Summary of Teachers' Survey Summary of Teachers' Survey

In ITEC we aim to provide teachers with opportunities to get involved in activities where pedagogical and technological knowledge and skills can be developed. In this context ITEC offers:

  • Learning Stories and Activities that are innovative and challenging – new teaching methods enhanced by technology.
  • Enduring mechanisms to support teachers in running these activities in their classrooms.

iTEC Learning Stories are presented as relatively abstract descriptions of learning and teaching experiences purposely to be adaptable: in order to let teachers adjust them to their own professional context, the subject being taught, students’ ages, technologies available and even teachers’ own level of digital proficiency.

For iTEC Learning Stories (cycle 1) and Learning Activities (cycle 2 and 3) teachers’ competences are described both as:

These competences are ICT-related and pedagogically based. They are based in the UNESCO ICT Competence Framework for Teachers (Unesco 2011). This framework was released in November 2011 and has been assumed as the referential of teachers ICT competences for iTEC initiatives regarding teachers’ training and continuous professional development.

This framework is organized around 3 three successive stages of teacher’s development.

  • Technology Literacy, enabling students to use ICT in order to learn more efficiently.
  • Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex real-world problems.
  • Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfilling and prosperous societies.

This framework considers 6 different domains of teachers work:

  1. Understanding ICT in education
  2. Curriculum and assessment
  3. Pedagogy
  4. ICT (digital literacy skills)
  5. Organisation and administration
  6. Teacher professional learning.


 


Initial knowledge [input]

The “initial knowledge is aligned with the level of competences required, and it serves as an indicator of the difficulty that is to be expected, what we call 'level of Challenge'. It aims to stimulate teachers to move forward from easy/soft learning activities to more challenging ones.

The ‘level of challenge’ is organized in increasing level of complexity:

You will find an overall rating of difficulty for each activity based on the sum of the initial competences required.

Professional development [output]

The professional development indicator describes competencies that teachers may acquire or develop when implementing a particular Learning Activity, an achievable outcome in terms of own professional development [output-competences].

The descriptors of teachers’ competencies are presented as in the Unesco ICT competency framework. 


Implementing iTEC Learning Stories can be a way for teachers to engage in new and technology-enriched teaching experiences!