ICT and Teacher Education
A free distance education guide that gathers research and lessons learned from numerous programs in over 100 nations and territories to help distance education policymakers, planners and designers develop distance education systems focused on producing high-quality teachers. By Mary Burns, 2011
Towards a Strategy on Developing African Teacher Capabilities in the Use
of Information and Communication Technology (ICT)
Butcher, N. and Janisch, C. 2004
The ICT TPD Webquest is based on the UNESCO ICT Teacher Compentency Standards and the ICT TPD planning guides and planning frameworks developed by H2 and GeSCI. The webquest can be used by any group of education practitioners and may be very useful for policy working groups in Ministries of Education. We recommend that the webquest be utilised in a work-shop setting due to its relative complexity and the number of tasks therein.
A site containing a good collection of resources on teacher education
Planning Toolkit for ICT in Teacher Professional Development
GeSCI, in partnership with H2 has developed an ICT-Teacher Professional Development (TPD) Matrix planning toolkit. The kit has been developed to enable organizations/ providers working in GeSCI’s partner country engagements to plan their ICT integration paths in TPD. This is a work in progress. The matrix toolkit can be used and further developed by countries to stream line ICT-TPD approaches in accordance with their own national educational and development goals and policies.
UNESCO ICT Competency Standards for Teacher (ICT-CST) project
The GeSCI-H2 partnership working with development partners took the ICT-CST statements, restructured some of them and added new ones to create the ICT-TPD Matrix. The matrix is designed to enable organisations/providers to identify the object of ICT integration in current programmes (where they are at) while highlighting activities they can include to plan new programmes (where they want to be).
ICT-TPD Planning Guide (in PDF)This planning guide provides organizations/ providers with the rationale and tools to assist in the development of an ICT -TPD Plan. The planning process is designed to enable providers to
• assess the current status of ICT integration
• identify priorities and challenges for progression
• propose ways and means for further development of
ICT in professional learning programmes
ICT-TPD Planning Templates (in PDF)The planning templates provide action plan frameworks for ICT integration in TPD programmes based on organizational priorities, targets and tasks. Plans are categorized in line with the six thematic areas identified by the UNESCO ICT-CST project framework:
• Policy and Vision
• Curriculum & Assessment
• Organisation & Administration
• Teacher Professional Development
Presentation on the Framework development process, May 2010, GeSCI, H2 & Mineduc
Presentation May 2010, GeSCI, H2 & Mineduc
Teacher Development for the 21st Century (TDev21) pilot A Ministry of Education and Vocational Education Tanzania, World Bank and GESCI Initiative
From January to June 2011, the Tanzanian Ministry of Education and Vocational Training (MoEVT) implemented the ‘Teacher Development for 21st Century (TDev21)’ pilot. The initiative is supported jointly by the World Bank and GESCI. The broader objective of TDev21 is to build teacher capacity in Sub Saharan Africa for effective use of technology, particularly Information and Communication Technologies (ICT), in education. More specifically, the program seeks to implement a globally?benchmarked competency framework for teachers at preservice and in?service teacher training level. The ultimate objective is to allow teacher entering or teaching in classrooms has minimum competencies not only for technology use but in pedagogy. By World Bank and GESCI, October 2011
by Dr. Patti Swarts and Ms. Esther Mwiyeria Wachira, GeSCI July 2010. . In GeSCI’s current strategic phase (2009 – 2011) it intends to engage with more countries and Tanzania, among other countries, has been identified as a possible country to engage with. Before GeSCI can engage with any country, it carries out a detailed situational analysis to scan the ICT in Education landscape and do problem identification.
The strategic objective of the workshop was to identify and define GeSCI’s role in supporting knowledge sharing, networking and collaboration for TPD in Sub Saharan Africa with particular reference to the selected countries. GESCI, November 2006
Teacher Development for the 21st Century (TDev21) pilot A Ministry of Education and Vocational Education Tanzania, World Bank and GESCI Initiative ICT Competency Framework for Teachers in Tanzania Key Outputs from Pilot Implementation
From January to June 2011, the Tanzanian Ministry of Education and Vocational Training (MoEVT) implemented the ‘Teacher Development for 21st Century (TDev21)’ pilot. The initiative is supported jointly by the World Bank1 and Global e?Schools and Communities Initiative (GESCI). The broader objective of TDev21 is to build teacher capacity in Sub Saharan Africa for effective use of technology, particularly Information and Communication Technologies (ICT), in education. More specifically, the program seeks to implement a globally?benchmarked competency framework for teachers at pre?service and in?service teacher training level. The ultimate objective is to allow teacher entering or teaching in classrooms has minimum competencies not only for technology use but in pedagogy. World Bank and GESCI October 2011
This document presents examples of models and best practices in Teacher Professional Development (TPD) for ICT in Education. To be effective and successful teacher professional development should be of high quality and relevant to teachers’ needs.By Mary Hooker, Education Specialist, GeSCI (2008)
By Niamh Brannigan, Comms and Knowledge Manager, GeSCI (2010)
Learning is no longer confined to the classroom. The pervasiveness of technology has spurned the development of virtual communities of practice (CoPs); communities that
foster learning through practice, or situated learning, without the aid or constraint of formal learning conventions. People from collectivist cultures are adept at situated learning because they value community and collaboration, information in context, and they do not depend on explicit content to direct their learning. However, an assessment of the appropriateness of technologies and tools for use in virtual CoPs that serve learners and groups of learners from collectivist cultures could allow for a far richer learning experience for all.
La Communauté de Pratique Virtuelle comme modèle pour l’apprentissage dans les Cultures Collectivistes
Par Niamh Brannigan, Comms and Knowledge Manager, GeSCI (2010)
L’apprentissage n’est plus confiné aux salles de classe. L’omniprésence des technologies a favorisé le développement des Communautés de Pratique (CoP) virtuelles, communautés qui encouragent l’apprentissage par la pratique, ou l’apprentissage situé, sans l’aide ou la contrainte des conventions d’apprentissage officielles.
Teacher Development for the 21st Century (TDev21) Pilot A National Commission for Colleges of Education Nigeria
This study presents the findings of a Needs Assessment and situation analysis in Nigeria carried out for the Teacher Development for 21st Century (TDev21) program—a joint effort of the World Bank and GESCI, Founded by the UN ICT Task Force. The program’s goal is to build teacher capacity for mainstreaming ICTs in education, and to support the development of teachers as change agents in the education system as it faces the pressures and demands of the 21st century. The program recognizes that teachers are a vital link in the education chain, and for education to truly respond to the needs of 21st century, they must play a central role in leveraging technology, and in particular, using new and old Information and Communication Technology (ICTs) devices in teaching and learning. How prepared are the teachers in Sub?Saharan Africa classrooms to deliver 21st century education? The challenge is not only shortage in the availability of teacher who are that ICT?competent, but wherever there is ICT training available for teachers, it is usually ad?hoc and short?term, and there is an absence of a comprehensive framework of standards that guides quality and learning outcomes.World Bank and GESCI October 2011
Shafika Isaacs, May 2006
Teacher Development for the 21st Century (TDev21) A World Bank, Ministry of Educational and Vocational Training of Tanzania, National Commission of Colleges of Education of Nigeria and GESCI Initiative ICT Competency Framework for Teachers (ICT-CFT) Contextualization and Piloting in Nigeria and Tanzania Synthesis Report
This report presents a synthesis overview of the Teacher Development for 21st Century (TDev 21) pilot project, a partnership initiative between the World Bank (WB) and GESCI and the Ministry of Education and Vocational Training (MoEVT) in Tanzania and the National Commission for Colleges of Education (NCCE) in Nigeria. The initiative is funded by a grant from the World Bank’s Regional Studies Program (RSP). World Bank and GESCI October 2011
GeSCI, Kigali, April 27th – 29th, 2009
Background, Conclusions and Recommendations from the Teacher Development for the 21st Century (TDev21) Pilot A National Commission for Colleges of Education Nigeria, World Bank and GESCI Initiative ICT Competency Framework for Teachers in Nigeria
This report presents the background, conclusions and recommendations only from the Needs Assessment and situation analysis in Nigeria carried out for the Teacher Development for 21st Century (TDev21) program—a joint effort of the World Bank and GESCI, Founded by the UN ICT Task Force. World Bank and GESCI October 2011
By the Commonwealth of Learning, 2010. It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. This series of articles indicate how research and practice show tremendous opportunities in large-scale education provision offered by open and distance learning (ODL).
By the Commonwealth of Learning, 2010. A short critical review of the role of open and distance learning in teacher education worldwide
This booklet demonstrates how e-learning can transform teacher training. by the Learning and Skills Network (2007)