Country examples of ICT-integrated Curriculum
for Teacher Professional Development
National Writeshop:
Competency-based ICT Teacher Training Development
3-5 November 2016, Godavari, Nepal
Mel Tan
Programme Officer
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
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AUSTRALIA
Australian
Standards
Teachers (APST)
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Four
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Australian Proressional Standards for Teachers with explicit reference to ICT
APST
ICT-related
Focus Areas
Graduate
Proficient
Highly
Accomplished
Lead
Std2: Know the Content and
How to teach it
Std3: Plan for and implement
effective teaching and learning
Focus Area 2.6:Information and
Communica tion Technology (ICT)
Implement teaching strategies for
using ICT to expand curriculum
learning opportunities for
students.
Focus Area 1
4 :Select and use
resources
Demonstrate knowledge of a
range of resources, including ICT 1
that engage students in their
learning.
Use effective teaching strategies
to integrate ICT into learning and
teaching programs to make
select1ed content relevant and
meaningfu l.
Model high-level teaching
knowledge and skills and work
with colleaguesto use current
ICT to improve tlleir teaching
practice and make content
relevant and meaningful.
Lead and support colleaglles
within the school to se]ect and
use ICT with 1effective teaching
strategies to expand learning
opportunities and content
knowledge for all students.
Select and/or cr1eate and use a
range of resources, including ICT 1
to engage students in their
learning.
Std4: Create and maintain
supportive & safe learning
environments
Focus Area 4.5: Use ICT safely,
responsibly and ethically
Demonstrate an understanding of
the relevant issues and th.e
strategies available to support t11e
safe, responsible and ethical use
ofICT in learning and teaching.
Incorporate strategies to promote
the safe, responsible and ,ethical
use ofICT in learning and teaching.
Assist c-0lleagues 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.
Model exemplary skills and lead
colleagues in selecting,creating
and, evaluating resources,
inc1uding ICT,for applfoation by
teachers within or beyond the
school
Review or implement new policies
and strategies to ensure the safe,
responsible and ethical use oflCT in
learning and teaching.
Autonomy
Accreditation
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• No standard/national curriculum for
teacher education – i.e. each university
develops its own teacher education
curriculum (autonomy)
• Consistency/quality of curriculum and clear
alignment with the APST Standards, including
ICT standards is achieved through
accreditation of their pre-service programmes
(five-year cycle)
Sample course
Samples:
• Using wikis (Basic) - http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrationsof-practice/detail?id=IOP00035
• Using ICT to Teach Languages (Proficient) - http://www.aitsl.edu.au/australian-professional-standards-forteachers/illustrations-of-practice/detail?id=IOP00160
• Engaging thru ICT (Highly Accomplished) - http://www.aitsl.edu.au/australian-professional-standards-forteachers/illustrations-of-practice/detail?id=IOP00201
APST
and
In-Service
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• Expectation that individuals will take
responsibility for building their own professional
capabilities
• Expected to gather evidence, usually through a
professional portfolio, to demonstrate that
standards and competencies have been met and
usually assessed at the school level
• Motivation for doing so includes, but is not
limited to, professional pride, employability, pay
increases and promotion.
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REPUBLIC OF
KOREA
SMART
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• 2 domains, 13 competencies
Foundations
• Creative problem solving
• Social ability
• Flexibility
• Technology literacy
• Ethics
• Passion
Practice
• Understanding future education
• Content expertise
• Building relationship with
learners
• Instructional design &
development
• Evaluation & reflection
• Building collaborative learning
community
Sample
Module
(seetitle
wikistyle
for file)
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• Targeted competency: Understanding of Future Education
(TC#7)
• Module 01: Concepts of Future Education and Roles of
Teachers (30 trainees/ run)
– Session 1: Future Society and Change in Education (evaluation:
written)
– Session 2: Future Education Preview (evaluation: outputs with peer
evaluation)
– Session 3: The Future of our Classrooms (evaluation: outputs +
attitude)
Other
Features
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Assessment
• Online diagnostic tool services on competencies
– feedback contains targeted educational contents &
directions for self-development
• Training evaluation: carried out at the end of
every training programme + investigation of
actual ICT use in schools
• Support & incentives: certificates, ICT contest,
teacher community
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SINGAPORE
Masterplan Development: Coherent
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Continuum
Teacher
training
in MP
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• 30-hour training on:
– Basic knowledge of PC and network
– Office applications (Word, Powerpoint, Excel)
– the use of Internet
• Mostly on how to digitize teacher-centric
instructional materials
Teacher
training
in MP
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• Teacher Education for the 21st century (TE21)
• Aligned with values, skills and knowledge
Teacher
training
in MP
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• Exemplary courses:
– ICT for Meaningful Learning
– Supporting Self-directed Collaborative Learning
with ICT
ICT
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toMeaningful
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• The 3rd Singapore ICT Masterplan focuses on
self-directed and collaborative learning with
ICT
• NIE adopted the Technological Pedagogical
and Content Knowledge (TPACK) framework to
build and research pre-service and in-service
teachers’ TPACK through design-based
learning
• Sample session guides (wiki)
Mainstreaming
ICT: Assessment
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• Monitoring teachers’
progress and sustainable
innovative practices:
– Professional development
Continuum Model
– Enhanced performance
management system
– Evidence-based rewards
– School-based
professional learning
– Communities
New
to Assessment
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• Portfolio
Professional
Development
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•
•
•
•
Advanced Diplomas
In-service Diplomas
Certificates
Stand-alone courses
• 6 focus areas
– upgrade content knowledge of teachers
– update teachers with pedagogical innovations in subject teaching
– equip teachers with new competencies in response to changing
societal needs and demands
– keep teachers abreast of new developments and initiatives in
education
– educate teachers with research and management skills
– enhance their teaching effectiveness through life-long learning
Professional
Singapore
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Why the NIE/Singapore TE21 model is successful?
Ministry
(Policies)
Desired Goals of
Education
Schools
(Practices)
Teacher Education
Institutions
(Preparation)
Adapted from Goh, C.B. (2014). Teacher Education Model for the 21st Century (TE21), presented at the UNESCO Central Asia Symposium on ICT in
Education 2014, available at http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/casie2014/ppt/TE21__Goh__SG_.pdf
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PHILIPPINES
Pre-service
Competency
Standards
Domains
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1.
2.
3.
4.
5.
6.
7.
Understanding ICT in Education
Curriculum and Assessment
Pedagogy
Technology Tools
Organization and Administration
Teacher Professional Learning
Teacher Disposition
Teacher Education Program Outcomes (POs)
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with Inclusion of ICT
1.
2.
3.
4.
Articulate the relationship of education to larger historical, social, cultural and
political processes.
Facilitate learning using a wide range of teaching methodologies in various
types of environment.
Develop alternative teaching approaches for diverse learners.
Apply skills in curriculum development, lesson planning, materials
development, instructional delivery and educational assessment.
5. Demonstrate proficiency in the development and
utilization of ICT resources in promoting quality
(pedagogy) teaching-learning process.
6.
7.
8.
Demonstrate basic and higher levels of thinking skills in planning, assessing
and reporting.
Practice professional and ethical teaching standards.
Pursue lifelong learning for personal and professional growth.
Revamped EdTech courses:
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Technology for Teaching & Learning
• TTL 1 (to eventually replace Educational Technology 1)
– 3-unit core course
– all students taking up any bachelor’s degree in Education are required to
take, regardless of their chosen field of specialization
• TTL 2 (to eventually replace Educational Technology 2)
– 3-unit course
– focus on the application of ICT for teaching and learning to particular subject
specializations under the K to 12 program and specific teaching contexts
• A 3-unit course is equivalent to 18 weeks of 3 hours/session
Proposed
Course
Outcomes:
1 (3 units)
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1.
2.
3.
4.
5.
Explain ICT policies and safety issues as they impact on the teaching-learning
process
Integrate media and technology in various content areas
Apply learning theories and principles in the design and development of
lessons through appropriate media and technologies for teaching learning
Formulate teaching-learning experiences and assessment tasks using
appropriate and innovative technologies
Demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources.
• Sample syllabus: wiki (course outline (by week); learning objectives,
content, references, T&L activities, assessment, materials,
timetable)
Excerpt from TTL1 syllabus (DRAFT ONLY)
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1
Introduction to Technology for Teaching and Learning
Week 2
ICT Policies and Safety Issues in Teaching and Learning
Week 3-4
Theories and Principles in the Use and Design of Technology-Driven Lessons
Week 5-6
ICT in Various Content Areas
Week 7-9
ICT and Conventional Learning Materials to Enhance Teaching and Learning
Week 10-11
Technology Tools in a Collaborative Classroom Environment and Relevance and Appropriateness in the Use of
Technology in Teaching and Learning
Week 12
Innovative Technologies for Teaching-Learning and Assessment Task
Week 13
Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model
Week 14-15
Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources
Week 16-17
Educational Sites and Portals
One week (or an
Allotted for the Midterm and the Final Exams
equivalent of three
hours)
Summative evaluation: portfolio
Desired Learning
Outcomes (DLO)
2. Identify learning theories
and principles applied in
the use and design of
learning lessons with
technology
2.1 Identify
learning
principles and
theories
that are applied
in technology
driven teachinglearning models.
Course Content/Subject
Matter
Textbooks/ References
Unit 3. Theories and
Principles in the Use
and Design of
Technology Driven
Learning Lessons
A.Learning Theories and
Principles in:
1. Dale’s Cone of
Experience (with equal
attention given to both
the Conventional
Technology and the
Innovative and
Emerging Technology
for Teaching)
Lucido, P. & Corpuz, B. (2012).
Educational technology 1 2nd
edition. Lorimar Publishing Co.
https://www.youtube.com/watch?
v=p-eSxgRetvk
Teaching and Learning
Activities (TLAs)
Assessment of
Tasks (ATs)
Resource
Materials
Active Learning with
Teacher-Led Discussion
on Dale’s Cone of
Experience and how its
principles and theories are
utilized in the technologydriven teaching and
learning
Reflection Posted
on the online
Blog/ ‘Classroommade Twitter
Wall’
Online Class
Blog or Site/
‘Classroommade Twitter
Wall’
Time
Table
1.5 hours
Proposed
Course
Outcomes:
2 (3 units)
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1.
2.
3.
4.
5.
6.
•
Develop project- and problem-based, collaborative activities using
technology tools
Produce learning resources using technology tools in various subject
areas
Evaluate the relevance and appropriateness of digital and non-digital
resources based on the learning context
Use open-ended tools (such as word processing, spreadsheets,
presentation software, and authoring tools) in subject specific application
Use ICT to develop 21st Century Skills: Information, Media and
Technology Skills, Learning and Innovation Skills, Life and Career Skills,
and Effective Communication Skills.
Use technology tools to collaborate and share resources among
communities of practice
Sample syllabus: wiki (course outline (by week); learning objectives,
content, references, T&L activities, assessment, materials, timetable)
Excerpt from TTL2 syllabus for Science (DRAFT ONLY)
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills
Week 1-3
Problem-Based and Project Based Learning
Week 4-6
Characteristics of Good/Appropriate IMs and Technology Tools
Week 7-9
Producing Learning Resources using Technology Tools Digital and Non-Digital Resources
Week 10-12
Week 13-15
Week 16-17
One week (or an
equivalent of three
hours)
Productivity Software Applications/Tools for Teaching and Learning
Evaluating ICT Resources
Technology Tools for Collaboration
Allotted for the Midterm and the Final Exams
Summative evaluation: learning plan; student samples using open-ended tools; demo teaching; etc.
Desired Learning
Outcomes (DLO)
Course
Content/Subject
Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Enhance the
Science learning
plan to develop
21st Century
Skills through ICT
integration
Revisiting of
Science learning
plans: integration
of 21st century
critical thinking and
problem-solving
skills and ICTs
Bitter, G. G. and J. M.
Legacy. (2008). Using
technology in the
classroom. USA:
Pearson Education, Inc.
pp. 298-308
Guide the students to explore on existing
samples of unit plans in Science
http://nlvm.usu.edu/en
/nav/topic_t_5.html
Instruct the students to review existing
Science learning plans and identify some
learning activities they may suggest that
may enhance 21st century critical thinking
and problem-solving skills integration. Let
them write them write these and discuss in
class.
Facilitate a discussion by asking the
students to choose which specific unit
from the curriculum guide they can work
on for their unit planning which should be
ICT-integrated. Let them explain how ICTs
will enhance the development of the 21st
century critical thinking and problemsolving skills or competencies required in
the curriculum guide.
Assessment of
Tasks (ATs)
Annotations
on how some
ICT tools may
enhance
sample unit
plans in
Science
Resource
Materials
Time
Table
Computer
Projector
Learning
Plans
2
hours
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MYANMAR
In-service
Designed by UNESCO Bkk
ICT
MBM
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Project seminar
Course 3: ICT for Active & Deeper Learning
Course 2: Using ICT for T&L
Course 1: Basic ICT Literacy
Support from school leaders / head teachers /
pedagogical mentors
Three
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• Module 1: Basic ICT Literacy (26 hrs)
• Module 2: : Integrating ICT into Learning
Materials (26 hrs)
• Module 3: Pedagogical Use of ICT to Promote
Active Learning (22 hrs)
• Ideal: module 1  practice  module 2 
practice  module 3  practice
– Coupled with coaching and sharing
Module
1: Basic
ICT title
Literacy
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Master
style
1
2
3
4
5
6
Description
Intro to ICT in Education
Desktop Navigation
Folder / File Management
Word Processing
Internet Essentials
Spreadsheet
Managing Peripherals
Basic Troubleshooting & Maintenance Strategies
Total
Hours
1.0
0.5
8.0
6.5
9.0
1.0
26.0
A MUST IN THE TRAINING DESIGN:
Learning and practicing/applying the tools through/to actual teacher tasks
– admin work, lesson planning, research, classroom teaching,
assessment/evaluation, etc.
Sample
session
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Master title style
Duration
LEARNING OBJECTIVES
TOPIC / ACTIVITY
4.5 hours • To understand the
• Interface, menu, icons/ tools, tooltips
practicality of a word • Save, Open, Close
processor
• Edit
• To compose, edit,
• Navigation & selection - Add’l
format,
keyboard strokes (Del, Bkspc,
save/close/open
Enter, Ctrl, Sh, Alt) and mouse
documents using a
control (click, doubleclick, click &
word processor
drag); different forms of mouse
• To add and
cursor
manipulate images in
• Line vs paragraph vs page
documents
• Cut-Copy-Paste, delete
• Format
• Font (type, size, color, bold-italicsunderline, etc.)
• Alignment
• Spacing
• Format paint
• Bullets (different types), indent
• Page Layout (paper size, orientation,
margins)
• Images
• Image types, source, insert
• Resize, crop, wrap text, image
enhancement
ACTIVITIES
1. Trainer discusses and shows
the interface and important
icons; trainees are guided to
explore the various parts of the
interface
2. Trainer uses various teacher
outputs as to demo various
tools for editing, formatting,
page layout, and image
manipulation. Trainees are
asked to replicate the actions.
3. Trainees are required to do
exercises.
4. Trainers ask the trainees to
reflect on the practical uses of
the various tools learned in
word processing.
1.
2.
3.
4.
5.
RESOURCES NEEDED
(Resources)
Presentation file
Sample outputs as
reference model
Library of images
Instruction sheets, if
necessary
Teacher outputs to use for
demo and exercises:
• Letter to parents (edit,
format, page layout)
• Student information
sheet
• Lesson plan (bullets)
• Test sheet (bullets)
• Bulletin board
announcement (images,
edit, format)
Module 2:
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Integrating ICT into Learning Materials
Description
Hours
1
Review of Module 1 and Sharing of experiences
1.5
2
3
Developing slide presentations
Multimedia Training Part 1
(Instructional Design, Bloom’s Taxonomy, Pedagogy, Orientation to selected ICT
resources, Exploring new resources)
Multimedia Training Part 2
(Evaluating Usefulness of ICT Resources to one’s lesson; Enhancing and Sharing Lesson
Plans)
Developing own learning materials using productivity tools
Security & Cyber-Ethics (via scenarios & role-play)
Group presentations of enhanced lesson plans & materials
School planning
Total
5.0
7.5
4
5
6
7
MUSTs IN THE TRAINING DESIGN:
• TPACK
• Basics of instructional design, highlight on diverse pedagogical strategies
• Intro to and use of some useful apps
• Lesson plan integration
4.0
3.0
2.0
3.0
26.0
Sample
session
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Master title style
Duration
LEARNING OBJECTIVES
2.0 hours • To increase
awareness of
available multimedia
resources for
teaching/ learning
• To enhance existing
lesson plans by:
• identifying
possible points of
integration for
multimedia
1.5 hours
resources,
keeping in mind
the needs of their
particular
teaching-learning
contexts
• Evaluating and
3 hours
selecting
appropriate
resources using
available tools
• To give and receive
constructive insights
on enhanced lesson
3 hours
plans
TOPIC / ACTIVITY
• Elements of Good Instructional
Design
• Value of Instructional
Design
• Clarifying Learning
Objectives
• Perfect Fit (Synching
Objectives, activities,
materials, and assessment
in a lesson)
• Assessment of own lesson plan
• Why integrate ICT in
pedagogical practices
ACTIVITIES
•
•
•
•
•
•
•
•
•
Selecting appropriate ICT
Resources
Access points for ICT
integration in Lesson Plans
•
•
• Enhancing one’s Lesson Plan:
•
Hands-on Integration of ICT
Resources
•
• Acknowledging / citing sources
Trainer engages the trainees in a
discussion on good instructional design
and its core elements.
Trainer guides the trainees in developing
SMART learning objectives.
Trainer guides the trainees on a group
critique on a poorly done lesson and in
coming up with enhancements.
Trainees assess their own lesson plans
based on the principles of good
instructional design.
Trainer discusses the TPACK framework
Trainer guides the class discussion on the
perceived challenges to ICT-pedagogy
integration
Groupwork: The class discusses the pros
and cons in using various ICT and non-ICT
media types in lessons
Trainer discusses a proposed criteria for
selecting ICT resources
Trainees explore various offline and
online ICT resources that are appropriate
for their lesson topics
Trainees continue exploring various
educational resources
Trainees select relevant/ appropriate
educational resources to enhance their
respective lesson plans
RESOURCES NEEDED
(Resources)
• Presentation files
• Lesson plan assessment tool
• Presentation file
• Feature Analysis Matrix
•
•
•
•
•
ICT integration checklist
Tech Integration
Assessment Rubric
(TPACK)
Portal/ Library of curated
educational resources or
links
Lesson plan template
Lesson plan assessment
tool
Module
3: ICT
for Active
Learning
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1
2
3
4
5
6
7
Description
Review of Module 2 and Sharing of experiences
Introduction to ICT-supported Active Learning (vis-à-vis Bloom’s pyramid of
learning)
Designing ICT-supported collaborative learning
Determining good points of model ICT-integrated lesson plans
Critiquing sample lesson plans
Incorporating ICT-supported active learning into own lesson plans; Developing own
materials
Designing appropriate assessment and facilitating student outputs with ICT
Group presentations of enhanced lesson plans & materials
School planning
Total
Hours
1.5
6.0
2.5
3.0
3.0
3.0
3.0
22.0
MUSTs IN THE TRAINING DESIGN:
• From LOTS to HOTS
• Intro to and use of some useful apps but focus still with pedagogical benefits
• Lesson plan integration (sample lesson plans)
Sample
session
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DURATION
1 hour
TOPIC / ACTIVITY
COURSE 2 REVIEW
•
•
•
•
•
0.75 hour
WHAT DID WE LEARN?
Instructional Design
4 elements of Lesson Plan
SMART Objectives
Bloom’s Taxonomy
TPACK
ACTIVITIES
1.
2.
3.
INSTRUCTIONAL DESIGN –
LESSON PLANS
1.
Learning Objectives– SMART or NOT?
2.
3.
4.
5.
6.
Think-Pair/Group-Share: Trainers ask School Teams to
write down all of the topics they remember from Course
2.
School Teams share the topics they remember from
Course 2 with the whole group.
Trainers present Impress Presentation of Course 2
Review and Objectives for Course 3
RESOURCES NEEDED
(Resources)
1.
Impress
Presentation
REVISED
2.
Hard Copies of
Impress
Presentation for
School Leaders
and Teachers.
Trainers will project the Learning Objectives from Lesson 1.
Plan A – Endangered Species [DO NOT SHOW ALL OF
LESSON PLAN]
Trainers will Model the ASSESSMENT of the Learning
Objectives by underlining the Specific, double underlining 2.
the Measureable, and circling the Time Bound.
Trainers distribute the 16 Learning Objectives cards –
School Teams will work in groups to ASSESS the learning
objectives by underlining the Specific, double underlining
the Measureable, and circling the Time Bound.
3.
School Teams will separate LOs into SMART and NOT
SMART categories.
Trainers will lead group discussion and provide reasoning
for answer.
Soft Copy of
Lesson Plan A –
Endangered
Species
Hard copies of
Lesson Plan B –
Olympic Sites for
School Leaders
and Teachers
Learning Objective
cards for each
school team
References
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• NIE http://www.nie.edu.sg/
• Australian presentation during Nepal
workshop, April 2016 (by Geoff Romeo, ACU)
• KFIT2 Project presentations by Korean
MOE/KERIS and Philippine Task Force
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THANK YOU.
Jonghwi Park ([email protected])
Mel Tan ([email protected])
ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)