April 18, 2013
• 15 yrs in education and technology
• 20 yrs in education and technology
• Managing Director of Imagine Education
• Last position Microsoft Global Director for K-12
• Global experience in over 30 countries
• ICT and education, pre-service teacher training
and innovative curriculum design
• Educator training around 21st Century Skills
Development for Microsoft
• Responsible for Middle East & North Africa for
The British Council’s Connecting Classrooms
Teacher Professional Development
• Professional Coach with emphasis on
overcoming resistance to change in educational
institutions and individuals
• Consultant to UNESCO, Educator trainer and
group facilitation
• Currently manages Partners in Learning Training
Provider program on behalf of Microsoft
In this session we will:
• Review Training Provider Program and PiL Professional
Development (PD) offers
• Discover how to utilize the PiL Professional Development model
• Learn how the UNESCO ICT-CFT can drive transformed practice
• Examine Level 100 and 200 curriculum
• Explore the resources on www.piltrainer.com
Knowledge
Creation
Knowledge
Deepening
Technology Literacy
(ICT in Education context)
Digital Literacy/Productivity Tools
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Knowledge
Creation
Knowledge
Deepening
L400: Peer
Coaching
L300:21st Century
Lesson Design
(ICT in Education context)
L200: Teaching with
Technology + Optional Cert
Digital Literacy/Productivity Tools
L100: Digital Literacy
Technology Literacy
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Teaching with Technology
• Engagement, best practice sharing and professional
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•
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•
development
Opportunity to receive customer referrals
Recognition on the PiLN as a teacher trainer
Affinity with Microsoft
Chance to attend the Global Forum
Over 150 hours of pedagogically sound content
Email signature
Logo lock-ups
• Identify goals for both the organization and
individuals
• Demonstrate your value with objective
measures of both the starting point and ending
point
• Know what they are supposed to know (or be
able to help define it)
ICT competencies for teachers
•
ISTE: National Educational Technology Standards for
Teachers (NETS-T)
•
UNESCO ICT Competency Framework for
Teachers
•
Australia: ICT Competency Framework for Teachers
•
South Africa ICT Teacher Guidelines
•
EU eTQF Competency Framework for Teachers
•
ICT-enhanced Teacher Standards
for Africa – UNESCO-IICBA
What is a good standard or competency?
• Well defined with domains and levels
• Identified target group or roles
• Continuous development phases
• Clearly described performance indicators
• Syllabus with concrete content and suggested methods/
pedagogy
• Relevant cases and resources
• Identification of current situation and essential conditions
Feuchun, 2010
UNESCO ICT-CFT
Breadth
Depth
Role: Teachers, Technology Coordinators, Principals
UNESCO 2010
UNESCO 2010
A common set of competency standards
Methods for identifying learning gaps
A rich and varied set of aligned learning resources
Assessments, observation, or portfolio work that
help verify improved educator competencies
• Peer support or mentoring to help educators carry
forward ICT use to the classroom
• Ongoing refinement
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Assess at the whole school level
www.pilsr.com (coming soon to PiLN!
Research Based on
ITL Research
Tool for
Surveys
Schools
Measures
Innovative
No costs
Teaching
Practices
Basis for International
Common 34 languages
Vision
School
Signs Up
Innovative Teaching Practices Index
Distribute
Surveys
Use the
Report
19
Student centered pedagogy
Personalized Learning
% Educators who
practice at least 1-3
times per month
Use to achieve common understanding
School Leaders
Educators
Students
Parents
Community
Innovative Teaching
Practices Index
How do we bridge the gap between
leadership goals and the educator
who is just worried about teaching
her math class tomorrow?
• Learn something they can use right away
• Show how technology enhances the delivery of subject
objectives or standards
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Perhaps start with ‘productivity’ and help them save time
Utilize peer coaching
Give time to ‘play’
Make sure learning is relevant
Find out what they need to know
Partners in Learning Professional Development
Knowledge
Creation
Knowledge
Deepening
L400: Peer
Coaching
L300:21st Century
Lesson Design
(ICT in Education context)
L200: Teaching with
Technology + Optional Cert
Digital Literacy/Productivity Tools
L100: Digital Literacy
Technology Literacy
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Partners in Learning Professional Development
Knowledge
Creation
Knowledge
Deepening
L400: Peer
Coaching
L300:21st Century
Lesson Design
(ICT in Education context)
L200: Teaching with
Technology + Optional Cert
Digital Literacy/Productivity Tools
L100: Digital Literacy
Technology Literacy
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Spring 2013
1. Self-Assess
Learning Gaps
2. eLearning
Content
3. Certificates
of Completion
Creates an
Individualized
Learning Plan
6 courses
Embeds case
studies, activities
and how-to’s
Summative
Assessments
Microsoft
Certified
Educator Exam
• Valid & reliable
assessment of
competency
http://bestpracticemodels.wiki.staffs.ac.uk/Course_Types
• Competency-based, valid and reliable assessment
• Mapped to UNESCO ICT-CFT, Technology Literacy
• Does not measure technology skills, but ability to
apply those skills to teaching and learning context
• Available Spring 2013 via Microsoft volume license or
Certiport reseller and as part of IT Academy member
benefits
MCE is a reliable assessment of teachers ICT competency that allows institutions in
charge of teacher retraining programs to evaluate achieved results and optimize
financing.”
—Svetlana Avdeeva, National Training Foundation, Russia
MCE provides teachers with a globally recognized certification which is focused on the
practical integration of ICT into teaching and learning.
—Rose Lawlor, Meath Vocational Education Committee, Ireland
MCE compliments our professional development program as it is based on the UNESCO
ICT Competency Framework and uses scenarios that deal with the integration of ICT and
development of 21st century skills in the classroom.
Miriam O’Donoghue, City of Dublin Vocational Education Committee, Curriculum
Development Unit, Ireland
1.
Do one of the following:
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2.
3.
4.
Take one of the assessments from the Digital Literacy Curriculum
Take the Teaching with Technology self-assessment
Take at least one unit of study from either Digital Literacy or
Teaching with Technology
Explore the Level 100 & 200 consolidation activities and
tutorials on www.piltrainer.com
Read 21st Century Learning Design Rubrics materials
(Posted in Training Provider discussion group and downloadable here.)
5.
Email piltrainer@microsoft.com if you’d like to participate in
the May 2 webcast and share your best practice with others