Workshop
Frameworks & Tools for Assessment
of ICT Competency Standards for
Teachers in TIVET
eLearning Africa
Mlimani City Conference Centre
Dar-e-Salaam
May 25th – 27th, 2011
Mary Hooker, Research Manager, GESCI
mary.hooker@gesci.org
Tools & Frameworks Assessing ICT Competencies
Objectives
• To share tools and instruments
• To simulate their use
• To get feedback on tool relevance for TIVET
teachers in relation to application &
assessment
2
Workshop Agenda
Agenda
Time 14:00 – 17:30
Session
15 mins Introduction session and overview of competencies from international
perspective
15 mins Plenary task 1 – Development-prioritization assessment of competencies
15 mins Discussion and feedback on assessment and its application
15 mins TIVET case study on ICT Use
45 mins Group task 2 – Standards for standards – assessing relevance for ICT
competency standards for TIVET Lecturers
15 mins Coffee break
45 mins Report and feedback
15 mins Overview of assessment of Teacher/ lecturer/ instructor ICT
competencies
15 mins General discussion and closure
15 mins Workshop evaluation
3
Development of National ICT Competency
Standards for Teachers
Stage 1: Desk Research
Stage 2: Field Research
Stage 3: Consensus Building for
Contextualized Standards
Stage 4: Capacity Building for Standards
Implementation
Stage 5: Parameters for Assessment,
Evaluation, Certification & Accreditation
Stage 1: Desk Research
Global and National Agendas for ICT Integration
• Education for All
• Knowledge Economies and Societies
Global Monitoring Report 2010
Stage 1: Desk Research
The Education for All Agenda – Global Context
• Significant progress towards EFA goals, but much remains to be done
• Over 70 million children worldwide not in school
• Eighteen million new primary teachers needed to achieve EFA by 2015
• Acute shortages in the supply of suitably qualified and experienced
teachers north and south
• Disparities accelerating as richer countries lure qualified teachers from
less favoured regions
• In Sub-Saharan Africa up to a third of teachers untrained or underqualified
Global Monitoring Report 2010
Stage 1: Desk Research
The Knowledge Society Agenda
• Pervasiveness of ICTs: increasing pace of change
• New knowledge and new technologies resulting in creation of new
products, services and jobs
• Education major pillar of and role in Knowledge Society/Economy
• Paradigm shifts required in education and training
• Develop human capital with requisite skills
• Focus on 21st century learning and skills
• Holistic and coordinated approaches
• Stress on education and training systems to respond to constant
change
Swarts 2008; UNESCO 2008
Stage 1: Desk Research
ICT often seen as being a ‘solution’
• providing access to a great variety of
educational resources
• enabling participatory pedagogies
• support distance learning models for
teacher development
• address existing constraints and gaps in
teacher supply and demand
• supporting student self-learning
– anywhere and any time
• enhancing teachers' skills and
knowledge
Unwin 2004; Ng et al., 2008
Stage 1: Desk Research
WB Study of Maths Science and ICT Education in SSA
• Systematic use of ICT for teaching and learning is low
• Students learn mainly basic computer skills and some principles of
computer operations
• Instructional models in both the teacher colleges and the universities are
• excessively academic,
• teacher-centric
• remote from the real challenges of classroom practice
Ottevanger et al. (2007)
Stage 2: Field Research
Conversations with stakeholders…
• from national
• to district
• to local levels
UNESCO 2010
Stage 2: Field Research
Policy vision and mission fragmentation at different levels
of education system as a result of…
• discontent between policy vision and classroom realities
• syllabus with scant reference to ICT in teaching and learning
materials
• technology skills taught in isolation from pedagogy &
content
• a new generation of teachers with little experience and no
models for using education technology generally and ICT
specifically in teaching & learning
UNESCO 2010
Stage 3: Consensus Building on Standards
What is needed…
• to ensure teacher development quality of the pedagogical
integration of ICT in teaching and learning?
• to guide teachers on effective ICT use in teaching and
learning?
UNESCO 2010
Stage 3: Consensus Building on Standards
What is needed…
A Continuum of ICT Integration Approaches in Teacher Development
Emerging
Ability to
use ICT at
a basic
level
Applying
Ability to
make general
and specific
uses of ICT
Infusing
Ability to make
dynamic and
complex use of
ICT
Transforming
Ability to
experiment and
innovate with
ICT
Ng,
Miao &2010
Lee (2008)
UNESCO
Stage 3: Consensus Building on Standards
What is needed…
• Uniform requirement
• Training modules
• Relevant performance indicators
• Showcases or guiding lessons
• Coordination between all stakeholders
• ……Consolidated in STANDARDS
Feuchun
UNESCO
2010 2010
Stage 3: Consensus Building on Standards
Standards and Competencies
What are standards or competencies?
Stage 3: Consensus Building on Standards
What are standards or competencies?
•
Standards or competences are
descriptions of what a qualified
teacher in a given country
should know and be able to do
Thornton
Thornton
20072007
Stage 3: Consensus Building on Standards
Standards and Competencies
What are standards or competencies?
•
The knowledge and skills
required of a teacher/lecturer/
instructor in order to teach in
educational institutions
Stage 3: Consensus Building on Standards
Standards and Competencies
Knowledge
•
The content knowledge,
professional knowledge,
emerging and contemporary
knowledge and practical
understanding that a teacher/
trainer needs to perform his or
her duties
Stage 3: Consensus Building on Standards
Standards and Competencies
Teaching Skills
•
The instructional processes,
strategies and classroom
management techniques that a
teacher/ lecturer/ instructor uses
to enhance learning
Stage 3: Consensus Building on Standards
Standards and Competencies
The nature of competence
•
Competencies include high
levels of knowledge, values,
skills, and personal
dispositions, sensitivities and
capabilities — and the ability to
put those combinations into
practice in an appropriate way
The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)
Stage 3: Consensus Building on Standards
Why Teacher Competency Standards?
•
•
•
•
•
Clear for all to see what is required of a qualified teacher/lecturer/
instructor in terms of knowledge, classroom skills, behaviour and
attitudes.
All technical training institutes will need to make sure that they procure
lecturers & instructors to meet those competences
All training providers will have to ensure that they provide training
programs which meet country priorities as expressed in the competency
framework rather than focusing on their own agendas
Teacher Educators and Teachers will be able to see the minimum
standards required of them and will be able to place efforts towards
achieving and maintaining those standards
The general public can be confident that students are being taught by
lecturers & instructors who have achieved agreed and transparent
standards
Stage 3: Consensus Building on Standards
Standards and Competencies
Why ICT Teacher Competency Standards?
Stage 3: Consensus Building on Standards
ICT Standards for Four Dimensions
1. ICT skills, knowledge and attitudes are added into the
institutional program through a separate ICT subject
2. Focuses on integrating ICTs into the daily work of all
lecturers
3. Transformative at the classroom level: it changes
content as well as pedagogy (what students learn as
well as how they learn)
4. Transformative at the systemic level: leading to
changes in the organisational and structural features
of technical course provision as well
Stage 3: Consensus Building on Standards
ICT Standards for Teachers
• ISTE: National Educational Technology Standards
for Teachers (NETS-T)
• UNESCO: ICT Competency Standards for
Teachers
• Australia: ICT Competency Framework
for Teachers
• Dutch ICT Knowledge Base
• Teachers Competencies and Qualifications
Framework for EU countries
• ICT-enhanced Teacher Standards
for Africa
UNESCO 2010
Stage 3: Consensus Building on Standards
Australia ICT Competency Framework for Teachers
Five sets of standards for different professional development roles
• Beginning Teachers with modest skills and experience in pedagogy
and ICT use
• Practicing Teachers who are beginning users of ICT range of
pedagogy
• Practicing Teachers who are accomplished users of ICT
• School Leaders who require ICT standards to encourage and
support their roles as effective leaders
• Teacher Educators who require ICT standards to inform their own
practice and to provide effective role models for their students
Commonwealth Department of Education Science
and Training
UNESCO
2010(2002)
Stage 3: Consensus Building on Standards
NETS for Teachers
20 indicators developed into five categories:
1. Student Learning & Creativity
2. Digital-Age Learning Experiences and Assessments
3. Digital-Age Work & Learning
4. Digital Citizenship & Responsibility
5. Professional Growth & Leadership
NETS 2008
UNESCO 2010
Stage 3: Consensus Building on Standards
Key Features of NETS
•
Uniform categories (five)
•
Different target groups (students, teachers,
administrators, ICT technicians)
•
Relevant performance indicators
(description of practices & master levels)
•
Continual development phases
•
Practical scenarios and showcases
NETS 2008
UNESCO 2010
Stage 3: Consensus Building on Standards
UNESCO Competency Standards for Teachers
• Policy Framework
• Implementation Guidelines
• Competency Standards Modules
UNESCO
UNESCO
2010 2008
Stage 3: Consensus Building on Standards
Objectives
• A basic set of qualifications that allows teachers to integrate ICT
into their teaching and learning, to advance student learning, and to
improve other professional duties.
• A set of guidelines for Teacher Development providers to identify,
develop or evaluate learning materials or Teacher Development
programs in the use of ICT in teaching and learning.
• Extending teachers’ professional development so as to advance
their skills in pedagogy, collaboration, leadership and innovative
school development using ICT.
• Harmonizing different views and vocabulary regarding the uses of
ICT in teacher education.
UNESCO
UNESCO
2010 2008
Stage 3: Consensus Building on Standards
Three Approaches
Connecting education policy with economic development:
•
Technology literacy approach: Increase the technological uptake
of students, citizens, and the workforce by incorporating technology
skills in the curriculum - the.
•
Knowledge deepening 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 creation approach: Increase the ability of students,
citizens, and the workforce to innovate, produce new knowledge and
benefit from this new knowledge - or the.
UNESCO
UNESCO
2010 2008
Stage 3: Consensus Building on Standards
UNESCO ICT Competency Standards for Teachers
Breadth
Depth
Role: Teachers, Technology Coordinators, Principals
UNESCO
UNESCO
2010 2008
Stage 3: Consensus Building on Standards
Modules for three approaches
Describe the contents and
specify the mastery levels
of the modules that
correspond to the six
components of the three
approaches
UNESCO 2008
Stage 3: Consensus Building on Standards
Syllabus
Define the objectives and
suggested methods that
teacher educators may use
to design learning
materials to support the
goals of the standard
UNESCO 2008
Stage 3: Consensus Building on Standards
Taking it one step further – GESCI Tools
Develop a road map with
standard statements
organized in progression
phases
Organize categories within
each system component
Create of performance
indicators and an “Emergent”
level
Create new statements
where gaps have been
identified in the progression
from emergent to knowledge
creation levels
“”
GESCI 2008
Stage 3: Consensus Building on Standards
ICT–TPD Development Roadmap
• The roadmap can be used to contextualize 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 assess and
leverage current strengths to advance other components in the system.
GESCI 2008; UNESCO 2008
Stage 3: Consensus Building on Standards
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,
teacher-centered practice.
Stage 3: Consensus Building on Standards
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.
Stage 3: Consensus Building on Standards
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
Stage 3: Consensus Building on Standards
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 teacher development
have become centers of learning for their
communities.
Stage 3: Consensus Building on Standards
Consolidating the Approaches
ICT a core technology
Learning
how to
use
ICT
‘Infusing’
‘Knowledge Deepening’
Teacher professional development
focus on the use of ICT to guide
students through complex
problems and manage dynamic
learning environments
3
1
‘Emerging’
‘Technology Add-on’
Teacher development focus on the
use of ICT as an add-on to the
traditional curricula and
standardized test systems
‘Transforming’
‘Knowledge Creation’
Teachers are themselves master learners and
knowledge producers who are constantly
engaged in educational experimentation and
innovation to produce new knowledge about
learning and teaching practice
4
2
‘Applying’
‘Technology Literacy’
Teacher development focus on building digital
literacy and the use of ICT for professional
improvement
Learning
via
ICT
ICT as complementary technology
40
Sources: Olakulehin, 2008; UNESCO, 2008; GESCI 2008
Stage 3: Consensus Building on Standards
Task 1:
ICT-Competency Standards for Teachers
Development-Prioritization Assessment
41
Stage 3: Consensus Building on Standards
ICT-Teacher Competency Standards
Development - Prioritization
Assessemnt
• Review the performance indicators for each domain
• Circle the level of development on each continuum that you
would assess teachers (pre and/or in-service) are at in your
country (Left side – “Emerging stage” (1) - Right side –
“Transforming stage” (4))
• Circle top three priorities you would want to focus on for
raising ICT Competency Standards for Teachers in your
country over the next 3 years
Stage 3: Consensus Building on Standards
Assessment Continued – on the wall
charts
 Post the RED dot indicating what you consider to be your first
priority on the wall charts at the corresponding development level
on the continuum of where you assessed your teachers to be.
 Post the GREEN dot indicating what you consider to be your
second priority on the wall charts at the corresponding
development level of teachers on the continuum.
 Post the YELLOW dot indicating what you consider to be your
third priority on the wall charts at the corresponding development
level of your teachers.
Stage 3: Consensus Building on Standards
Assessment 1 - TNA
1. What patterns do you see and what does this tell you?
2. What seem to be highest ICT-Teacher Development
development priority areas for the total group and what
might be the causes?
3. What ICT-Teacher Development areas seem to be lower
priorities and what might this indicate?
Policy
Policy
Development Level
Mean
(domain)
Mean
(subdomain)
Priority
SD
Rank
(subdomain)
1.62
Policy
awareness
Classroom
practice
Rank
(Domain)
5
Mean
(domain)
Mean
(subdomain)
2.44
Rank
(subdomain)
Rank
(Domain)
1
1.61
0.43
19
2.00
8
1.64
0.49
16
2.89
1
Curriculum & Assessment
Curr &
Ass
Development Level
Mean
(domain)
Mean
(subdomain)
Priority
SD
Rank
(subdomain)
1.61
Curriculum
Planning
Learning
Environment
Student
experience
Assessment
Communicat
ion &
collaboratio
n
Special
Needs
Education
Rank
(Domain)
Mean
(domain)
6
Mean
(subdomain)
1.52
Rank
(subdomain)
Rank
(Domain)
4
1.32
0.31
26
2.00
8
1.72
0.46
9
2.60
3
1.72
0.79
9
1.00
21
1.64
0.82
16
2.00
8
1.87
0.66
4
1.50
18
1.43
0.62
25
0.00
24
Pedagogy
Pedago
gy
Development Level
Mean
(domain)
Mean
(subdomain)
Priority
SD
Rank
(subdomain)
1.73
Rank
(Domain)
Mean
(domain)
3
Mean
(subdomain)
1.84
Rank
(subdomain)
Rank
(Domain)
3
Planning
Problembased
learning
Student
experience
Projectbased
learning
Communicati
on &
collaboration
1.60
0.33
20
2.80
2
1.80
0.58
7
1.91
15
2.00
0.83
2
1.50
18
1.72
0.96
9
1.00
21
1.54
0.35
22
2.00
8
ICT
ICT
Development Level
Mean
(domain)
Mean
(subdomain)
Priority
SD
Rank
(subdomain)
1.77
Productivity
tools
Authoring
tools
Internet
Communicati
on &
collaboration
Administrati
on
Educational
software
Rank
(Domain)
Mean
(domain)
2
Mean
(subdomain)
2.06
Rank
(subdomain)
Rank
(Domain)
2
1.71
0.91
14
2.10
1.72
0.54
9
2.00
8
1.96
0.84
3
2.57
4
2.04
0.79
1
2.50
5
1.57
0.98
21
1.67
17
Organization & Administration
Org &
Admin
Development Level
Mean
(domain)
Mean
(subdomain)
Priority
SD
Rank
(subdomain)
1.65
Teacher
understandi
ng
Leading ICT
integration
Classroom
management
Acceptable &
appropriate
uses
Rank
(Domain)
Mean
(domain)
4
Mean
(subdomain)
1.25
Rank
(subdomain)
Rank
(Domain)
6
1.54
0.69
22
2.00
8
1.50
0.43
24
1.00
21
1.84
0.89
5
2.00
8
1.71
0.91
14
0.00
24
Teacher Development
Teacher
Dev
Development Level
Mean
(domain)
Mean
(subdomain)
Priority
SD
Rank
(subdomain)
1.78
Teacher
understandi
ng
Leading ICT
integration
Classroom
management
Rank
(Domain)
Mean
(domain)
1
Mean
(subdomain)
1.42
Rank
(subdomain)
Rank
(Domain)
5
1.78
0.63
8
2.50
5
1.72
0.54
9
1.75
16
1.83
0.75
6
0.00
24
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Top Priorities
Top three priorities for the next 3 years
12
10
8
6
4
2
0
Priority 1
Priority 2
Priority 3
Training Needs Assessment
Quadrant 3: High Dev – Low Priority
High Curriculum-Student experience
Curriculum-Communication & collaboration
Pedagogy-Student experience
Pedagogy-Project based learning
Org-Acceptable & appropriate uses
Teacher Dev.-Informal learning
Dev Quadrant 1: Low Dev – Low Priority
Curriculum-Special Needs Education
ICT-Administration
ICT-Educational tools
Org-Leading ICT integration
Low
Low
Quadrant 4: High Dev – High Priority
Curriculum-Learning Environment
Pedagogy-Problem based learning
ICT-Productivity tools
ICT-Authoring tools
ICT-Internet
ICT-Communication & collaboration
Org-Classroom management
Teacher Dev.-Planning
Teacher Dev.-Teacher awareness
Quadrant 2: Low Dev – High Priority
Pol-Policy awareness
Pol-Classroom practice
Curriculum-Curriculum Planning
Curriculum-Assessment
Pedagogy-Planning
Pedagogy-Communication & collaboration
Org-Teacher understanding
Priority
High
Stage 3: Consensus Building on Standards
Task 2: Standards for Standards:
Assessing ICT Competency Standards
for Teachers in TIVET
Stage 3: Consensus Building on Standards
Task 2: Standards for Standards
Under each sub-domain, there are standards which describe what
a lecturer/ instructor should know and be able to do in a
progression path of ICT use in teaching and learning in TIVET.
1. Please review the sub-domain assigned to your group using
criteria of relevance, clarity and scope to assess the
progression of standard statements.
2. Please provide comments/suggestions for modification of the
statements and progression paths for the TIVET context.
54
Stage 3: Consensus Building on Standards
Relevance
General review
1. What do standards mean to the group?
2. Do the standards have relevance for the TIVET
context?
3. Do the standards reflect a realistic and feasible
continuum of what TIVET lecturers/ tutors need to
know/ need to be able to do with technology in
teaching and learning/ course delivery?
Comment on these
55
Stage 3: Consensus Building on Standards
Clarity
1. Are the statement progressions between the
different levels of emergent (emergent),
technology literacy (applying), knowledge
deepening (infusing) and knowledge creation
(transforming) clear?
2. Will lecturers/ instructors, administrators be able
to understand what each of the standard
statements mean?
3. Will it be possible for lecturers/ tutors to use the
standards for self-assessment of their practice?
Comment on these
56
Stage 3: Consensus Building on Standards
Coverage
1. Is there something missing?
2. Are there other standards/ domains that
should be included?
3. Are there standards/ domains that should be
excluded?
Comment on these
57
Stage 3: Consensus Building on Standards
Suggestions and Modifications
If the group has any suggestions for modifications/
rewording (changes, additions, or deletions) to
describe lecturer/instructor performance for the four
levels of this standard sub-domain or to make the
standard statements and progressions clearer, more
relevant or more comprehensive for the TIVET context.
Please enter these in the space provided.
58
Stage 3: Consensus Building on Standards
Additional comments of suggestions
Are there any additional comments or suggestions that the
group has for validating the competency standard subdomain reviewed?
If so please list these in the space for further suggestions
provided.
59
Stage 4: Capacity Building
Where to begin?
• Teachers are trained to integrate pedagogy and
content (i.e. pedagogical content knowledge)
based on Shulman (1986)
• They also acquire the basic ICT knowledge
(Kafanabo, 2006; Kafyulilo, 2010), but
• They are not conversant with the integration of
Technology Pedagogy and Content (Kafyulilo,
2010)
3/22/2016
Technological pedagogical content
knowledge
Kafyulilo,602010
Stage 4: Capacity Building
Towards TPACK
PCK
TPACK
Pedagogy
Content
Pedagogy
PCK
Content
TPK
TCK
Technology
3/22/2016
Technology
Technological pedagogical content
knowledge
Shulman
1986; Koehler & Mishra612008
Stage 5: Assessment, Evaluation, Certification & Accreditation
Assessment in Teacher Development
Assessment should be
• accessible to all beginning and practising teachers;
• must be easily administered and affordable for the assessing body and
participants;
• should involve a range of tools to reflect the varying aspects of teaching
practice;
• needs support mechanisms and assistance for teachers undertaking
assessment;
• detailed feedback must be provided from the assessment process, including
opportunities for further development; and
• credentialing must be recognised by the employing authority and in some
tangible form such as a salary increase
A common model is the combination of a portfolio and some form of
assessment centre
Bowes and Maarker622006
Stage 5: Assessment, Evaluation, Certification & Accreditation
Educator Learning Journeys
Basic Digital Literacy Skills
Beta April-December 2011
Hosted Learning System
Beta June 2011
Assess
Learning
Gaps
• 40 questions
• User can retake 23 times without
repeating
questions
• Technology neutral
Learning
Content
• Tech Literacy
Strand of CFT
• 6 courses
• About 69 individual
learning topics
• 40 hours
• Training uses
Microsoft tools to
support learning
• Aligned to UNESCO
ICT-CFT
Certificates
of
Completion
• Summative
Assessment
• 6 Completion
Certificates
• Technology
nuetral
Microsoft
Technology
Literacy
Certification
for Teachers
• Leverage certification
knowledge and
learning from ICDL
and Microsoft
Learning
• 1 exam
• Target: $7-10 USD
per teacher
• Technology neutral
Microsoft; UNESCO; Immel 2011
Stage 5: Assessment, Evaluation, Certification & Accreditation
Portfolio & Reflective Analysis
• Selecting artifacts first step in presenting
evidence of how the Standards for teacher
educators have been met.
• accompanying written commentaries must be
included to provide insight into the rationale
for choosing each piece of evidence that has
been provided
Stage 5: Assessment, Evaluation, Certification & Accreditation
My Portfolio demonstrating ISTE’s
National Educational Technology
Standards for Teachers
Insert your name and a picture.
Change the Design Template.
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Stage 5: Assessment, Evaluation, Certification & Accreditation
I. Technology Operations and
Concepts.
• Teachers demonstrate a sound understanding of
technology operations and concepts.
• Performance Indicators: Teachers:
– A. demonstrate introductory technology literacy
knowledge, skills, and concepts (described in the ISTE NETS
Technology Foundation Standards for Students).
– B. demonstrate sustained growth in technology knowledge
and skills to stay abreast of contemporary and emerging
technologies.
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Stage 5: Assessment, Evaluation, Certification & Accreditation
Technology Standard I
Technology Operations and Concepts
• What Evidence do I have?
– Hyperlink to at least one artifact
• Reflections on meeting this standard:
– Hyperlink to more detailed reflections
• My Future Learning Goals
– Hyperlink to more detailed learning goals
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Stage 3: Consensus Building on Standards
Task 3: Portfolio Artifacts:
Providing portfolio evidence of
meeting the standards
Stage 3: Consensus Building on Standards
Task 3: Portfolio Artifacts:
If you were putting together a portfolio
for TIVET standards, what would be
some artifacts that you could include
to demonstrate teaching effectiveness
at different levels of your standard subdomain?