iCITE (Innovative C olombian I CT T eacher E ducation)

1. iCITE(Innovative Colombian ICT Teacher Education) Feb. 25, 2014

2. Contents • Current status in Colombian education • Front-End analysis • Key implications • Development of iCITE • Basicassumptions for designing and developing iCITE • Masterplan for ICT teacher education • ICT teacher education program for Master Teachers • ICT teacher education program for Leader Teachers • Implementation of iCITE • Implementation model • Implementation strategies • Evaluation of iCITE • Current status in Colombian education • Front-End analysis • Key implications • Development of iCITE • Basicassumptions for designing and developing iCITE • Masterplan for ICT teacher education • ICT teacher education program for Master Teachers • ICT teacher education program for Leader Teachers • Implementation of iCITE • Implementation model • Implementation strategies • Evaluation of iCITE

3. Current status in Colombian education

4. Front-End Analysis • Standard Analysis • ICT Competence Standard for Teachers (Colombia & UNESCO) • Curriculum Standard for Language, Mathematics, Science and Civics • Site Survey Results • Environment Analysis • Teachers / Student Analysis • Curriculum Analysis of ICT Subject (Cogua Lab School) • Other Analysis • ICT in Education in Latin America (UNESCO) • Distribution of Teachers • Reason why language, math, science show low performance

5. Selected Key Implications for Training Program Development

6. Development of iCITE

7. Basic assumptions for developing iCITE program Self-regulated learning strategies, team project approach S Self-directed and social-constructed Hand-on experiences, learning by doing approach M Motivated Facilitating, modeling, scaffolding A Adaptive Critical reflection, discussion, peer evaluation, expert reviews R Reflective ICT tools and devices, digital resources, modular structure T Technology embedded

8. Masterplan for iCITE program

9. Master plan for iCITE • Goals: • Basic literacy in ICT use • Using ICT tools for making simple materials in learning and teaching • Targets: Explorador level • 2. ICT use strategies in education by subject • 1. Basicliteracy for ICT use in education • 3. Technology-enhanced learning and teaching • 4. Future-oriented learning environment

10. Master plan for iCITE • Goals: • Using ICT tools to make and revise learning and teaching materials • Using subject-specific tools for integrating ICT in lesson • Targets: Integrador level • 2. ICT use strategies in education by subject • 1. Basicliteracy for ICT use in education • 3. Technology-enhanced learning and teaching • 4. Future-oriented learning environment

11. Master plan for iCITE • Goals: • Understanding ICT-integrated course design • Using subject-specific teaching methods for ICT integration • Targets: Integrador/Innovador level • 2. ICT use strategies in education by subject • 1. Basicliteracy for ICT use in education • 3. Technology-enhanced learning and teaching • 4. Future-oriented learning environment

12. Master plan for iCITE • Goals: • Fostering educational leadership • Developing innovative perspective in education • Targets: Innovador level • 2. ICT use strategies in education by subject • 1. Basicliteracy for ICT use in education • 3. Technology-enhanced learning and teaching • 4. Future-oriented learning environment

13. Overview of teacher education program

14. Comparison of MT and LT education program

15. ICTteacher education for Master Teachers

16. Characteristics • EducatingMTs to be leading teacher educators as well as innovators • Teaching and facilitating skills and abilities will be embedded in the modules of the program. • Offering education for four phases of the masterplan • Pre-virtual course: phase 1 • Classroom workshop: phase 2, 3 • Post-virtual course: phase 4

17. Learning goals Master teachers are able to • Use ICT in designing, developing and implementing effective, efficient and attractive learning experiences. • Create an innovative approach for ICT use in education by subjects. • Build a capability to enhance Leader teachers’ competencies for ICT use in education.

18. Competencies

19. Overview of three types of courses

20. Pre-virtual course

21. Activities in the module of pre-virtual course

22. Classroom workshop: Basic framework

23. Activities in the module: ICT use strategies in education by subject

24. Activities in the module : Technology-enhanced learning and teaching

25. Classroom workshop: Mathematics

26. Classroom workshop: Science

27. Classroom workshop: Language

28. Post-virtual course

29. Activities in the module of post-virtual course

30. ICTteacher education for leaderteachers

31. Characteristics • Offering education for four phases of the masterplan but focusing on phase 1, 2, 3 • Pre-virtual course: phase 1 • Classroom workshop: phase 2, 3 • Post-virtual course: phase 4

32. Learning goals Leader teachers are able to • Use ICT for designing, developing and implementing effective, efficient and attractive learning experiences. • Create an innovative approach for ICT use in education.

33. Competencies

34. Pre-virtual course

35. Classroom workshop: Basic framework

36. Classroom workshop: Mathematics

37. Classroom workshop: Science

38. Classroom workshop: Language

39. Post-virtual course

40. Distinctions • Teachers in education by subject • Subject-oriented content and learning experiences Subject-orientation • Theory (minds on experience) and practices (hands on experience) • Individual learning and collaborative learning • Online learning and offline learning • Formal experience and informal experience • Qualitative and quantitative evaluation Integration • Teacher as designer, developer, researcher and innovator • Ownership in RICs • International recognition of Colombian ICT education Sustainability

41. Implementation of iCITE

42. Implementation model of iCITE e-moderators Learning space SNS tools On-lineLearning Pre-virtual course Post-virtual course Off-lineLearning Classroom workshop Knowledge Bank e-Learning contents

43. Implementation strategies On-lineLearning Pre-virtual course Post-virtual course Off-lineLearning Classroom workshop • Self-regulated learning with pre-designed learning contents • Scaffolding by more knowledgeable people • Classroom-based learning activities • Teaching & guiding by more knowledgeable people

44. Implementation strategies e-moderators Program designer, educational experts, master teachers, external experts Learning space personal learning space, collaborative learning space, common room SNS tools e-mails, discussion boards, wikis, help desks Knowledge Bank guidelines, manuals, raw materials e-Learning contents Web-based learning contents for pre- and post-virtual courses

45. Implementation strategies • Learning facilities • One to one computer • Possibility to use mobile devices(including BYOD) • Incentives for teachers • Providing a certificate to teachers who complete the program at the satisfied level • Awarding best teachers • Awarding best practices/outcomes

46. Implementation strategies • Selection of participants • Master teacher training • Selecting trainees/learners who has basic ICT skills • Dividing classes by subjects in principal • Leader teacher training • Selecting trainees/learners who has basic ICT skills Dividing classes by subjects in principal • Lack of classroom space • Combining lecture-based individual learning and activity-based collaborative learning

47. Evaluation of iCITE

48. Evaluation Overview • Purpose • Improvement • Evaluation for iCITE is to create a virtuous cycle in training process to make continuous improvement • Systematic data collection and analysis will provide trainers, training coordinators, and decision-makers relevant data and information for necessary modifications during implementation phase. • Accountability • Evaluations help LG and MoE demonstrate internal and external accountability for the use of allocated resources. • Scope • What to Evaluate: Teacher Training Program( • How to Evaluate: Assessment of Training Outcome • When to Evaluate: During and After the Training

49. Defining Training Outcome • Outcome Indicators • Knowledge and Skills (by Colombian Competence Standards) • Performance • Participants’ satisfaction • Attitude and Perception

50. Evaluation model Mixed Method KnowledgeMeasurement PerformanceMeasurement Observation Survey Pre-virtual learning Classroom Workshop Post-virtual learning