Educación- inglés

POLICY FRAMEWORK

ICT COMPETENCY STANDARDS FOR TEACHERS

Policy Framework

ICT COMPETENCY STANDARDS FOR TEACHERS

Published in 2008 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 PARIS 07 SP Composed and printed in the workshops of METIA © UNESCO 2008 These materials may be reproduced, translated, distributed or displayed fornon-commercial purposes, provided that you give attribution to UNESCO. Printed in the United Kingdom CI-2007/WS/21

POLICY FRAMEWORK

Foreword
To live, learn, and work successfully in an increasingly complex, information-rich and knowledgebased society, students and teachers must utilize technology effectively. Within a sound educational setting, technology can enable students to become: • Capableinformation technology users • Information seekers, analyzers, and evaluators • Problem solvers and decision makers • Creative and effective users of productivity tools • Communicators, collaborators, publishers, and producers • Informed, responsible, and contributing citizens Through the ongoing and effective use of technology in the schooling process, students have the opportunity to acquireimportant technology capabilities. The key individual in helping students develop those capabilities is the classroom teacher. The teacher is responsible for establishing the classroom environment and preparing the learning opportunities that facilitate students’ use of technology to learn, and communicate. Consequently, it is critical that all classroom teachers are prepared to provide their studentswith these opportunities. Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training. Standards and resources within UNESCO’s project “ICT Competency Standards for Teachers” (ICT-CST) provide guidelines for all teachers, specifically for planning teachereducation programs and training offerings that will prepare them to play an essential role in producing technologycapable students. Today’s classroom teachers need to be prepared to provide technology-supported learning opportunities for their students. Being prepared to use technology and knowing how that technology can support student learning have become integral skills in every teacher’sprofessional repertoire. Teachers need to be prepared to empower students with the advantages technology can bring. Schools and classrooms, both real and virtual, must have teachers who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills. Interactive computer simulations, digital and openeducational resources, and sophisticated data-gathering and analysis tools are only a few of the resources that enable teachers to provide previously unimaginable opportunities for conceptual understanding. Traditional educational practices no longer provide prospective teachers with all the necessary skills for teaching students to survive economically in today’s workplace.

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ICTCOMPETENCY STANDARDS FOR TEACHERS

Foreword cont’d
Through the ICT-CST project, UNESCO is responding to: (a) its function as a standard-setting agency, (b) its mandate within the Education for All (EFA) Programme, (c) its mandate as the lead agency for action lines C4 on “capacity building” (with UNDP) and C7 on “e-learning” as decided by the Geneva Plan of Action adopted by WSIS1 (2003) and (d) to itsoverarching objective of building inclusive knowledge societies through communication and information. The ICT-CST project provides a complete framework for ICT Competency Standards for Teachers by (a) addressing the underlying “Policy Framework” (document 1 of 3), (b) examining the components of educational reform and developing a matrix of skill sets for teachers which correspond to various...