Extract (pages 9 and 10) :
"In 2018 UNESCO, industry leaders and global subject experts updated the UNESCO ICT document: the UNESCO ICT Competency Framework for Teachers that was published for the first time in 2008 and revised in 2011.
This new edition takes into account the 2030 agenda for sustainable development. It also includes OER and addresses inclusive education.
The UNESCO Framework emphasises that it is not enough for teachers to have ICT skills and to be able to pass them on to their students. Teachers must be able to help students become collaborative, problem-solving and creative learners who use ICTs to be effective citizens and actors/actresses in the work market.
The ICT CFT underlines the fact the teacher professional development should be understood as a life-long process.
The Framework consists of 18 competences organised according to the six aspects of the teaching professional practice over three levels of teachers’ pedagogical use of ICT.
The six aspects of the teaching professional practice are:
- Understanding ICT in education policy
- Curriculum and assessment
- Application of digital skills
- Organisation and administration
- Teacher professional learning.
The Framework is arranged over the three successive stages or levels of a teacher’s development in making use of ICT."
|Stage||Teacher’s competences||Impact on learners|
|Teachers acquire :||Learners:|
|Knowledge Acquisition||knowledge about using technology and basic ICT competences||use ICT to be effective learners|
|Knowledge Deepening||ICT competences that are conducive to creating student-centred learning environments||develop higher order thinking and problem-solving skills|
|Knowledge Creation||competences that encourage them to model good practice and set up learning environment||create the kind of new knowledge required for more harmonious, fulfilling and prosperous society|
Some African countries have begun to develop an ICT4E curriculum; this is the case of Côte d'Ivoire, in 2012, from kindergarten to secondary school.