Teacher Education and ICT

Welcome to the Teacher Education and ICT resource page.

Please feel free to download content and to post comments. You can also email one of our advisers with a question and we will get back to you with a response within 48 hours.

Planning Toolkit for ICT in Teacher Professional Development NEW!!!

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.

• ICT-TPD Matrix

  The ICT -TPD matrix was developed on the basis of the 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

  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

  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
  •    Pedagogy
  •    ICT
  •    Organisation & Administration
  •    Teacher Professional Development

Teacher Education and ICTs

• Models and Best Practices in Teacher Professional Development -

  By Mary Hooker, Education Specialist, GeSCI (2008)
  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.

• The Virtual Community of Practice as an Appropriate Model for Learning in Collectivist Cultures

  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.

•  "E-ffective teaching: transforming teacher training through e-learnin"

  by the Learning and Skills Network (2007)
  This booklet demonstrates how e-learning can transform teacher training.
  
  

Or Ask Mary our Reserach Manager and Education Specialist a question at mary.hooker[at]gesci.org