UNESCO's ICT Competency Framework for Teachers is aimed at helping countries to develop comprehensive national teacher ICT competency policies and standards, and should be seen as an important component of an overall ICT in Education Master Plan. The framework addresses three levels of technology literacy and teaching: technology literacy, knowledge deepening, and knowledge creation. The aspects of the framework include ICT, understanding ICT in education, curriculum and assessment, pedagogy, organization and administration, and teacher professional learning.
Type of Material:
Reference Material
Recommended Uses:
This resource can be used in class and for homework to create learning objects that align with the standards, by teams or individuals. Due to the dated material, however, additional resources from other standards or frameworks may be of use (ACRL, ISTE, IFLA, etc.).
Students read this framework as homework, and discuss it in class. They would then develop a plan to ensure that teachers are ICT competent, researching existing policies and standards, and developing others as needed.
Technical Requirements:
pdf file
Identify Major Learning Goals:
Meet the UNESCO ICT competency framework standards. Develop comprehensive national teacher ICT competency policies and standards.
Target Student Population:
College Upper Division, Graduate School, Professional, Pre-service Administrators, Educational Technology Majors, Library and Information Science Majors
Prerequisite Knowledge or Skills:
A basic knowledge of ICT literacy and course design would enable more effective use of the resource.
Content Quality
Rating:
Strengths:
This UNESCO framework is a thorough examination of ICT aspects of education and the need for teachers to be ICT competent and able to instruct their students to be ICT competent. Informed by top experts and research, this framework is a well-structured document that provides an overview of ICT principles, and then details policies and professional development (PD). Examples are provided to assist in understanding the application of what is presented. The appendices provide modules and syllabi with assessments. The content is clear and concise, and is available in other languages (currently French, Arabic, Chinese and Russian). It is comprehensive in its coverage of the ICT conceptual framework, being self-contained for use without additional context as long as prior knowledge is had. This framework can be used in several situations including lesson planning and creating materials for static learning such as handouts. All content is labelled with appropriate attribution.
Concerns:
The information is accurate as of the time of creation but the technology information can benefit from being updated since 2011. The two links provided in the glossary do not work, and these are the only links in the resource.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The document details ICT literacy standards for teachers, and to some degree administrators. It provides a strong learning grid that builds a three-level grid of ICT competencies, based on prior knowledge. The competencies are well articulated and related. The document provides modules and syllabi to facilitate teachers' instructional design. The material would be useful for teacher and administration preparation as well as inform technology educators and specialists. The fact that the document has a global perspective gives it even more value. The resource is easy to write assignments to incorporate the source. A lot can be learned in a short time from the resource. Use of this material is applicable for ICT literacy and its practice.
Concerns:
Prerequisite knowledge is not included, although ICT literacy is included as the purpose of the resource. Pedagogical knowledge is not indicated as a prerequisite. Technology has advanced since its publication, so some material may need adjustment.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The document has a clear structure, and the writing is professional. The several charts and tables summarize the ideas well. Because the document is a pdf with no hyperlinks, technology needs are minimal so no help feature is required.
Concerns:
The material is not interactive, does not have a help feature, and parts can be inaccessible for those using a screen reader or are overwhelmed by too much information on a page.
Creative Commons:
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