Existing Frameworks: UNESCO
Integration in stages
 The 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, teachercentered 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: UNESCO
ICT Teacher Competency Framework
Three approaches for ICT Integration that connect education policy with
economic development
Policy & Vision
Technology literacy
Curriculum &
Assessment
Pedagogy
Basic Knowledge
ICT
Organization &
Administration
Teacher
Professional
Development
Source: UNESCO 2008
Integrate
Technology
Basic Tools
Knowledge
Deepening
Knowledge
Application
Complex Problem
Solving
Complex Tools
Standard Classroom Collaborative Groups
Digital Literacy
Manage & Guide
Knowledge Creation
21st Century Skills
Self Management
Pervasive
Technology
Learning
Organizations
Teacher as Model
Learner
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: GeSCI
Towards 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
Programmes
‘Transition’
‘Transformation’
‘Infusing’
‘Transforming’
‘Knowledge deepening’
‘Knowledge creation’
Teacher professional development focus on
Teachers are themselves master learners and knowledge
the use of ICT to guide students through
producers who are constantly engaged in educational
complex problems and manage dynamic
experimentation and innovation to produce new
learning environment
knowledge about learning and teaching practice
3
4
1
2
‘Traditional’
‘Transmission’
‘Emerging’
‘Applying’
‘Technology add-on’
‘Technology literacy’
Teacher training focus on the use of ICT as
Teacher training focus on the development of digital
an add-on to the traditional curricula and
literacy and the use of ICT for professional improvement
standardized test systems
ICT a complementary technology
Institutions and schools
as relatively isolated from the community
Experimentation in
context
with varying solutions
A consolidated continuum of approaches for ICT Integration in Teacher Professional Development
Sources: Kennedy, 2005; Hakkarainen et al. 2008; Olakulehin 2008; UNESCO 2008
Existing Frameworks: GeSCI
Towards 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
progression
 propose 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:
 Policy
 Policy Awareness
 Classroom Practice
 Curriculum and Assessment
 Curriculum Planning
 Learning Environment
 Assessment
 Communications and Collaboration
 Special Education Needs
The GeSCI ICT –TPD Development Matrix
 Pedagogy
 Planning
 Problem Based earning
 Student Experience
 Project Based learning
 Communications and collaboration
 ICT
 Productivity tools
 Authoring tools
 Internet
 Communication and Collaboration
 Administration
 Student Learning
The GeSCI ICT –TPD Development Matrix
 Organization and Administration
 Teacher Understanding
 ICT Integration
 Classroom Management
 Acceptable and Appropriate Use
 Professional Development
 Planning
 Teacher Awareness and Participation
 Informal 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.