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ICT Competency Framework for Teachers

ICT Competency Framework for Teachers
The UNESCO ICT Competency Framework for Teachers (ICT-CFT) is intended to inform educational policy makers, teacher-educators, providers of professional learning and working teachers on the role of ICT in educational reform, as well as to assist Member States in developing national ICT competency standards for teachers with an ICT in Education Master Plan approach. Modern societies are increasingly based on information and knowledge. So they need to: build workforces which have ICT skills to handle information and are reflective, creative and adept at problem-solving in order to generate knowledgeenable citizens to be knowledgeable and resourceful so they are able to manage their own lives effectively, and are able to lead full and satisfying livesencourage all citizens to participate fully in society and influence the decisions which affect their livesfoster cross-cultural understanding and the peaceful resolution of conflict. Related:  ICT4D

The Teacher's Guide To Digital Citizenship How you act online is important. Not just because everything is stored, backed up, and freely available to anyone with a keyboard. But because your online reputation is actually just your reputation. There’s really no difference between online and offline anymore. In an effort to keep everyone behaving, Microsoft has just unveiled a new (free) curriculum that’s all about digital citizenship , intellectual property rights , and creative content . It offers cross-curricular classroom activities that align with the AASL and ISTE national academic standards. How It Works Four units comprise the curriculum resources. Each unit has 4-6 of these project-oriented activities, one of which serves as the culminating lesson for the unit. The following is simply a description of each unit followed by the learning objectives for that particular unit. Unit One: Creative What? This unit explores the general topics of intellectual property, creative content , and creative rights. Unit Two: By Rule Of Law

ICT School Planning Learning today demands new pedagogical and technological approaches to using Information and Communication Technologies (ICT). School leaders and teachers have the responsibility to prepare students for the demands of an ever-changing world by facilitating learning in a technology-rich environment where students and teachers don't just learn about technology, they use it to achieve powerful learning and teaching, and improve student learning outcomes. The resources here will assist schools to plan for the effective use of digital technologies in their everyday practices to prepare students for the demands of an ever-changing world, to achieve powerful learning and teaching, and improve learning, teaching and administration. When developing a plan you need to incorporate a vision that provides direction for your school in order to create a picture of the future, how it looks and how ICT enables improvement. To assist there are several resources listed below.

Open Admin for Schools Yes! I just received an email wondering if Open Admin was still 'alive'. Yes, I am continuing development for many schools here in Canada, mainly including new features for assessment of student reading and numeracy. As a result, I haven't had time to make a new release or update the docs for 'quite a while'. Worst practice in ICT use in education | Edutech In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it is actually dangerous). The term 'good practice' may be more useful, for in many (if not most) cases and places, learning from and adapting 'good' practices is often much more practical -- and more likely to lead to success. But do we really need to repeat the mistakes of others? Here's a list of some of what I consider to be the preeminent 'worst practices' related to the large scale use of ICTs in education in developing countries, based on first hand observation over the past dozen or so years. 1. 2. 3. Related to this ... 4. 5. 6. 7. 8. 9. For those who work in educational technology, none of these will be new. 2.

The Naace Curriculum - An ICT Framework The Naace curriculum area is the place to find all the latest updates to the Naace Curriculum Framework. This has been developed in consultation with members to offer a comprehensive, coherent and flexible starting point for schools to review and develop their own personalised curriculum. Supporting materials will be added to the relevant key stage curriculum pages. Even before the announcements made by Michael Gove and the Royal Society in January 2012, consultations and preparations for an ICT curriculum evolution were underway at Naace. The Naace curriculum area is the place to find all the latest updates to the Naace Curriculum Framework, with links to resources on KS1/KS2 and KS3 areas which will be developed in order to support teachers using the framework. The visual representations of the curriculum show how the three strands form the basis for the suggested areas of knowledge in the proposals, with e-safety considerations running throughout all the strands.

Master Web 2.0 tools as a powerful learning strategy Do you know about Web 2.0 tools ? Have you mastered using them as a powerful learning strategy? Kevin Jarrett is leading a 5-week eCourse (graduate credit available) that will have you exploring: The latest Web 2.0 tools – what are they and what do they do?How to use each tool – the nuts and boltsUsing Web 2.0 tools in the context of your classroom – and how to align each technique with state curriculum standardsThe relationship between content, pedagogy, and technology and how that informs classroom practice Not sure if this course is for you? Have you ever wanted the opportunity to preview a course before registering for it? Powerful Learning Practice will host a one hour free webinar led by Kevin Jarrett on October 25th from 8-9pm Eastern (NYC) Time. During this one hour session, Kevin will have participants engage in a sample Web 2.0 classroom activity, discuss what it means to create a 21st Century Classroom with Web 2.0 Tools and answer questions along the way! Bonus: Spread the word

Teachers, Teaching and ICTs Note to reader: infoDev – a program of the World Bank – promotes innovation and entrepreneurship in smart agriculture, digital technology, and climate change technology. Through business programs and early stage financing, we help developing countries in the Caribbean, Africa, and Asia go green and develop solutions to local problems. In the past, infoDev worked with ICT and education. While our programs do support some entrepreneurs and start-ups that develop educational technologies (like Afroes and ListenMi), ICT and education are no longer the focus of our mission. Current knowledgebase What we know, what we believe -- and what we don’t General Training is key Teacher training and continued, on-going relevant professional development are essential if benefits from investments in ICTs are to be maximized. Role of the teacher Pedagogy Introducing technology alone will not change the teaching and learning process The existence of ICTs does not transform teacher practices in and of itself.

eReaders will transform the developing world – in and outside the classroom David Risher If Worldreader’s experience so far is any guide, e-readers are set to transform the developing world, both in – and outside the classroom. But this change won’t be driven by e-readers by themselves – it will be driven by human curiosity, ever-increasing connectivity, enlightened self-interest, and a gentle push from organizations like ours. Let’s start with a very basic piece of technology: the book. Most people intuitively believe in the power and importance of books, and in fact recent research quantifies that benefit: having access to a library of books is roughly the equivalent of 3 or more years of schooling. According to SACMEQ, half of the classrooms across six countries studied in Sub-Saharan African have no textbooks at all, because of cost and logistical issues. Now consider e-readers like Amazon’s Kindle, a technology that is moving astonishingly quickly in the developed world. Here is a brief video about two of the students in our program:

Integrated Co-Teaching (ICT) Students with disabilities who receive Integrated Co-Teaching services are educated with age appropriate peers in the general education classroom. ICT provides students the opportunity to be educated alongside their non-disabled peers with the full or part-time support of a special education teacher to assist in adapting and modifying instruction. As described in the NYC Continuum of Services for Students with Disabilities, Integrated Co-Teaching “ensures that students master specific skills and concepts in the general education curriculum, as well as ensuring that their special education needs are being met, including meeting alternate curriculum goals.” The title of the services was changed from Collaborative Team Teaching to Integrated Co-Teaching when the service was incorporated in the New York State continuum of services. Learn more about... Staffing Collaboration Ratio/Maximum Number of Students with Disabilities and Variances Class composition and functional grouping Staffing

Can eBooks Satisfy? Creating Content for ICT-enabled Classrooms Wayan Vota During the Human Development Network webinar, “eBooks & Affordable Access to Digital Content for Teachers, Health Care Workers & Agricultural Extension Agents in Southern Africa“, which looked at lessons from the IADP Affordable Access Initiative Partnership with African Universities, a sidebar conversation came about on the instant message board that was associated with the webinar. From this conversation came a very interesting question: What is the impact of open access resources for primary schools on the current educational content creation models? Now this question has many angles to it, but for the August Educational Technology Debate, let us focus on how low-cost ICT devices are transforming the creation and distribution of open content in the developing world. Will educational systems, and the stakeholders that support them, be able to adapt existing and new content onto these devices? To lead us in this conversation will be two respected discussants:

ICT resources for graduate teachers - Learning and Teaching Start here... This site provides the student teacher with links to a series of valuable resources. It has been designed to help you develop your ICT skills, pedagogical knowledge and awareness of how ICT may be integrated into teaching and learning processes. Description Rapid and continuing advances in information and communication technologies (ICT) are changing the way people share, use, develop and process information and technology. It's essential that the contemporary teacher has good ICT skills and is able to integrate ICT into the teaching and learning processes. basic operational skillsinformation-technology skillseffective use of the internetsoftware-evaluation skillspedagogical skills for classroom management. References Meiers, M. (2009).