world problems.
Knowledge deepening approach.
Increasing the innovation
Procude knowledge and benefit
from this new knowledge
Knowledge creation approach.
Education reform
New: teachers role, pedagogies and approaches.
Structure the learning enviroment in new ways.
Encourage socially active classrooms, co-operative interaction, collabarative learnign and gruop work.
4. IMPLEMETATION
Modular structure
Activities should be clear, don't should consist of a small number of disconnected competencies.
Future improvements
Periodically reviewed as ICT evolves as new knowledege develops in educational process and structures.
Delepment paths
Provide education policymakers with policy objectives in form of new approaches to teaching.
3. THE MODULES
Technology literacy
The use of ICT by learners, citizen and workforce develop and improve economic and social aspects, as Ict skills.
In the every work of a teacher.
Understanding ICT in Education
The best use of an interactive whiteboard
Curriculum and Assessment
Can be used for Formative assessment
Improve the wording of sentence through the whiteboard.
Pedagogy
Application of the words for improve the sentences using examples to show how change them.
ICT
Use tecnologiccal tools to show advance into the learning process.
Organization and administration
Teacher and students are able to use computer to learn and improve the process into the children's education.
Teacher professional learnign.
Teacher employs websites to find teaching resources for stimulate all the skills.
Knowledge deepening
The aim is increase add value to society and the economy sinces the schools emply real word situation, solve complex, etc.
Collabotarive problem, - project -based learning.
Teacher could use ICT tools as:
Visualizations, Data analysis, role play simulations.
Teachers compertences:
Manageinformation, structure problems tasks, integrate open-ended sofware tools and subject-specific applications.
Where students are the center teaching methods.
Teachers with use of ICT can create and monotor individual and groups student project plans.
Knowledge creation
Aim: it is increase productivity by people that integrate innovation and life-long learning.
Develop skills such as:
Problem solving, communication , collaboration, experimentation, critical thinking and creative expression.
Role of teacher: make student aply those new skills, assist students and structure situations.
Desing ICT-based learnig resources and envioirment
GERALDIN CRUZ SANCHEZ, CC: 1000330787
