MoHEST-MoYAS-GeSCI WORKSHOP
Defining ICT Competencies for
TIVET Lecturers, Instructors in
Kenya
Kenya Institute of Education,
June 2nd – 4th 2010
Mary Hooker, GeSCI
mary.hooker@gesci.org
Stages in drafting a Competency Framework
Stage 1: Document Review
Stage 2: Field Research
Stage 3: TIVET Workshop
Stage 4: Development of draft ICT-TIVET framework
Stage 5: Contextualization and validation
Stage 6: Finalization of Competency Framework
2
Stage 1: Document Review
Challenges
• A focus on the global challenges facing education systems:
– Global Agenda of Education for All
– Knowledge Economy or Information Society Agenda
• Global challenges identified:
– Information is in abundant supply
– Technology is changing rapidly
– Learners need to keep up with ICT
and continually develop new skill sets
– Jobs appear and disappear very quickly
3
Stage 1: Document Review
Kenya Context
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Vision 2030
Kenya National ICT Policy
Sector Policy on ICT in Education
Kenya Situational Analysis
ICT-TIVET Landscape
Kenya Institute of Education Curriculum
4
Stage 1: Document Review
Framework Examples
•
•
•
•
•
ISTE NETS for Teachers Achievement Rubric
UNESCO ICT Competency Framework
Australia Competencies
Ireland e-Learning Roadmap
EU Competency and Qualifications
Framework
5
Stage 1: Document Review
Is ICT integration the solution?
ICT is often seen as being a ‘solution’
 Delivering relevant quality instructional material
 Supporting student self directed learning
-


anywhere and anytime
Enhancing teachers’ /trainers’ skills and knowledge
Promoting international collaboration and networking
But
 ICT is also part of the fundamental shift in teaching and
learning styles
-

from didactic to constructivist
They are not the ‘cheap’ solution that many people have
argued
(Unwin 2004)
Stage 1: Document Review
The UNESCO “Information and Communication Technologies in
Teacher Education: Planning Guide” (2002) recommends:
“A shift from teacher-centred instruction to learner-centred
instruction is needed to enable students to acquire the new 21st
century knowledge and skills.”
Paradigm shift: Challenging our assumptions about
models for training
Transmission
 One time initial or specialized training
 ‘Deficit approach’ focusing on content knowledge
 ‘Technical approach’ focused on work-based practice
Transition
 ‘Empowerment approach’ focusing on training
professionalism; collaborative practice
Transformation
 Lifelong learning approach for professional
preparedness, development and research



initial preparation
structured opportunities for retraining, upgrading and
acquisition of new knowledge and skills
continuous support
Increasing capacity for professional autonomy
Kennedy 2005
Existing Frameworks for ICT use in Training: SITE
• SITE (Society for IT and Teacher Education)
• http://www.aace.org/site
 Three key principles:
 Technology should be infused into the entire training
programme
 Technology should be introduced in context
 Students should experience innovative technologysupported learning environments
• Why are these so often ignored? (Unwin 2004)
UNESCO Conceptual Framework –
ICT use in Learning
Adoption of ICT in Learning
•
Instructional Approach to
Learning
What instructional approaches
work most effectively with various
ICT applications?
•
Authenticity of Learning
Which ICT applications can be a
springboard for student learning in
a real-world context?
•
Complexity of Learning
What types of ICT uses support
thinking and learning?
All approaches to learning will require
different types of Training
Temechgn 2009
Stage 2: Field Research
• Identification of key stakeholders
• Institutional visits
• National, regional & international
case studies
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Stage 3: TIVET Workshop
Contributions from key stakeholders
•
•
•
•
•
•
•
•
MoHEST
MoYAS
GeSCI
KIE
TTIs/YPs
Public/Private
Universities/Colleges
DPs
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Stage 2: Field Research
Aspects to be Considered
Theme(s)
Trends / Issues
What
are
the…
Tools
Models / Approaches
Community / Networks
Stage 4: Development of draft ICT-TIVET framework
UNESCO ICT Competency Standards
• Designed by UNESCO
• To help educational policy-makers and curriculum developers
identify the skills teachers/ trainers need to harness
technology in the service of education/ training provision
• Developed in cooperation with Cisco, Intel and Microsoft, as
well as the International Society for Technology in Education
(ISTE)
Stage 4: Development of draft ICT-TIVET framework
UNESCO ICT Competency Standards for Teachers
• Policy Framework
• Implementation Guidelines
• Competency Standards Modules
• http://portal.unesco.org
Stage 4: Development of draft ICT-TIVET framework
Objectives
• A basic set of qualifications that allows teachers/ trainers to
integrate ICT into their teaching and learning, to advance
student learning, and to improve other professional duties
• A set of guidelines for training providers to identify, develop or
evaluate learning materials or training programs in the use of
ICT in teaching and learning
• Extending teachers’/ trainers’ professionalism so as to advance
their skills in pedagogy, collaboration, leadership and
innovative institutional development using ICT
• Harmonizing different views and vocabulary regarding the uses
of ICT in training
Stage 4: Development of draft ICT-TIVET framework
Approaches
Connecting national/ institutional policy with economic
development:
• Increase the technological uptake of students, citizens, and the
workforce by incorporating technology skills in the curriculum or the technology literacy 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 deepening approach
• Increase the ability of students, citizens, and the workforce to
innovate, produce new knowledge and benefit from this new
knowledge - or the knowledge creation approach
Stage 4: Development of draft ICT-TIVET framework
Components
Approaches
Stage 4: Development of draft ICT-TIVET framework
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
Stage 4: Development of draft ICT-TIVET framework
Taking it one step further
•
•
•
•
•
Identify the progression across each of the components
Identify the categories within each component
Create a “Emergent” level
Create new statements where gaps are identified
Simplify the terminology to make it more accessible and
universal
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GeSCI ICT Development Path Matrix
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ICT Development Path Matrix
http://www.gesci.org/teacher-education-and-icts.html
ICT Development Path Matrix
• The matrix can be used to localize or tailor a development path for
ICT use in training 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
ICT Integration
Core technology
ICT use in the classroom as
content focus of training
ICT use as core technology
for training participation
Learning
HOW
to use ICT
Learning
VIA
ICT
ICT use in the classroom as
parts of method, curriculum
and lesson planning
ICT used to facilitate some
(non-essential) aspect of
participation
Complementary technology
Figure 1. Two dimensions of ICT integration in Training Programmes
Source: Collis and Moonen 2001, cited in Kirschner and Davis, 2003
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Emerging Stage
• Institutions 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
Applying Stage
• Administrators and trainers use ICT for tasks already
carried out in institutional management and in the
curriculum.
• Trainers 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
• 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 trainers use ICT to manage not only the learning of
their students but also their own learning
Transforming Stage
• 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 training outreach have
become centers of learning and excellence
responsive to the needs and requirements of the
market place and their communities
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
Consolidating the Approaches
ICT a core technology
Learning
how to
use
ICT
‘Transition’
‘Infusing’
‘Knowledge deepening’
Training focus on the use of ICT to
guide students through complex
problems and manage dynamic
learning environment
3
1
‘Traditional’
‘Emerging’
‘Technology add-on’
Training focus the use of ICT as an
add-on to the traditional curricula
and standardized test systems
‘Transformation’
‘Transforming’
‘Knowledge creation’
Trainers are themselves master learners and
knowledge producers who are constantly
engaged in experimentation and innovation to
produce new knowledge about learning and
market practices
4
2
‘Transmission’
‘Applying’
‘Technology literacy’
Training focus on the development of digital
literacy and the use of ICT for professional
improvement
Learning
via
ICT
ICT as complementary technology
Sources: Kennedy, 2005; Olakulehin, 2008; UNESCO, 2008
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GeSCI ICT Development Path
Matrix Exercise
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ICT Development Path Matrix
Exercise
• Review the descriptors for each development area
• Mark an “X” on each continuum indicating level of
progress (Left side – “Emerging” Right side –
“Transforming.”)
• Circle top three priorities you want to focus on for
raising ICT Competency Standards in Kenya for the
next 3 years
Exercise Continued
 Post the RED dot indicating what you consider to be
your first priority on the wall charts at the
corresponding location on the continuum.
 Post the GREEN dot indicating what you consider to be
your second priority on the wall charts at the
corresponding location on the continuum.
 Post the BLUE dot indicating what you consider to be
your third priority on the wall charts at the
corresponding location on the continuum.
Exercise Review
1. What patterns do you see and what does this tell you?
2. What seem to be highest ICT development path
priority areas for the total group and what might be
the causes?
3. What ICT development path areas seem to be lower
priorities and what might this indicate?
What patterns do you see and what does
this tell you?
What seem to be highest ICT development
path priority areas for the total group?
What might be the causes?
What ICT development path areas seem to
be lower priorities?
What might this indicate?
ASANTE
THANK YOU