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Explore each of these padlets.

1. Click into each example.

2. Use the remake button in the upper right to make your own copy and edits.

3. Then use the sharing arrow in the upper right to share the link or QR code with your group.

Find the specific indicators related to:

UNESCO: How ICT transitions from basic literacy to "Knowledge Creation."

PPST: Specifically, Indicator 4.5.1 (Selected and utilized ICT resources) and 7.5.1 (Professional development goals).

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Purpose

The ICT CFT is intended for teacher training on the use of information and communications technology (ICT) in Education. Its target audience is teacher-training personnel, educational experts, policy-makers, teacher support personnel and other professional development providers.

Background

Given the importance of ICT for education, in developing the ICT CFT, UNESCO – working closely with its partners CISCO, Intel, ISTE and Microsoft, as well as with world-renowned subject matter experts – conducted an extensive consultation to identify the competencies that teachers should develop in order to be able to use technology

effectively in the classroom.

ICT transitions from basic literacy to “knowledge creation” through teachers where they acquire competencies that encourage them to model good practice and set up learning environments that encourage students to create the kind of new knowledge required for more harmonious, fulfilling and prosperous societies. In addition, teachers integrate ICT into their work to become innovative.

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A. ICT Teaching

-Tools and Pedagogy

ICT Teaching focuses on how a teacher selects and applies technology to facilitate instruction.

(Domain 4.5.1): Teachers are expected to show skills in selecting, developing, and using various resources, including ICT, specifically to address defined learning goals. This makes ICT a core component of curriculum and planning. Instructional Facilitation

(Domain 1.3): Beyond just having the tools, ICT Teaching involves the positive use of ICT to "facilitate the teaching and learning process". This includes using technologies to promote high-quality learning outcomes through meaningful pedagogy. Management of Virtual Spaces like ICT Teaching extends into the virtual space (online environments like social media), where teachers must efficiently manage learner behavior just as they would in a physical classroom.

B. ICT Learning

Student Outcomes and Teacher Growth

ICT Learning refers to the development of technology-related competencies in students and the continuous professional improvement of the teacher.

Developing 21st Century Skills

-The ultimate goal of quality teaching is to produce "holistic learners" who are equipped with 21st century skills. This involves using ICT to "achieve and reinforce learning".

Professional Development (Domain 7.5.1): For teachers, ICT Learning is an ongoing process. Teachers must demonstrate motivation to realize professional development goals.

Given that the PPST emphasizes the "changing character of 21st century learners," teachers must engage in lifelong learning to remain "properly equipped" to use these technologies.

Teachers can also use ICT for their own learning by participating in professional networks, which may include online communities where they share knowledge and enhance their practice.

C. Connection: A process of Improvement

The connection lies in the lifelong learning principle of the PPST. A teacher utilizes ICT resources (Teaching) to meet curriculum requirements, which then informs their professional reflection. If a teacher identifies a gap in their ability to use these tools effectively, they set new professional development goals (Learning) to enhance their future ICT Teaching. This cycle ensures that teaching practices remain responsive to a "changing local and global environment".

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To support this transformation, the ICT CFT organizes the 18 ICT in Education-related competencies into three
levels, each with six aspects. Each level is aligned to how teachers typically adopt technology. The first level is
where teachers tend to use technology to supplement what they already do in class; the second is where they
begin to exploit the true power of the technology and change the way they teach and students learn; and
the third is transformative, where teachers and students create knowledge and devise innovative strategies to
function at the highest level of Bloom’s taxonomy. Each level, however, shares the same six educational aspects
while demanding ever-increasing sophistication and proficiency in using technology to achieve educational
goals.
By crossing the three levels – Knowledge Acquisition, Knowledge Deepening and Knowledge Creation – with the
six aspects of a teacher’s work – Understanding ICT in Education Policy; Curriculum and Assessment; Pedagogy;
Application of Application of Digital Skills; Organization and Administration; and Teacher Professional Learning –
the ICT CFT creates 18 competencies.
The levels represent different stages in the use of ICT in Education. The approach that a country, district or
school adopts will depend on the extent to which ICT is already integrated into its community, and contextual
parameters.

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Both have set standards that demonstrate the abilities and qualifications of teachers.

Both promote positive use of ICT that is beneficial for learning and improving accessibility.

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•Purpose

1. Improve Education: Make sure everyone has access to good learning, and help teachers and students learn better ways to study.

2. Protect Culture: Save history, traditions, arts and important places from being lost.

3. Share Knowledge: Help people get information easily and use it for good development.

4. Build Understanding: Help different groups of people understand each other, stop conflicts and work together.

•Background

UNESCO saw early on that technology is very important for modern learning. As technology grew, it realized that ICT can help reach more people, make lessons better and connect learners around the world.

•ICT

UNESCO uses ICT as a strong tool to make education better, help people learn new skills, and connect the whole world through knowledge.

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Educational innovation and ICT in education

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The integration of innovation and information and communication technologies (ICT) in education has significantly transformed teaching and learning processes, as well as the management of education