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FS1 Episode 11

The document discusses the UNESCO ICT Competency Framework for Teachers (ICT CFT). It seeks to help countries develop comprehensive national teacher ICT competency policies and standards and integrate these into overall ICT education plans. The framework highlights how technology can support six major education areas across three phases of knowledge acquisition. It also addresses recent technological advances like artificial intelligence, mobile technologies, and open educational resources to support inclusive knowledge societies. Strong commitments to teacher education, development, and training are needed to successfully implement the framework.

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Angelie Briones
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
133 views

FS1 Episode 11

The document discusses the UNESCO ICT Competency Framework for Teachers (ICT CFT). It seeks to help countries develop comprehensive national teacher ICT competency policies and standards and integrate these into overall ICT education plans. The framework highlights how technology can support six major education areas across three phases of knowledge acquisition. It also addresses recent technological advances like artificial intelligence, mobile technologies, and open educational resources to support inclusive knowledge societies. Strong commitments to teacher education, development, and training are needed to successfully implement the framework.

Uploaded by

Angelie Briones
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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observation

activit
ies.

ICT Competency Framework for Teachers

The UNESCO ICT Competency Framework for-CFT) Teachers


seeks
(ICT
to help countries develop comprehensive national teacher ICT competency
policies and standards and integrate these in overarching ICT in education plans.
It highlights the role that technology in
cansupporting
play six major education
focus areas across three phases of knowledge acquisition, as illustrated in the
chart below:

Read the information below and be equipped with them as you do your This
framework is a response to recent technological and pedagogical
developments in the field of ICT and Education. It incorporates in its
structure inclusive principles of non-discrimination, opens and equitable
information accessibility and gender equality in the delivery of education
supported by technology. 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 Societies. The
ICT CFT provides a comprehensive set of competencies teachers need to
integrate ICT into their professional practice to facilitate students’
achievement of curricular objectives. 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 and institutional goals. 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’
development in diverse contexts. 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.

10 Principles in the Integration of ICT in Classes

First principles: ICT in education

Principle 1: Use ICT to achieve education and development goals.


Principle 2: Use ICT to enhance student knowledge and skills.
Principle 3: Use ICT to support data-driven decision making.
Principle 4: Include all short- and longer-term costs in budget planning.
Principle 5: Explore technology alternatives to find appropriate solutions.
Principle 6: Focus on teacher development, training, and ongoing support.
Principle 7: Explore and coordinate involvement of many different stakeholders.
Principle 8: Develop a supportive policy environment.
Principle 9: Integrate monitoring and evaluation into project planning.
Principle 10: “It takes capacity to build capacity”—System strengthening
precedes system transformation.
Also readany articles on Education 4.0
Also readany articles on Massi
ve On-line Courses

Now, are you ready for your observat


ion activity? I bet you are, so let’s begin.

YourActivity11.1
Visiting the Learning Resource Center

ResourceTeacher______________________________
Signature: ______________________
Grade/Year Level
: ____________________________________ Date: ______________________

To realizeyourlearningobjectives, youneedto work on th ese:


1. Visit a school’s Learning Resource Ce nter. Look around and see what
resources nad facilities are available inside.
2. Ask the Learning Resource Center- In charge about how some
equipment or facilities are used.
3. Make an inventory of its available resources and classify them according
to their characteristics and functions.

As you visit and observe the LRC, use the observation guide below. Ask the
assistance of the Center staff politely.

An Observation Guide for a LEARNING RESOURCE CENTER

Read the following statements before you observe.

• Go around the Learning Resource Center.


• Find out what learning resources are present.
• Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
process?
• Read the guidelines/procedures for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
• Familiarize yourself with the guidelines and procedures. Take photos of the
LRC (if allowed).

After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you.

Name of LIRC Observed:


Date of Observation: Name
of Observer:
Course/Year/School:

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Resources Characteristics and Teaching Approaches where


Unique Capabilities the Resource is Most Useful
A. Print Resources
1.
B. Audio Resources 1.

C. Non-electronic Resources
1.
D. ICT Resources

1.
IMPRESSION OF THE LIRC:

Name and Signature of Observer

Name and Signature of LRC Staff


Answer the following questions.

1. Are the learning resources/materials arranged properly according to their


functions and characteristics?

2. Do the guidelines and procedures facilitate easy access to the materials by


the teachers? Why?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learner’s response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their
response show attentiveness, eagerness, and understanding?
5. This time, focus on their non-verbal responses. Are they learning and are they
showing their interest in the lesson and in the materials? Are they looking
towards the direction of the teacher and the materials? Are they looking
towards the direction of the teacher and the materials? Do their actions show
attentiveness, eagerness, and understanding?

OBSERVATION SHEET REPORT

Date of Observation: ________________________________________


School: _________________________________________________________
Subject: _____________________________________ Topic: ______________________________
Grade/Year Level: ________________________

3. What are the strengths of this Learning Resource Center?


4. What are its weaknesses?

5. What suggestions can you make?

1. Which of the materials in the Learning Resource Center caught


your interest the most? Why?
UTILIZATION OF TEACHING
IDS FORM
A

Teachingids
A Form STRENGTHS WEAKNESSES Appropriateness of
(Enumerate in bullet the Teaching Aids
form)
Used

Look for
Technology Integration Matrix andanalyze
use itwhat
to you observed.
In
which level of technology integration do you think the teacher you observed
operated? Why?
your answer
.

Over-all, were the learning resources used effectively?


hy? WhyWnot? Give your
suggestions.

Put yourself in the place of the teacher. What would


imilarly
youand
do what
s
would you do differently if you would teach the same lesson to the same group
of students? Why?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______
___________________________________________________________

Based on the Technology Integration Matrix, what is the characteristics of the


learning environment in the class you observed? Point your observations that
justify
ORGANIZE YOUR ANSWERS HERE
….

Great Job! You are done with the


observationactivity forthe Learning
Episode11. To successfullyend your Learning Episode
11, go to your LMS and
answer the Learning Episode11 Quiz.

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