Unesco Ict Competency Framework For Teachers

The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a tool to guide pre- and in-service teacher training on the use of digital technologies in both formal and in-formal education systems from... It is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT CFT version 3 provides a framework from which digital competencies can be identified and use to inform ICT in education policy directives, curriculum design, and pre- and in-service training as well as... The ICT CFT covers digital competencies, presented over three levels of increased sophistication required for: Implementing the ICT CFT requires an enabling strong environment, including a determined leadership from government, from those responsible for teacher education and professional development of in-service teachers, and from head teachers and school principals. IC T Com petency Fram ew ork for Teachers - Version 3 VERSION 3 UNESCO ICT Competency Framework for TeachersVersion 3 UNESCO ICT Competency Framework for Teachers Organization and Administration Understanding ICT In Education...

By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://en.unesco.org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city... The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Cover photos: © Monkey Business Images/Shutterstock.com © Asia Images Group/Shutterstock.com © Monkey Business Images/Shutterstock.com Graphic Design (cover) - Aurélia Mazoyer Typesetting (interior) – UNESCO/CLD Printed by UNESCO Printed in France CLD 1754.18Foreword ........................................................................................................................ 1 Acknowledgements ...................................................................................................... 5 Executive Summary ......................................................................................................

7 The ICT CFT Version 3 .......................................................................................................................................8 Navigating this Document .........................................................................................................................10 Chapter I - Introduction .............................................................................................11 Purpose ..................................................................................................................................................................11 Background..........................................................................................................................................................11 Chapter II - The Principles ..........................................................................................13 1. Global Education Priorities ....................................................................................................................13 2. Cross-cutting Principles ..........................................................................................................................14 2a. Knowledge Societies ......................................................................................................... 14 2b. Universal Design for Learning (UDL) ........................................................................

14 2c. Inclusive education ............................................................................................................ 14 – Language and culture ....................................................................................... 14 – Persons with disabilities ................................................................................... 15 – Gender equality .................................................................................................... 15 – Ability .........................................................................................................................

15 3. The Potential and Challenges of ICT Innovations ..................................................................16 3a. Open Educational Resources (OER) .......................................................................... 16 3b. Social networks .................................................................................................................... 16 3c.

Mobile technologies .......................................................................................................... 16 3d. The Internet of Things ...................................................................................................... 17 3e. Artificial Intelligence (AI) ................................................................................................. 17 3f.

Virtual Reality (VR) and Augmented Reality (AR) ................................................ 17 3g. Big Data .................................................................................................................................... 17 3h. Coding ...................................................................................................................................... 18 3i.

Ethics and privacy protection ........................................................................................ 18 4. The Lifelong Process of Teacher Professional Development ............................................19 Chapter III - The ICT CFT Structure ...........................................................................21 1. Levels ..................................................................................................................................................................21 I - Level: Knowledge Acquisition ........................................................................................ 22 II - Level: Knowledge Deepening ....................................................................................... 22 III - Level: Knowledge Creation ............................................................................................

23 Contents2. Aspects ..............................................................................................................................................................24 I - Aspect: Understanding ICT in Education Policy ................................................... 24 II - Aspect: Curriculum and Assessment......................................................................... 25 III - Aspect: Pedagogy ............................................................................................................... 25 IV - Aspect: Application of Digital Skills .......................................................................... 25 V - Aspect: Organization and Administration .............................................................

25 VI - Aspect: Teacher Professional Learning.................................................................... 25 Chapter IV - The UNESCO ICT CFT Version 3 ............................................................27 Knowledge Acquisition ................................................................................................................................27 Knowledge Deepening ................................................................................................................................34 Knowledge Creation ......................................................................................................................................41 Chapter V - Implementation Examples and Resources .........................................49 Introduction ........................................................................................................................................................49 1. Influencing ICT in Education Policy Creation ............................................................................50 2. Influencing National Teacher Standards .......................................................................................50 3. Providing Assessment Criteria to Determine Levels of Teacher ICT Competence .....53 4. Shaping Teacher Curriculum Design ..............................................................................................53 5.

Designing Teacher Professional Development Courses .....................................................56 National initiatives ...................................................................................................................... 56 Corporate initiatives .................................................................................................................. 58 6. Open CFT Resources on OER Commons ......................................................................................58 Chapter VI - Conclusion ..............................................................................................61 Glossary ........................................................................................................................631 U N E S C O IC T C om p eten cy F ram ew ork for Teach ers... For UNESCO, the development of inclusive Knowledge Societies is based on four pillars: freedom of expression and freedom of information; universal access to information and knowledge; quality learning for all; and respect for linguistic... From this perspective, ICTs are critical for progress towards the achievement of all 17 Sustainable Development Goals (SDGs).

Namely, ICT related targets are addressed in: Quality education (Goal 4), Gender equality (Goal 5), Infrastructure (Goal 9), Reduced inequalities within and across countries (Goal 10), Peace, justice and strong institutions (Goal 16) and... In the attainment of these goals, technology has the potential to provide innovative solutions to enable learners to take part in quality lifelong learning opportunities, to access information and knowledge and fully participate in... Digital citizenship - the ability and ethical values to participate in society online – is an increasingly vital element in the 21st Century. The effective integration of ICT in the schools and classrooms can transform pedagogy and empower students. In this context, it is essential that teachers have the competencies to integrate ICT in their professional practice to ensure the equity and quality of learning. Teachers also need to be able to harness ICT to guide learners in developing Knowledge Society skills such as critical and innovative thinking, complex problem solving, the ability to collaborate, and socio-emotional skills.

Teacher training and continued on-going, relevant professional development for teachers are essential if benefits from investments in ICTs are to be realized. Training and on-going support must enable teachers to develop the necessary ICT competencies so they can, in turn, ensure their students develop the relevant skills, including digital competencies for life and work. In response, UNESCO has developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre- and in-service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of... It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge...

Strong political commitments and sustained investment in teacher education, and concerted actions between pre- and in-service teacher trainings form the foundation of the successful implementation of this Framework as it is contextualized to national... For this reason, this document underlines the importance of steadfast commitment to supporting teachers’ continuous professional development including through ICT, and includes examples to illustrate how ICT CFT could be used to facilitate teachers’... We look forward to strengthening our collaboration with all stakeholders everywhere to leverage ICT to develop the skills required to thrive within the fast-changing inclusive Knowledge Societies. Moez Chakchouk Assistant Director-General for Communication and Information Stefania Giannini Assistant Director-General for Education5 U N E S C O IC T C om p eten cy F ram ew ork for Teach ers... Publication Editor Neil Butcher Consultation Group Neil Butcher Enrique Hinostroza Rana Madani Andrew Moore Alexander Uzaraov Representatives of Partner Organizations Anja Balanskat, European Schoolnet Bernard Cornu, IFIP Sanna Eskelinen, Microsoft Christine Redecker, EU Seville... Consequently, societies need to put in place mechanisms to: – build workforces that have information and communications technology (ICT) skills and are reflective, creative and adept at problem-solving in order to generate knowledge; –...

The attainment of these social and economic goals is a key focus of education systems worldwide. Teachers need to be equipped to guide the next generation to embrace and be able to achieve these goals. The 2030 Agenda for Sustainable Development, adopted by the UN General Assembly, underscores a prevalent global shift towards the building of inclusive Knowledge Societies based on human rights, the achievement of gender equality and... ICTs are critical for progress towards the achievement of all 17 Sustainable Development Goals (SDGs). Namely, ICT related targets are addressed in: Quality education (Goal 4), Gender equality (Goal 5), Infrastructure (Goal 9), Reduced inequalities within and across countries (Goal 10), Peace, justice and strong institutions (Goal 16) and... Technology has a significant role to play in the achievement of the SDGs.

UNESCO, in partnership with industry leaders and global subject experts, has created an international Framework that sets out the competencies required to teach effectively with ICT: the UNESCO ICT Competency Framework for Teachers (ICT... There have been three ICT CFT versions: 2008, 2011 and 2018. Each version has reflected the prevailing thinking on the relationship between technology and education, with suggestions on how to achieve competencies using popular technologies of the time. From the outset, it was envisaged that the ICT CFT would be dynamic and revisited regularly to ensure relevance. The ICT CFT Version 3 takes into account the Agenda 2030 for Sustainable Development, and is designed to preserve those competencies that remain relevant and to frame them within the current advances in technologies... For example, open educational resources (OER) are now numerous and beneficial and have therefore been included; furthermore, inclusive education is also addressed in the ICT CFT Version 3, in line with the key SDG...

The ICT CFT Version 3 is intended to inform teacher-training policies and programmes to strengthen the use of ICT in Education. Its target audience is teacher-training personnel, educational experts, policy-makers, teacher support personnel and other professional development providers. The ICT CFT assumes a working knowledge of the benefits of ICT in Education, and encourages contextualization and adaptation of teacher professional development as relevant. This version of the ICT CFT emphasizes that teachers, in addition to having ICT competencies and the ability to develop these in their students, must be able to use ICT to help students become... It is advised that the ICT CFT be integrated into the three phases of teacher professional development: – pre-service - focusing on initial preparation on pedagogy, subject matter knowledge, management skills and use of... The ICT CFT Version 3 The ICT CFT consists of 18 competencies organized according to the six aspects of teachers’ professional practice, over three levels of teachers’ pedagogical use of ICT.

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