ICT Competency Teachers UNESCO | Framework Literacy Digital

BukuYunandra.com. UNESCO ICT Competency Framework for Teachers (ICT-CFT).

UNESCO menerbitkan Kerangka Kompetensi Guru di bidang Teknologi Informasi dan Komunikasi (TIK).

Daftar isi

Foreword

Acknowledgements

Executive Summary

The ICT CFT Version 3

Navigating this Document

Chapter I – Introduction

Purpose
Background

Chapter II – The Principles

1. Global Education Priorities

2. Cross-cutting Principles

2a. Knowledge Societies
2b. Universal Design for Learning (UDL)
2c. Inclusive education
- – Language and culture
- – Persons with disabilities
- – Gender equality
- – Ability

3. The Potential and Challenges of ICT Innovations

3a. Open Educational Resources (OER)
3b. Social networks
3c. Mobile technologies
3d. The Internet of Things
3e. Artificial Intelligence (AI)
3f. Virtual Reality (VR) and Augmented Reality (AR)
3g. Big Data
3h. Coding
3i. Ethics and privacy protection

4. The Lifelong Process of Teacher Professional Development

Chapter III – The ICT CFT Structure

1. Levels

I – Level: Knowledge Acquisition.
II – Level: Knowledge Deepening
III – Level: Knowledge Creation

2. Aspects

I – Aspect: Understanding ICT in Education Policy
II – Aspect: Curriculum and Assessment
III – Aspect: Pedagogy
IV – Aspect: Application of Digital Skills
V – Aspect: Organization and Administration
VI – Aspect: Teacher Professional Learning

Chapter IV – The UNESCO ICT CFT Version 3

Knowledge Acquisition
Knowledge Deepening
Knowledge Creation

Chapter V – Implementation Examples and Resources

Introduction

1. Influencing ICT in Education Policy Creation

2. Influencing National Teacher Standards

3. Providing Assessment Criteria to Determine Levels of Teacher ICT Competence

4. Shaping Teacher Curriculum Design

5. Designing Teacher Professional Development Courses

National initiatives
Corporate initiatives

6. Open CFT Resources on OER Commons

Chapter VI – Conclusion

Glossary

UNESCO ICT Competency Framework for Teachers (ICT-CFT)

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