Commonwealth of Learning Competency Framework for Teacher
Development in ICT Integration
1. Background
1.1. Introduction
The Commonwealth of Learning (COL) helps governments and institutions
expand the scope, scale and quality of learning by developing and sharing open
learning and distance education knowledge, resources and technologies so that
citizens of Commonwealth countries can become and remain competitive in a
global economy. 1
In supporting efforts to understand and implement eLearning strategies, COL
builds communities of practice and facilitates collaborative content development
and sharing. COL supports the development of open education resources, and
approaches and uses of technologies that facilitates open and distance learning
(ODL). 2
To be successful in this global economy which is characterised by complex,
information-rich and knowledge-based societies, students must emerge from
schools with well-developed 21st century workplace skills. These include skills in
being capable information and communications technology (ICT) users,
information managers, problem solvers, critical thinkers, communicators,
collaborators, self-directed learners and responsible, contributing citizens3. If
teachers are able to use ICT effectively and plan sound learning activities, the
students will find the opportunities to engage with ICT in developing these skills.
ICT on its own will never facilitate this skill development; the classroom teacher
needs the ability to orchestrate learning that is supported by ICT as a resource.
ICT capability is just one of a range of skills that are essential in the knowledgebased society. The integration of ICT in learning that engages in meaningful realworld contexts gives the learners the best preparation for succeeding in that real
world. Classroom teachers and school managers require the competencies to be
able to implement and support learning that effectively integrates ICT, while
deepening understanding and developing workplace skills. In order to achieve
this, teacher development in ICT integration is critical.
This document describes a framework of teacher development in ICT integration
that outlines the skills, knowledge and competencies that will help teachers
prepare learners for the knowledge society.
1
Commonwealth of Learning, Three Year Plan 2009-2012, p3
Ibid, p26
3
Partnership for 21st Century Skills, http://ww.p21.org
2
1
1.2. Approach to Teacher Development in ICT
The COL approach to teacher development in ICT integration views the teachers’
contexts in teaching content, selecting pedagogical approaches and using ICT as
an integrated whole. When learning about any one of these the teacher does not
lose sight of the others. When training teachers in ICT integration skills ICT
integration is modelled so that the teachers are able to experience how ICT can
be used as a resource for teaching and learning in the school and the classroom.
Successful integration of ICT in the classroom will depend on the teachers’ ability
to design and/or adapt engaging learning activities and structure the learning
environment in ways that merge the pedagogy with the advantages that ICT
offers.
COL recognises that teacher development in ICT embraces three interrelated
domains within the teachers’ contexts.
 Content represents the skills and knowledge unique to a subject. Good
teachers have thorough content knowledge;
 Pedagogy defines the way that the teacher leads learning when delivering
that content according to the curriculum. Good teachers use a variety of
teaching approaches to lead learning;
 Technology is a resource at the disposal of the teachers and the learners.
ICT can support and enhance learning.
The approach to ICT in teacher education focuses on relationships within these
domains rather than on any one in particular. For instance, teachers are often
sent on ICT skills courses in which the focus has been purely on ICT skills. Many
will struggle to understand the link between the ICT skill and the contexts of their
subject area (content), or how it can help then become better teachers
(pedagogy). An ICT skills course based on ICT use in teaching contexts would
more effectively illustrate the role between the skills and the context in which it
is used.
In a holistic approach to ICT in teacher development, attention is given to
activities that combine two or more of these domains. The combination of
pedagogy and content develops a teachers’ knowledge of how best to lead
learning in a subject / lesson. Invariably solutions to the challenge of how to
achieve this learning lies in what ICT resources are available to that subject
teacher, thus embracing the third domain (technology). Similarly, combining
technology and content leads to a knowledge of technologies that support
teaching of a subject. The challenge of how to best use these technologies in the
classroom lies in the pedagogical approach that best suits that learning activity.
New technologies can potentially lead to a change in teaching methods in a
subject and the nature of the content within which learners work.4 The
4
TPCK model, http://www.tpck.org
2
combination of these three domains presents an effective alternative to teaching
teachers ICT skills in isolation. The retention of learning ICT skills is much greater
when encompassed in the rich contexts of its pedagogical use in given content
areas.
While some teacher development interventions may focus on any one of the
above domains, COL recommends that the approach to teacher development in
ICT be holistic and encompass all three domains as far as possible.
This framework outlines the competencies that teachers will develop as they
seek to integrate ICT so that they are able to enhance learning and prepare
students for the challenges of the knowledge society.
1.3. Areas of Teacher Development in ICT
ICT integration supports and enhances teacher efficiency and effectiveness
encompassing their multiple roles as teachers, viz.:
Administrative:
For teachers, ICT supports their roles as administrators of learning, assessment
and student management. ICT helps teachers become more efficient at managing
these tasks. For schools, ICT supports management and administrators in the
administration of the school and analysis of student data, this potentially making
decision making more accurate and effective.
Teaching:
ICT supports teachers in preparing lessons that will deepen conceptual
understanding. ICT does not release the teacher from teaching; it enhances the
possibilities for the teacher being able to teach well. Teachers are responsible for
creating opportunities for learners to develop their ICT skills within the broader
context of the curriculum in and beyond the classroom.
Learning:
Teachers design student-centred activities that engage the students in
developing the skills that prepare them for the knowledge society and the 21 st
century work place, digital literacy being one such skill. When the focus
pedagogically turns from teaching to learning, the learners across the curriculum
becoming more self-directed as they engage with ICT as a resource for learning,
helping them deepen their knowledge and eventually become producers of
knowledge.
Management:
In fulfilling their roles as ICT leaders within the school teachers and education
managers develop the skills to define and implement educational ICT strategies
in the school. Developing staff development models of collaborative situational
learning in the school and classroom environment will be a critical part of such a
strategy.
3
1.4. Teacher ICT Knowledge, Skills and Competencies
The holistic approach to teacher development in ICT integration recognises the
complexity of the teachers’ work as they integrate ICT. Teachers need both the
knowledge about ICT and the skills of managing its use in the classroom before
they can develop the competencies that define their planning and decision
making in developing learning experiences that integrate ICT.
COL recognises the work of UNESCO in developing competency standards for
teachers.5 The UNESCO framework breaks skills, knowledge and competencies
down into six educational components:
Policy:
Teachers develop a growing awareness of and adherence to national policies,
and how they align to district and school policy contexts that spell out a vision for
ICT in teaching and learning in the classroom.
Curriculum and assessment:
While knowledge of their subject is paramount, teachers will grow beyond this
subject mastery and design learning that includes the development of 21st
century skills.
Pedagogy:
Pedagogy drives learning and teachers will learn how ICT can support new
pedagogical approaches that will enhance learning
ICT:
Teachers gain confidence in acquiring ICT skills to support their work as teachers
and the competence of knowing when and where the use of an ICT resource is
most appropriate.
Organisation and administration:
Learning to manage the classroom learning environment when ICT is used as a
resource requires a range of competencies ranging for ICT capability to the
orchestration of learners and learning.
Teacher professional development:
When teachers embark on individual learning pathways they realise their own
potential according to their needs and interests. Teachers are also members of
an organisation and contribute to a school that becomes a collaborative,
continuously improving learning organisation.
5
UNESCO, ICT Competency Standards for Teachers: Competency Standards Modules (2008)
4
Detail of the educational components of ICT integration and the implications that
each holds for the teacher are presented in the ICT in Teacher Development
Framework.
2. ICT in Teacher Development Framework
2.1. Introduction
As a multinational body the COL has the advantage of being able to draw from
the Teacher ICT Competency frameworks from other multinational bodies as well
as the individual Commonwealth countries. COL has investigated frameworks
from different Commonwealth countries such as the UK, Australia, South Africa,
including the framework for NEPAD. Country and regional frameworks are
customised for their local contexts. All frameworks recognise and distinguish in
some way between technical skills development and the teaching contexts in
which ICT is used. Most frameworks refer to curriculum and assessment,
classroom management of ICT, leadership skills and teacher professional
development through the use of ICT resources. Two of the most widely
referenced sets of standards are the International Society for Technology in
Education (ISTE) National Educational Technology Standards for Teachers (NETST) and UNESCO ICT Competency Standards for Teachers (ICT-CST).
ISTE NETS-T standards6 have been widely accepted in the USA and have been
influential in the development of localised standard sets in other countries. They
have also been revised recently, having first been published in 2000. 7
The UNESCO ICT Competency Standards8 were most recently revised and
published in 2008. UNESCO’s partners in the development of these standards
include ISTE, Microsoft, Intel and Cisco. They were developed as part of
UNESCO’s mandate as the lead agency for this action as decided by the Geneva
Plan of Action adopted by the World Summit in the Information Society in 2003.
UNESCO is also developing a mechanism to endorse programs for compliance
with UNESCO standards.
COL has adopted the principles of the UNESCO ICT Competency Standards for
Teachers which is “situated in broader policy context of educational reform and
of sustainable development”.9 This aligns well with the Commonwealth of
Learning’s mandate to help developing nations improve access to quality
6
For a summary of these standards see
http://www.d214.org/assets/1/workflow_staging/Documents/231.PDF
7
http://www.iste.org
8
For full documentation on the policy framework and supporting documentation see
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
9
UNESCO, ICT Competency Standards for Teachers: Policy Framework(2008), p6
5
education and training by encouraging the development and sharing of open
learning/distance education knowledge, resources and technologies.10
2.2. Principles of Professional Development
This document incorporates key principles that reflect a holistic approach to
Teacher development in ICT Integration.
2.2.1.
Technology literacy forms the basis of a continuum of professional
growth phases that leads to greater integration of ICT in knowledge
deepening activities and greater student self-management of ICT.
2.2.2.
Gender equity is integral to students’ use of ICT in teaching and
learning and student-driven contexts. Recognising that boys
traditionally are more engaged by high-end technology, technology is
not the focus in ICT integration at any stage. The way in which ICT is
used as a resource for learning is determined by the pedagogical
approach, which does not offer any gender bias.
2.2.3.
Learning to use ICT to enhance teaching and learning requires an
approach that integrates content, pedagogy and technology
holistically. Teaching ICT skills in isolation cannot impact on the
classroom learning unless the teacher is also shown how ICT can
support teaching of the curriculum and how it can be influential in
changing teaching approaches and enhancing learning.
2.2.4.
Teachers acquire ICT skills best in situated learning contexts. Situated
learning theory and the cognitive apprenticeship model based on it
recommends that skills be acquired through authentic contexts and by
communicating with peers and experts about those contexts.11
2.2.5.
Educational goals in the school and curriculum goals in the classroom
drive decision-making about the educational use of ICT in the school.
Teacher professional development is designed to enhance the delivery
of the curriculum in the school and classroom. Infrastructure in
schools is planned to support these goals.
2.2.6.
Teacher professional development is needs-driven, recognising that
each teacher has individual needs and interests. Modular learning
pathways make is possible for flexible access to teacher development
content.
2.2.7.
Both teachers and schools operate most successfully in a wellsupported technical environment. Teacher development strategies
10
http://www.col.org/about/Pages/default.aspx
Situated Cognition & Cognitive Apprenticeships
http://www.edtech.vt.edu/edtech/id/models/powerpoint/cog.pdf
11
6
include the development of technical support capacity for teachers
and schools.
2.2.8.
Learning networks add value by facilitating collaboration within and
between teacher during and after professional development
interventions. The ability to create and participate in communities of
practice will ensure that the teachers’ learning is ongoing and that
teachers develop a habit of mind as lifelong learners.
2.2.9.
Open and distance learning (ODL) in teacher development provides all
teachers with the opportunity to access content and participate in
professional development activities within their local contexts.
2.3. The Competency Framework
UNESCO’s curriculum framework for competency standards maps three overlapping,
transitional phases (approaches) that most teachers would experience moving
through as they grow in confidence and competence with ICT over a period of years.
Technology Literacy: The goal is to prepare students, citizens and the workforce
to use technology in order to support social development and improve economic
productivity. This approach is focused on the teacher’s use of technology and its
role in supporting the learning environment. While teachers may be providing
learners with access to ICT and facilitating learner ICT capability, the pedagogical
context of learner access to ICT does not represent a shift from the teacher’s
current, predominantly teacher-centred practice.
During this phase teachers make a connection with their current practice and ICT
resources at their disposal. These connections, seeing the value of ICT for their
work as teachers, are vital because it provides the hook that engages the
teachers and launches them on learning pathways. Typically the teachers find
ways in which ICT can support their personal life, lesson planning and
administration. Whereas the long term benefit of this is greater efficiency in
their work, the short term experience will be marked by a fixation on a small
range of ICT skills, possible despondency and a relative lack of confidence. This
may lead to a perception of time wasting.
As confidence and competence grows teachers will become more efficient and
start exploring new applications for existing skills, and new contexts for using
different ICT resources and gaining new skills. Initially, teachers are not expected
to change their approach to teaching while still gaining confidence in using the
ICT resources. In terms of the Innovation Diffusion Theory the teachers are
moving through the “Knowledge” and “Persuasion” levels, leading to a
“Decision”12 about whether ICT is an asset to their teaching. The teachers will
move from a stage of lacking information and not being inspired to find more
12
http://en.wikipedia.org/wiki/Diffusion_of_innovations
7
information to a stage where they become interested and actively seek
information.
Knowledge Deepening: The goal is to increase the ability of students, citizens
and workforce to add value to society and the economy. In the learning
environment the teacher is designing learning experiences that are studentcentred. Units of work involve students in project-based approaches in which the
students use ICT as a resource while engaging with real–world issues.
In order to engage with the competencies in this phase teachers will definitely
have had to make a decision in favour of using ICT and exploring new ways of
teaching with ICT. How teachers reach this decision is unpredictable and a very
individual response. Competencies in this phase shift the focus from
predominantly teacher use of ICT to the integration of ICT with learning activities
that are student-centred, with students using ICT for seeking information,
supporting information processing and the production of knowledge gained.
Pedagogically, the shift is from a teacher-centred to a student-centred approach.
Project-based learning is an approach in which the teacher facilitates
collaborative groups studying real-world issues. Students are challenged to think
at high levels as they work on these classroom projects
Knowledge Creation: The goal is to increase civic participation, cultural creativity
and economic productivity. This is characterised by a greater degree of
innovative use of ICT by the teachers and students and self-direction by the
students. Knowledge production by students is enhanced by a range of digital
media and online resources.
The trend continues in this phase as one will now typically find the students
driving the use of ICT using tools to communicate and collaborate online,
engaging in complex thinking, designing their own learning experiences, being
innovative and creating and sharing knowledge. The teacher is the facilitator,
but is also required to be innovative in designing new learning experiences and
challenges for the students. The teacher is also more likely to be an ICT leader in
the school or the school district.
In the teaching world one could interpret these approaches as three phases or levels
of development, even though they are meant to be “complimentary, somewhat
overlapping approaches that connect education policy with economic
development”.13 Knowledge of technology adoption research14 conducted since the
introduction of technology into schools suggests that teachers do typically evolve
through several stages of technology adoption which do closely match these
13
UNESCO, ICT Competency Standards for Teachers: Policy Framework(2008), p8
Research on educational technology adoption was influence by the technology adoption lifecycle, a
sociological model for innovation diffusion developed by Joe M. Bohlen, George M. Beal and Everett
M. Rogers at Iowa State College. Apple Computers Inc. were pioneers in researching educational
technology adoption in the ACOT project starting in the late 1980s. Much subsequent research has
been conducted, notably by Moersch (1995) and Sherry (1997).
14
8
approaches. Starting at Technology Literacy, a phase in which the technology enjoys
a relatively greater focus, new teachers are introduced to and grapple with gaining
confidence and seeing technology’s relevance to their contexts. The role of ICT is
largely to support existing practice and make teachers more efficient in their roles as
educators. Technology adoption research and models such as Cognitive
Apprenticeship15 suggest that teachers will take time to master technology in their
known contexts before exploring new uses for technology and new pedagogical
approaches that may best suit those technologies. This transformation from
Technology Literacy is replicated in the overlapping Knowledge Deepening and
Knowledge Creation phases.
The UNESCO curriculum framework forms a matrix as these three approaches are
examined in relation to the 6 educational components. The resulting matrix (Table 1)
consists of 18 cells or modules. Within each module there are specific curricular
goals and teacher skills which have been identified and provide the basis of the
competency standards.
Technology Literacy
Knowledge Deepening
Knowledge Creation
Policy
Curriculum and
Assessment
Pedagogy
ICT
Organisation and
Administration
Teacher Professional
Development
Table1: UNESCO matrix of 3 approaches and 6 educational components (omitting the
titles of the 18 modules (blank cells)
15
Cognitive Apprenticeship: Making Thinking Visible (J S Brown et al)
http://www.21learn.org/site/archive/cognitive-apprenticeship-making-thinking-visible/
9
In the competency framework teaching skills are identified that typify the
competence of teachers in each module.
Technology Literacy
Knowledge Deepening Knowledge Creation
Policy
Curriculum and
Assessment
Teachers should be able to:
Identify how classroom
practice supports policies
Teachers should be able to:
Design classroom activities
that support school and
national policies
Teachers should be able to:
Design / Modify and
implement school reform
programmes aligning with
national policies
Describe how curriculum
standards are supported by
ICT resources
Identify key concepts and
processes in subject areas
and how ICT resources can
deepen student
understanding of these
Incorporate complex
cognitive skills such as
information management,
problem solving ,
collaboration and critical
thinking in lesson activities
Help students acquire ICT
skills in curricular and extra
curricular contexts
Use ICT to support
formative and summative
assessment
Pedagogy
Describe how didactic
teaching supports students
acquisition of subject
knowledge
Integrate ICT into lesson
plans
Use ICT to support teaching
and learning
Help students develop skills
to find and evaluate
information
Include students in
assessment tool
development
Describe how ICT can be
used to support
collaborative, project-based
learning, challenge thinking
and support social
interaction while engaging
with real-world issues
Design and implement
project-based units that
align to curriculum
standards while dealing with
real-world issues
Help students reflect on
their own learning
10
Design learning activities in
which students use ICT to
acquire skills of reasoning,
planning , reflective
learning, knowledge
building, collaboration and
communication
Model reasoning, problem
solving and knowledge
creation
Design activities that require
students to use online
resources for collaborative
problem solving, research
and artistic creation
Help students design project
plans that integrate ICT and
engage them in
collaborative problem
solving, research and artistic
creation
ICT
Describe the purpose and
basic function of ICT
resources in the context of
their subject
Use interactive software
appropriate to the
curriculum standards
Use ICT resources to
support their own and
students’ innovation and
knowledge creation
Use networked resources
Use the Internet for
information retrieval,
collaboration and
communication in the
context of their subject
Use ICT to communicate and
collaborate with the larger
community of peers and
experts in order to enhance
learning
Evaluate the accuracy and
usefulness of Web resources
Organisation
and
Administration
Select and evaluate digital
educational content and
software in alignment with
curriculum needs
Integrate the use of the
computer room with
ongoing teaching and
learning in meaningful
contexts
Manage supplemental ICT
resources with individuals
and small groups in the
conventional classroom
Teacher
Professional
Development
Find and use ICT resources
to support own content and
pedagogical knowledge
Place and organise ICT in the
classroom context to
reinforce learning activities
Manage project-based
learning in a technology-rich
environment
Use ICT to access and share
professional development
resources
Use ICT to access outside
experts and learning
communities
Continually evaluate and
reflect on teaching practice
and plan improvement
Use ICT resources to
participate in professional
communities
Use virtual and knowledge
building environments to
develop learning in face-toface and online
communities
Use planning and thinking
tools to support students’
creation of own learning
activities and continuous
learning
Play a leadership role in
creating a vision for
curriculum ICT integration in
the school
Play a leading role in
supporting innovation in the
school
Play a leading role in
supporting continuous
learning among colleagues
Continually evaluate and
reflect on teaching practice
to engage ongoing
innovation and
improvement
Table 2: Curriculum Framework adapted from UNESCO ICT Competency Standards for Teachers
11
3. Guidelines for Implementation
3.1. Learning Pathways
A competency framework is applicable to the contexts of all teachers who want
to use ICT for the benefit of teaching and learning, whether they are new
teachers, well-established teachers, well or poorly qualified, established ICT
users or beginner users of ICT. Each individual teacher engages in a unique
pathway of learning and experiences based on that teacher’s context.
A learning pathway is a unique selection of professional development
interventions that an individual teacher systematically participates in over a
period of time as he/she grows professionally. It is usually not a pre-selected
schedule of courses, but more likely a succession of courses, workshops and
conferences that the teacher attends as and when the need arises and the selfmotivation and funding (if necessary) to participate is present.
Table 1: Summary of a generic learning pathway for teachers
Technology Literacy
Knowledge Deepening
Knowledge Creation
ICT skills focused courses
with teacher contexts
Focus on student information
management skills
Explore curriculum
resources – collaborating with
other teachers
Simple resource creation
using ICT
Introduction to projectbased learning
Designing student-centred, enquirybased classroom projects integrating
ICT
Sharing classroom resources online
and collegially
Greater independence in seeking
communities of learning and
exploring new ideas in practice
Specialised study .e.g. leadership,
action research, higher qualification
12
A framework maps the generic pathway for a country. Public and privately funded
professional development resources determine the assets available for teacher
training and how they map to the country’s framework. Table 1 maps a generic
pathway that aligns to the COL framework. Schools could embark on such a
pathway as an organisation, but risk alienating teachers that do not perceive all
resources as useful. How individuals progress along a pathway depends on
whether there are resources to satisfy each individual’s need at the time.
The learning pathway in Table 1 is simply an example of how a teacher might
progress through the various approaches, while recognising that adult learning is
driven by needs and interests and that each teacher would make a personal
decision about which interventions and professional development activities
he/she would want to engage. However, at an institutional level, it is
recommended that interventions that cater to this kind of professional
development learning pathway be made available to practitioners.
Initial courses in a learning pathway tend to be similar for most teachers. They
help teachers find the connection between the technology and their contexts as
teachers. The teachers’ contexts define the ICT content of such courses – it is a
needs-driven decision. Because teachers have different needs and experience
individual learning pathways could be diverse for teachers of the same subject.
As teachers progress along the continuum of overlapping approaches their focus
on learning about how to integrate ICT will shift from the technology skills to the
pedagogical skills.
Once teachers feel a sense of mastery of the basic skills they need in their
contexts they will focus their attention on the use of ICT to engage students in
simple research, responding to relatively simple challenges, representing a
departure from conventional teacher-centred learning activities. Teaching
students information management skills will become necessary as they engage
with online information resources. Teachers will explore educational software and
subject-specific content resources, being mindful of the need to also develop
learners’ ICT skills as they, the students, use a wider range of application software
in teaching and learning activities.
Learning challenges and learning activities will develop greater complexity as
teachers become more aware of a greater range of ICT resources and ideas about
how to integrate ICT and orchestrate learning to extract the best benefits from
what the resources offer. This will be a dominant feature of growth in the
Knowledge Deepening phase. It is a natural transition from this phase for teachers
to become more innovative, although, given the nature of innovation and
creativity, some may be more at ease with pushing the bar while others will settle
for the comfort of routine expertise.
13
Because learning pathways are catered to largely through courses one will find
most teachers following a similar generic pathway, but with unique appended
experiences as they engage in other supplementary learning experiences.
A subject teacher may progress along a learning pathway as follows:
1. Teacher has no prior experience of ICT - attends training that aligns ICT skills
to the context of teaching – sees value in ICT for processing assessment and
setting up worksheets
2. Months later the teacher attends a study group for subject teachers – hears
about useful educational software – explores and decides not to adopt this
resource
3. The following year the teacher reads about classes collaborating online and
becomes interested in this idea – realises he/she has a lack of experience in
designing such learning activities – this need is not met for a while
4. A few weeks later the school announces that there is a course on designing
projects – teacher perceives this as suiting his/her needs – attends the course
5. Teacher realises that he/she does not know enough about digital media –
asks a colleague – peer-to-peer sharing takes place
6. Teacher becomes enthusiastic after successfully implementing a classroom
project and integrating ICT and has many questions about ICT in the
classroom – pursues these by joining an online community for subject
teachers
7. The following year a national conference for educational ICT is announced –
teacher registers – at the conference the teacher is exposed to a multitude of
ideas
3.2. Aligning courses and interventions to the competency framework
The individual modules that constitute the matrix of cells in the competency
framework cannot be seen in isolation; they are deeply interrelated, thereby
replicating the complexity of any learning situation. Furthermore most existing
courseware is developed outside the parameters of the framework and before
the framework was developed. It is therefore rare that you will find one
intervention specifically focussed on one module. Quite often existing
interventions will cater not only for more than one educational component
under one approach on the matrix, but may cater for a range of competencies
spanning more than one approach. It is therefore hard to recommend one
specific course for one specific competency or module of competencies. The
following recommendations are therefore made recognising the limitations and
complexities of such a process.
Major providers of open educational resources offer a range of teacher
professional development resources in ICT integration, most as part of
worldwide programmes, but some specific to some countries.
14
The Commonwealth Certificate for Teacher ICT Integration (CCTII) is a distance
qualification that can be offered in blended mode or as a distance learning
course. It can also be offered as a qualification or module by module as a range
of short courses. Teacher education institutions can adopt and use this resource.
The courseware is available for viewing at http://www.schoolnet.org.za/CoL/ACE
The Microsoft® Partners in Learning (PiL) programme is a worldwide initiative
with a significant teacher development component that takes on a different
format in each partner country. Materials recommended here have been
developed in South Africa and used in Africa, while some components were
developed in the USA and localised for South Africa. The world renowned Peer
Coaching course is an example of this. While the Partners in Learning programme
in a specific country is established with government endorsement, the teacher
development materials may be used anywhere in educational, non-profit
programmes. For more details about the international programme see
http://www.microsoft.com/education/pil/partnersinlearning.aspx
To view the South African programme materials see
http://www.schoolnet.org.za/PILP
The Intel® Teach programme is similarly a worldwide programme which is part of
a broader Intel educational initiative. A range of materials have been developed
centrally and adapted locally in countries under Intel supervision. The courses
are only recognised in countries with an established Intel® Teach programme,
but may be delivered in other countries by Intel Teach partners from Intel Teach
countries. For more details about the programme see
http://www.intel.com/education/teach/. These materials are not in the open
education resources domain but the programme is sponsored in member
countries.
Intel® Elements is a series of self-study courses on CD that could be facilitated if
necessary. This series can be used in countries not offering Intel® Teach.
Oracle® Foundation ThinkQuest Projects is an integrated project with some
courseware preparing teachers specifically for managing the ThinkQuest Projects
programme. ThinkQuest is a competition for students to collaboratively develop
learning materials in a safe interaction environment. To read more about this
programme see http://www.slideshare.net/technoman222/think-quest-projectand-21st-century-learning
Courses or modules that can be offered to align with various phases in the
competency framework are included below. This is by no means an exhaustive
list and this list could be updated periodically.
15
Technology Literacy
ICT skills focus with teacher contexts
 PiL: ICT Skills for Teachers / Principals (2 separate courses)
 Intel® Teach: Getting Started
 CCTTI module: ICT and the Roles of the Educator
 CCTTI module: Designing and creating websites
Information skills and simple resource creation
 PiL One Step Further
 CCTII module: ICT Maths Resources for Educators
 CCTII module: ICT Science Resources for Educators
 CCTII module: Developing Classroom Resources for Maths
 CCTII module: Developing Classroom Resources for Science
Using educational software
 CCTII module: Choosing and evaluating Educational Software
Learning Theory (foundational)
 CCTII module: Learning, teaching and thinking with ICT
Knowledge Deepening
Project-based learning
 Intel® Elements: Project-based Approach
 PiL: ICT Integration (WebQuests)
 Intel® Teach: Essentials Course
 Intel® Teach: Thinking with Technology
 CCTII module: Learning with Projects
 CCTII module: Working with Information
 Oracle® Foundation ThinkQuest Projects
Assessment
 CCTII module: Assessing ICT Integration
Collaborative Professional Development
 PiL: Peer Coaching
ICT in schools
 CCTII module: ICT in Schools
Knowledge Creation
ICT Leadership
 CCTII module: ICT Leadership in Schools
 CCTII module: ICT Planning in Schools
 NCERD Guyana: ICT module in Course for Principals
 PiL: ICT Leadership for Education Managers
 PiL: 21st Century School Leadership
 PiL: Assessing 21st Century Learning
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3.3. Suggested Implementation Strategy
3.3.1. Pre-service teacher training
Given the relative lack of a cohesive strategy for both pre-service and
ongoing (in-service) teacher development in ICT integration in most
Commonwealth countries, it is probable that the early stages of a strategy for
implementation would look similar for both sectors. Given that teachers will
take time to grow in confidence and competence as they gain experience of
teaching with ICT it can safely be assumed that teachers could take several
years to develop along the pathway of overlapping approaches referred to in
the above curriculum framework (Table 2).
Pre-service training varies from country to country and may take from 3 to 7
years. In some cases the teaching practice is integrated throughout the
course and in other cases it is confined to a post graduate teacher diploma
course.
COL recommends that:
 teachers leaving pre-service level training in which teaching practice is
integrated throughout large portions of the course be able to achieve
the competencies listed in the Technology Literacy and Knowledge
Deepening columns;
 teachers qualifying with one year post-graduate professional
qualifications be expected to be proficient in Technology Literacy and
at least have knowledge of Knowledge Deepening competencies;
 teacher trainers at teacher training institutions acquire and model ICT
integration competencies;
 teacher training institutions plan/adopt and integrate courseware for
students that aligns with the required competencies.
3.3.2. In–service teacher training
In-service teachers have busy schedules and are geographically dispersed
over large areas, posing logistical challenges to their ongoing professional
growth. Open and distance learning particularly suits their need for flexibility
in time, location and access to teacher professional development content.
These teachers are also more discerning about the time they spend on
professional development and are more likely to prefer needs-driven
interventions.
COL recommends that:
 open and distance learning courses that align to the framework be
made available to in-service teachers;
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

courses have a modular structure in order to offer teachers with
varying needs a range of learning options;
teachers join online communities of practice and share their
experience and resources.
If pre-service and in-service teachers collaborate with each other in the
acquisition of ICT integration competencies they stand to benefit from the
unique experience that each can bring to the partnership. For instance,
practicing teachers have content mastery and classroom management
experience, but may not have the opportunities to learn new ideas about
integrating ICT. Pre-service teachers may lack the classroom experience but
have fresh ideas about new pedagogical approaches using ICT resources to
enhance learning. Peer coaching in this situation will grow a collaborative
professional development model in both the school and the teacher training
institution.
3.3.3. Whole school professional development
COL recommends building a broad base of capacity in ICT integration at
school level. This is based on several key developments taking place
simultaneously:
ICT leadership:
COL recognises the key role that school management plays in successful ICT
implementation in schools. Professional development for this specialist group
focuses on ICT leadership, shared vision and development of ICT plan and
implementation of ICT in the school.
Technical support:
The lack of a technical support strategy places school ICT implementation at
risk. In some countries and country regions technical support is provided by
the government or local government. Where such a strategy is not in place it
is incumbent on the school to secure its own technical support. Teachers who
receive specialist training in technical support often see this as an
opportunity to leave the profession, thereby depleting the school support
team and jeopardising the school’s ICT implementation. The same applies to
the school “ICT champions”. COL recommends developing a technical support
team at school or community level, coordinated by a teacher. In many
countries such a team consists of students from several grades.
Peer-to-peer collaboration:
Research has shown that teacher professional development that is based on
collaboration, coaching, study teams and peer visits results on a high degree
of application of learning in the classroom.16 A peer coach programme is
designed to build a school-wide culture of peer-to-peer collaboration
16 Joyce, B., & Showers, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12–16.
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focusing on coaching skills, lesson enhancement and ICT integration. COL
recognises the impact that such broad-based development of ICT champions
has on the sustainability of ICT implementation at the school, and quality
teaching and learning with ICT in the classroom.
3.3.4. Education managers
Most countries have a system of district management and support personnel
who administer schools on behalf of the state/province/region. While these
officials are not directly involved with ICT in the classroom or even at the
school, their awareness and understanding of the role of ICT in education is
critical if systemic change focused on ICT implementation is to be successful.
Managers who are not aware of the benefits of ICT might place restrictions
on teachers in the classroom adopting new pedagogical approaches with new
technologies. Similarly assessment of learning needs to reflect the nature of
the learning and new assessment strategies may need to be employed.
Professional development for education managers will equip education
managers with the knowledge, skills and attitudes to support innovative uses
of ICT in the school and the classroom. Furthermore, training in pedagogical
approaches that integrate ICT will allow curriculum support personnel to play
leadership roles in facilitating the development of these skills in teachers.
3.3.5. Country implementation strategy.
COL recommends the following principles for countries implementing a
teacher development strategy in ICT integration:
A customised framework will afford the country the opportunity to align the
framework with local e-learning policy. Countries may also wish to align the
framework with existing successful professional development interventions.
A customised framework will allow specific learning pathways to be
identified for teachers in that country.
A roadmap for implementation of teacher professional development in ICT
integration will help to identify what capacity exists or needs to be
developed in the provision of professional development interventions and
facilitators.
A roadmap will help identify the areas where public-private partnerships can
be explored and provide clarity on what funding for implementation is
required.
A roadmap will clearly define delivery targets within a timeframe, and
identify outputs and indicators for monitoring and evaluation.
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Recommended learning pathways will guide teachers in specific interest
groups through recommended professional development interventions in a
systematic way.
Educators at teacher training institutions will benefit from following
pathways specific to their niche so that they will be able to fulfil their
responsibility to train pre-service teachers in competencies aligned with the
Knowledge Deepening approach.
Internet connectivity in schools will enable teachers to participate in open
and distance learning, this benefitting from the flexibility and situational
training that this affords. The Internet connectivity will also facilitate the
establishment of communities of practice online, ensuring that teachers
remain supported as lifelong learners.
Education support personnel will benefit from training unique to their niche
as potential ICT leaders and facilitators of training in ICT integration for
teachers in their care.
A technical support strategy based on broad-based capacity building in
technical skills will ensure the sustainability of ICT in the school and the
classroom.
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References:
Brown, J S, et al, Cognitive Apprenticeship: Making Thinking Visible (1991)
http://www.21learn.org/site/archive/cognitive-apprenticeship-making-thinkingvisible/
ISTE, ISTE National Educational Technology Standards for Teachers (2008)
http://cnets.iste.org/teachers/t_stands.html
Oliver, K, Situated Cognition & Cognitive Apprenticeships (1999)
http://www.edtech.vt.edu/edtech/id/models/powerpoint/cog.pdf
Joyce, B., & Showers, B. (1996). The evolution of peer coaching. Educational
Leadership, 53(6), 12–16.
Technological Pedagogical Content Knowledge
http://www.tpck.org
The Journal, New Insights on Technology Adoption in Schools, February 2000
UNESCO, ICT Competency Standards for Teachers: Policy Framework (2008)
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
UNESCO, ICT Competency Standards for Teachers: Competency Standards Modules
(2008)
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
UNESCO, ICT Competency Standards for Teachers: Implementation Guidelines (2008)
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
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