Government of Nepal
Ministry of Education
National Center for Educational Development
Developing Competency Standards (2):
Profiling Standards
ICT in Education
UNESCO Bangkok
Jonghwi Park
Programme Specialist
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
Overview
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• Step 1: Reflecting Education Goals (Worksheet A)
• Step 2: Identify domains/areas (Worksheet B)
• Step 3: Set the standards for each domain
(Worksheet C)
• Step 4: Draft competency performance indicators
(Worksheet D)
• Step 5: Draft a full development plan (Worksheet E)
Objectives
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• By the end of this module, TFT will be able to
- Understand the definition of the competency standards
- State standards (competency statement) for at least two
selected domains
Competency standards
What
areedit
the competency
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Master titlestandards?
style
• Combination of knowledge, skills and
attitudes that an individual uses at work,
school or other environments
Domain,
Standards
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Master and
titleIndicators
style
• Key areas of competency.
• Should address all aspects of
teachers’ work .
Domain
CS-1
PI-1-1
CS-2
PI-1-2
• Specific knowledge, skills and
attitude that a teacher should be
able to demonstrate.
• Stated in observable terms.
PI-2-1
• A unit of competency.
• Basic outline of the
knowledge and skills
required in the given
area.
Example
from
ICT CFT
(1)style
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title
Example
from
ICT CFT
(2)style
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Master
title
ISST
(2002) title style
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• 4 domains, 15 standards
Domain
Information
gathering
Standards
Identify location, access, and read information,
Gather and evaluate information,
Store and Manage information
Information analysis Produce, edit, and word-process materials,
and processing
Process and analyze spreadsheet materials,
Produce and edit multimedia materials,
Produce and edit presentation materials,
Use and manage the NEIS system
Information transfer Present and transfer information,
and exchange
Communication and exchange
Information
ethics Understanding the information society,
and security
Prevent distribution of harmful materials,
Protect intellectual property,
Manage personal information,
Keep netiquette
Australia
Case
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Master title style
Career Stage
Focus Area 2.6: Information and
Communication Technology (ICT)
Focus Area 3.4: Select and use resources
Focus Area 4.5: Use ICT safely,
responsibly and ethically
Graduate
Implement teaching strategies for
using ICT to expand curriculum
learning opportunities for students.
Demonstrate knowledge of a range of
resources, including ICT, that engage
students in their learning.
Demonstrate an understanding of the
relevant issues and the strategies
available to support the safe,
responsible and ethical use of ICT in
learning and teaching.
Proficient
Use effective teaching strategies to
integrate ICT into learning and
teaching programs to make selected
content relevant and meaningful.
Select and/or create and use a range
of resources, including ICT, to engage
students in their learning.
Incorporate strategies to promote the
safe, responsible and ethical use of ICT
in learning and teaching.
Highly
Accomplished
Model high-level teaching knowledge
and skills and work with colleagues to
use current ICT to improve their
teaching practice and make content
relevant and meaningful.
Assist colleagues to create, select and
use a wide range of resources,
including ICT, to engage students in
their learning.
Model, and support colleagues to
develop, strategies to promote the
safe, responsible and ethical use of ICT
in learning and teaching.
Lead
Lead and support colleagues within
the school to select and use ICT with
effective teaching strategies to expand
learning opportunities and content
knowledge for all students.
Model exemplary skills and lead
colleagues in selecting, creating and
evaluating resources, including ICT, for
application by teachers within or
beyond the school
Review or implement new policies and
strategies to ensure the safe,
responsible and ethical use of ICT in
learning and teaching.
Examples
from
ISTE title style
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Master
Domain
Competency Standards
Facilitate and Inspire
Student Learning
and Creativity
Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that advance
student learning, creativity, and innovation in both face-to-face and
virtual environments.
Design and Develop
Digital Age Learning
Experiences and
Assessment
Teachers design, develop, and evaluate authentic learning
experiences and assessment incorporating contemporary tools and
resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the NETS·S.
Model Digital Age
Work and Learning
Teachers exhibit knowledge, skills, and work processes representative
of an innovative professional in a global and digital society
Promote and Model
Digital Citizenship
and Responsibility
Teachers understand local and global societal issues and
responsibilities in an evolving digital culture and exhibit legal and
ethical behavior in their professional practices.
Engage in
Professional Growth
and Leadership
Teachers continuously improve their professional practice, model
lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the
effective use of digital tools and resources.
SMART
Korea
(2014)
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NICS
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Domains
Standards
Technology
•
•
•
•
Social and
Ethical
•
•
•
•
Pedagogical
•
•
•
Professional
•
Demonstrate knowledge and skills in basic computer operation and other
information devices including basic troubleshooting and maintenance.
Use appropriate office and teaching productivity tools.
Understand and effectively use the Internet and network applications and resources.
Demonstrate knowledge and skills in information and data manage
Understand and observe legal practices in the use of technology.
Recognize and practice ethical use of technology in both personal and professional
levels.
Plan, model and promote a safe and sound technology-supported learning
environment.
Facilitate equitable access to technology that addresses learning, social and cultural
diversity.
Apply technology to develop students’ higher order thinking skills and creativity
Provide performance tasks that require students to locate and analyze information
and to use a variety of media to clearly communicate results
Conduct open and flexible learning environments where technology is used to
support a variety of interactions among students, cooperative learning and peer
instruction. +++
Proactively engage in exploring and learning new and emerging technologies . +++
Group work: Set the standards for each
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to(Worksheet
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domain
C) title style
• Step 1: Go back to your Worksheet B and select at least 2 domains.
• Step 2: State standards for each domain. What would you see if you went
into the classroom of a good teacher who is using ICT in his/her practice?
– Knowledge, skills and attitude (standards can be multiple in one domain)
Domains
Standards (examples
(from
below)
Worksheet
B)
Curriculum &
Assessment
Using ICT tools for course design and
lesson planning
Using ICT tools to support student
understanding of subject matters and
their applications
Using ICT tools to design teaching and
learning activities
Using ICT for formative & summative
assessment and to provide students
with feedback on progress
Using ICT communication and
collaboration tools to access and source
info and to connect students to the
world outside the classroom
using ICT to address special needs
Training needs to
address (from
Worksheet A)
Pre-service
graduates
Proficient
teachers
Highly
accomplish
ed teachers
Lead
teachers
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THANK YOU.
Jonghwi Park (j.park@unesco.org)
ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)