ict competencies for suriname teachers

ICT Competency Standards for Teachers

Emergent Technology Literacy Knowledge Deepening Knowledge Creation

COMPETENCIES

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Curriculum Planning

Learning Environment

Helps students acquire basic ICT skills.

Assessment Is aware of formative and summative assessment procedures.

Is aware of communication and collaboration tools.

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Planning

Problem Based Learning Is aware of problem solving techniques.

Uses presentation software and digital resources.

Project Based Learning

Is aware of the use of ICT for communication and collaboration.

ICT

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Internet

Uses email and text messaging for personal/social purposes.

Administration

Uses educational software packages and web resources.

Org

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Ad

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on Teacher Understanding

Uses word processors with students for creative writing.

Classroom Management Uses whole class instruction as predominant teaching style.

Is aware of the need to monitor Internet use

Pro

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Planning Uses ICT to create basic lesson plans.

The teacher... The teacher... The teacher... The teacher...

Is knowledgable of curriculum standards and standard assessment procedures.

Matches specific curriculum standards to particular software packages and computer applications and describes how these standards are supported by these applications.

Designs classroom activities that integrate a range of ICT tools and devices to support student learning.

Designs classroom activities that integrate a range of ICT tools and devices to help students acquire the skills of reasoning, planning, reflective learning, knowledge building and communication.

Identifies key concepts and processes in subject areas and is aware of subject-specific tools.

Identifies key concepts and processes in the subject area, describes the function and purpose of subject-specific tools and how they support students’ understanding of these key concepts and processes.

Utilises ICT to support students’ understanding of key concepts and processes, and their application to the world outside the classroom.

Identifies how students learn and demonstrate complex cognitive skills, such as information management, problem solving, collaboration, and critical thinking.

Student Experience

Helps students acquire ICT skills within the context of their courses.

Helps students use ICT to acquire the skills of searching for and managing information in the context of real world problems.

Helps students to use ICT to acquire the skills of searching for, managing, analyzing, integrating, and evaluating information to construct their own understandings.

Uses ICT to assess students’ acquisition of school subject matter knowledge using both formative and summative assessments.

Develops and applies knowledge- and performance-based rubrics to assess students’ understanding of key subject matter concepts, skills and processes. Uses ICT to provide students with feedback on their progress.

Helps students to develop both knowledge- and performance-based rubrics and apply them to assess their own understanding of key subject matter and ICT skills and concepts.

Communication and

Collaboration

Uses communication and collaboration tools to access and source information.

Uses communication and collaboration tools to connect to the world outside the classroom.

Helps students use ICT to develop communications and collaboration skills.

Special Educational

Needs

Is aware that ICT can enhance the learning opportunities of students with special educational needs.

Uses ICT to focus on the development of literacy and numeracy for students with special educational needs.

Uses ICT resources and assistive technologies to address curriculum objectives with students with special educational needs.

Embeds ICT in all aspects of special educational needs teaching and learning. Assistive technologies are incorporated into all levels of school planning.


Designs lessons to support students’ acquisition of school subject matter knowledge.

Incorporates appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge.

Designs classroom activities so that students engage in reasoning with, talking about, and using key subject matter concepts as well as reflecting on and communicating solutions.

Designs web resources and activities that engage students in collaborative problem solving, research, or artistic creation.

Uses ICT tools to present simple problem scenarios to students.

Identifies complex, real-world problems and structures them in a way that incorporates key subject matter concepts and serves as the basis of student projects.

Incorporates reasoning, problem-solving, and knowledge creation in teaching practices and models these for students.

Student Experience

Uses presentation software and digital resources to support instruction when appropriate.

Implements collaborative, project-based unit plans and classroom activities, while providing guidance to students in support of the successful completion of their projects.

Helps students design project plans and activities that engage them in collaborative problem-solving, research or artistic creation.

Is aware of the use of ICT for collaborative, project-based learning.

Uses collaborative, project-based learning and ICT tools to support key subject matter concepts and processes.

Uses collaborative, project-based learning and ICT tools to support student thinking and social interaction to solve real world problems.

Uses real world problems as a basis for collaborative, project-based learning that facilitate student reflection on their own learning.

Communication and

Collaboration

Structures lesson plans so that open-ended ICT tools and subject-specific applications support students in their use of key subject matter concepts and processes.

Uses open-ended tools and subject-specific applications to support students in their reasoning with, talking about, and use of key subject matter concepts and processes while they collaborate to solve complex problems.

Helps students incorporate multimedia production, web production, and publishing technologies into their projects in ways that support their ongoing knowledge production and communication with other audiences.


Productivity Tools

Is aware of the basic tasks and uses of word processors, presentation software and other digital resources.

Uses word processors, presentation software and other digital resources for classroom learning.

Operates various open-ended software packages appropriate to the subject matter area.

Uses open-ended software packages to support students’ innovation and knowledge creation.

Authoring Tools

Is aware of the main authoring tools (graphics, video and sound) and their purposes.

Describes the purpose and basic function of graphic software and use a graphic software package to create a simple graphic display.

Uses an authoring environment or tools to design offline and/or web resources.

Uses multimedia authoring tools (multimedia recording and production equipment, editing tools, publication software, web design tools) to support students’ innovation and knowledge creation.

Is aware of some of the potential uses of the Internet (search, email, service providers).

Locates websites through a web browser by typing a URL or by using a search engine to conduct a keyword search.

Evaluates the accuracy and usefulness of web resources in support of project-based learning with the subject area.

Empowers students to critically evaluate the accuracy and usefulness of web resources in support of their own learning.

Communication and

Collaboration

Uses common communication and collaboration technologies, such as email, text messaging, video conferencing and social media websites.

Uses search engines, social media websites and email to find people, resources for collaborative projects.

Empowers students to use search engines, social networks, and email to find people, resources for student led collaborative projects.

Is aware of the use and benefits of student management systems for attendance and student records.

Uses networked record keeping software to take attendance, submit grades, and maintain student records.

Uses a network and appropriate software to manage, monitor and assess progress of various student projects.

Uses virtual learning environments to support increased knowledge and understanding of subject matter and the development of online and face-to-face communities.

Student Learning

Evaluates educational software including tutorial, drill and practice software and web resources for their alignment with curriculum standards and matches them to the needs of specific students.

Uses ICT to communicate and collaborate with students, peers, parents, and the larger community in order to nurture student learning.

Uses planning and thinking tools to support students’ creation and planning of their own learning activities and their continuous reflective thinking and learning.


Uses computers for isolated activities not linked to classroom practice.

Integrates the use of computers into ongoing teaching activities.

Organises computers and other digital resources within the classroom so as to support and reinforce learning activities and social interactions.

Plays a leadership role in creating a vision of what the school might be like with ICT integrated into the curriculum and classroom practices.

ICT Integration

Manages the use of supplemental ICT resources with individuals and small groups of students in regular classroom so as not to disrupt other instructional activities in the class.

Manages student project-based learning activities in a technology-enhanced environment.

Plays a leadership role in supporting innovation in the school and continuous learning among their colleagues.

Identifies the appropriate social arrangements (whole class, small groups, and individual activities) to use with various technologies.

Creates flexible classroom learning environments that integrate student centred activities and apply ICT to support collaboration.

Creates and implements a vision for the school as a learning organisation where innovation and continuous learning is enriched by ICT.

Acceptable and

Appropriate Uses

Is aware of the issues relating to ethical responsible and appropriate uses of the Internet and other digital tools.

Develops procedures and policies for ethical, responsible and appropriate use of the Internet and other digital tools to support classroom learning.

Facilitates the ongoing development of ethical and responsible student approaches to the use of new technologies.


Uses ICT for developing lesson plans, worksheets, students list, timetabling and simple classroom activies.

Uses ICT to access and share resources for use in the classroom and to support own professional development.

Evaluates and reflects on professional practice to engage in ongoing innovation and improvement.

Teacher Awareness and Participation

Shares ideas and resources for using and integrating ICT with other teachers within the school.

Accesses online professional communities for teachers to download curriculum resources.

Uses online professional communities to support own professional development through the exchange of ideas and sharing of experiences and resources.

Uses ICT resources to participate in professional communities and share and discuss best teaching practices.

Informal Learning

Is aware of how ICT resources can support various subject areas.

Uses ICT resources to support own acquisition of subject matter and pedagogical knowledge.

Uses ICT to search for, manage, analyse, integrate, and evaluate information that can be used to support own professional development.

Uses ICT to actively contribute and share information and resources that can be used to support professional development of peers.

ICT Competency Standards for Teachers in Rwanda

Glossary of Terms

This glossary provides a definition of key terms used in the ICT Competency Standards for Teachers in Rwanda.

Term

Communication and Collaboration Technology

Assistive technologies

Authoring environment

Collaborative Learning

Complex cognitive skills

Continuous learning

Critical thinking

Drill and practice software

Formative assessment

Lesson plan

Multimedia authoring tools

Open-ended software

Problem Based Learning

Online Professional Community

Productivity tools

Project-based learning

Reflective thinking

Rubric

Simulation

Social Media

Special Education Needs

Summative Assessment

Technology Integration

Virtual Learning Environment

ICT Competency Standards for Teachers in Rwanda

This glossary provides a definition of key terms used in the ICT Competency Standards for Teachers in Rwanda.

Definition

Technology used by learners with disabilities in order to perform functions that might otherwise be difficult or impossible.

Allows the user to create multimedia artifacts like websites, simulations, DVDs and virtual worlds.

Information management, problem solving, collaboration and critical thinking

Regularly upgrading skills and knowledge to improve competence.

Logical thinking that draws conclusions from facts and evidence.

Software which promotes the acquisition of knowledge or skill through repetitive practice.

A teacher's detailed description of the course of instruction for an individual lesson or module.

Multimedia recording and production equipment

Software that is used as tools for personal, professional, or classroom productivity (e.g. Microsoft Office, OpenOffice).

The learner considers their own learning and reflects on what worked, didn’t work and what needs improvement.

Specific criteria or guidelines used to evaluate student work.

Websites and services that are built around participation and user-generated content (e.g. Facebook, YouTube).

Assessment given at a particular point in time to determine what students know and do not know.

Allows users to interact and work in groups and facilitates the sharing and distributing of knowledge and expertise among community members (e.g. email, text messaging, video conferencing, and social media).

An instructional approach in which students of varying abilities and interests work together in small groups to solve a problem, complete a project, or achieve a common goal.

Assessment given as part of the instructional process to provide the information needed to adjust teaching and learning while they are happening.

Software programs that allow students to demonstrate their learning across various learning areas, according to their level of development and preferred learning style (e.g. word processing, multimedia presentation, web authoring, concept mapping and spreadsheets).

(PBL) Students collaboratively solve problems and reflect on their experiences. Problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

A group of people with the same or related occupation who regularly communicate with each other through a website. Members of the community exchange ideas, share experiences and resources, collaborate on projects and support each other. This is also referred to as a community of practice.

Use of classroom projects where students use technology and inquiry to engage with issues and questions that are relevant to their lives.

A computer program that simulates an authentic system (e.g. human body, building, organism) and responds to choices made by users.

Children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.

Use of technology to support instruction in various subject areas (e.g. languages, social studies, science, maths). When teachers integrate technology into their classroom practice, learners are empowered to be actively engaged in their learning.

(VLE) A web based system designed to facilitate teachers in the management of educational courses for their students. The system presents course content and tracks the learners' progress. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom.

ict competencies for suriname teachers

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