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

iCITE(Innovative Colombian ICT

Teacher Education)Feb. 25, 2014

2

Contents

• Current status in Colombian education• Front-End analysis• Key implications

• Development of iCITE• Basic assumptions for designing and developing iCITE• Master plan 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• Basic assumptions for designing and developing iCITE• Master plan 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

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Current status in Colombian ed-ucation

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Front-End Analysis1. Standard Analysis

• ICT Competence Standard for Teachers (Colombia & UNESCO)

• Curriculum Standard for Language, Mathematics, Science and Civics

2. Site Survey Results

• Environment Analysis

• Teachers / Student Analysis

• Curriculum Analysis of ICT Subject (Cogua Lab School)

3. Other Analysis

• ICT in Education in Latin America (UNESCO)

• Distribution of Teachers

• Reason why language, math, science show low performance

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Selected Key Implications for Training Program DevelopmentKey Findings Implications for iCITE development

LT Candidates presumably have basic ICT Literacy • Training should focus on ICT utilization and integration• LTs should be selected based on the proper criteria

Strong confidence and high expectation • Training must provide very clear orientation and presentation of the learning objectives

Wide spectrum of teacher quality and instructional capability

• Training should help build ID capability along with ICT utilization• Training should provide learner support and allow access to resources and

mentoring

Strong needs for practical training (want to apply what they learn in class)

• Task-oriented instructional strategy• Observation of best practices• Hands-on activities throughout the training• Actual classroom application

Need to bring innovation into classroom and school

• Action research method should be taught• Encourage teachers by introducing important educational issues and trends

(e.g., smart learning, Web 2.0, authentic assessment, school leadership, etc.)

High drop-out rate in the past • Deep engagement and playful learning should be positioned strategically• Incentives such as recognition, awards, and certificate should be included

Most students do not have textbooks and significant shortage of learning materials

• Training should help teacher to develop their own teaching materials

Three subjects’ performance is low (math, science, & language)

• Subject-specific training program• learning and teaching model to integrate ICT in each subject class

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Development of iCITE

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Basic assumptions for developing iCITE pro-gram

S Self-directed and social-constructed

M Motivated

A Adaptive

R Reflective

T Technology embedded

Self-regulated learning strategies, team project approach

Hand-on experiences, learning by doing approach

Facilitating, modeling, scaffolding

Critical reflection, discussion, peer evaluation, expert reviews

ICT tools and devices, digital resources, modular structure

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Master plan for iCITE program

iCITE(Innovative Colombian ICT

teacher education)

Phase 1Basic literacy for ICT use in educa-

tion

Phase 2ICT use strategies in education by

subject

ICT use strategies in science educa-

tion

ICT use strategies in mathematics

education

ICT use strategies in language edu-

cation

Phase 3Technology-en-hanced learning

and teaching

Technology-en-hanced learning in cross-curricula

Technology-en-hanced learning

in subjects

Phase 4Future-oriented

learning envi-ronment

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Master plan for iCITE

• Goals:• Basic literacy in ICT use• Using ICT tools for making sim-

ple materials in learning and teaching

• Targets: Explorador level

2. ICT use strategies in edu-cation by subject

3. Technology-enhanced learning and teaching

4. Future-oriented learning environment

1. Basic literacy for ICT use in education

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• Goals:• Using ICT tools to make and

revise learning and teaching materials

• Using subject-specific tools for integrating ICT in lesson

• Targets: Integrador level






11

• Goals:• Understanding ICT-integrated

course design• Using subject-specific teaching

methods for ICT integration

• Targets: Integrador/Innovador level






12

• Goals: • Fostering educational lead-

ership• Developing innovative per-

spective in education

• Targets: Innovador level






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Overview of teacher education programPhase Course Program for Master Teachers Program for Leader Teachers

Basic literacy for ICT use in education

Pre-virtual Module 1. 21st century learning and future education Module 2. Trends and issues in ICT use in ed-ucationModule 3. Learning theories and methods for innovative educationModule 4. Educational analysisModule 5. Key strategies for ICT use in edu-cationModule 6. Lesson planning for ICT us in edu-cation

Task 1. Analysis of exemplary coursesTask 2. Basic strategies for ICT use in educationTask 3. Learner analysis, content analy-sis, learning context analysisTask 4. Lesson planning

30hours1weeks

Module 1. 21st century learning and future education Module 2. Trends and issues in ICT in ICT use in educationModule 3. Learning theories and methods for innovative educationModule 4. Educational analysis Module 5. Key strategies for ICT use in edu-cationModule 6. Lesson planning for ICT us in ed-ucation

Task 1. Analysis of exemplary coursesTask 2. Basic strategies for ICT use in educationTask 3. Learner analysis, content analy-sis, learning context analysisTask 4. Lesson planning

30hours3weeks

ICT use strate-gies in educa-tion by subject

Classroom/Workshop

Module 1. Education and technologyModule 2. ICT use in education by subjectModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning contents (Teacher as developer)Module 5. Development and use of ICT-enhanced learning experiences and materials in (subject) IModule 6. Development and use of ICT-enhanced learning experiences and materials in (subject) IIModule 7. Development and use of ICT-enhanced learning experiences and materials in (subject) IIIModule 8. Showcase of portfolio I

40 hours1 week

Module 1. Education and technologyModule 2. ICT use in education by subjectModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as developer)Module 5. Development and use of ICT-enhanced learning experiences and materials in (subject) IModule 6. Development and use of ICT-enhanced learning experiences and materials in (subject) IIModule 7. Development and use of ICT-enhanced learning experiences and materials in (subject) III

40 hours1 week

Technology-enhanced learning and teaching

Module 1. Teaching and learning methods in ICT use in subjectsModule 2. Learning design with ICT integrated teaching and learning methodModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Implementation, research and dissemination (Teacher as researcher)Module 6. Showcase of portfolio II

40 hours1 week

Module 1. Teaching and learning methods in ICT use in subjectsModule 2. Learning design with ICT integrated teaching and learning methodModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Micro teaching and showcase of portfolio

Future-ori-ented learning environment

Post-virtual Module 1. Educational evaluation Module 2. Educational research: Action researchModule 3. Recent trends and issues in ICT use in education

Task 1. Creating a ICT use learning method Task 2. Peer reviewsTask 3. Action research

20hours1weeks

Module 1. Educational evaluation Module 2. Educational research: Action researchModule 3. Recent trends and issues in ICT use in education

Task 1. Implementation of the pre-de-signed lesson in classTask 2. Peer reviewsTask 3. Action research

20hours2weeks

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Comparison of MT and LT education programMaster Teachers Leader Teachers

Course type • Pre-virtual course• Classroom workshop• Post-virtual course

• Pre-virtual course• Classroom workshop• Post-virtual course

Content • Modules for ICT use in education• Additional module for implemen-

tation, research and dissemina-tion

• Task for developing a new ap-proach of ICT use in education

• Modules for ICT use in education

Evaluation Pedagogical, communicative, techno-logical, administrative, investigative andInnovative competencies

Pedagogical, communicative, technologi-cal, administrative and investigative competencies

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ICT teacher education for Master Teachers

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Characteristics

• Educating MTs 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 master plan• Pre-virtual course: phase 1• Classroom workshop: phase 2, 3 • Post-virtual course: phase 4

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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.

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CompetenciesLevel Phase Module Competency

P C T I A

Exploration Basic literacy for ICT use in educa-tion

Module 1. 21st century learning and future education Module 2. Trends and issues in ICT use in educationModule 3. Learning theories and methods for innovative educationModule 4. Educational analysisModule 5. Key strategies for ICT use in educationModule 6. Lesson planning for ICT us in education

○ ○ ○

Integration ICT use strategies in education by subject

Module 1. Education and technologyModule 2. ICT use in education by subjectModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning contents (Teacher as developer)Module 5. Development and use of ICT-enhanced learning experiences and materials in (subject) IModule 6. Development and use of ICT-enhanced learning experiences and materials in (subject) IIModule 7. Development and use of ICT-enhanced learning experiences and materials in (subject) IIIModule 8. Showcase of portfolio I

○ ○ ○ ○

Technology-en-hanced learning and teaching

Module 1. Teaching and learning methods in ICT use in subjectsModule 2. Learning design with ICT integrated teaching and learning methodModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Implementation, research and dissemination (Teacher as researcher)Module 6. Showcase of portfolio II

○ ○ ○ ○ ○

Innovation Future-oriented learning envi-ronment


○ ○

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Overview of three types of courses • Pre-virtual course • Classroom workshop • Post-virtual course

Learning goals

• To recognize basic skills for ICT use in education

• To understand basic pro-cesses of learning design

• To understand 21st century learning and future educa-tion

• To use ICT tools in educa-tion by subject

• To design ICT-enhanced lessons/courses

• To implement the lessons developed during classroom workshop

• To evaluate and do research on the outcomes of the im-plementation

• To create a new approach in ICT use in education

Key topics • Basic literacy of ICT use in education

• Key strategies of ICT use in education

• Learning design• Use of ICT in education by

subject• Design and development of

ICT enhanced lessons/cour-ses

• Implementation for ICT use in education

• Action research and evalua-tion

• Diffusion of innovation

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Pre-virtual course

Phase Module for online contents Task


Module 1. 21st century learning and future edu-cation Module 2. Trends and issues in ICT use in educa-tionModule 3. Learning theories and methods for in-novative educationModule 4. Educational analysisModule 5. Key strategies for ICT use in educationModule 6. Lesson planning for ICT us in education

Task 1. ICT literacy self-diagnosis (ISST #1)Task 2. Analysis of exemplary coursesTask 3. Key strategies for ICT use in educa-tionTask 4. Learner analysis, content analysis, learning context analysisTask 5. Lesson planning

30 hours1 weeks

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Activities in the module of pre-virtual coursePhase Module Activity/online contents

1. Basic literacy for ICT use in educa-tion

Module 1. 21st century learning and future ed-ucation

- Getting started: course introduction- Characteristics of future learning environment - 21st century learning and skills- Educational innovation with ICT use

Module 2. Trends and issues in ICT use in edu-cation

- Overview of ICT development- Mobile technology and applications in education- SNS services and Clouding computing in education- Ethical issues and security in ICT use in education

Module 3. Learning theories and methods for innovative education

- Various perspectives of learning theories - Teaching and learning methods and strategies in behavioral perspective- Teaching and learning methods and strategies in cognitive perspective- Teaching and learning methods and strategies in constructivist perspective- Teaching and learning methods and strategies in social learning perspective

Module 4. Educational analysis - Needs assessment- Learner analysis- Curriculum and content analysis- Environmental analysis- Social context analysis

Module 5. Key strategies for ICT use in educa-tion

- Key strategies for ICT use in education: searching information, presenting informa-tion, creating information, talking with online peers, talking with external experts, participating online communities

Module 6. Lesson planning for ICT us in edu-cation

- Designing and developing of lesson plan

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Classroom workshop: Basic frameworkPhase Module

2. ICT use strategies in ed-ucation by subject

Module 1. Education and technologyModule 2. ICT use in education by subject Module 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning contents (Teacher as developer)Module 5. Development and use of ICT-enhanced learning experiences and materi-als in (subject) IModule 6. Development and use of ICT-enhanced learning experiences and materi-als in (subject) IIModule 7. Development and use of ICT-enhanced learning experiences and materi-als in (subject) IIIModule 8. Showcase of portfolio I

40 hours1 week


Module 1. Teaching and learning methods in ICT use by subjectModule 2. Learning design with ICT integrated teaching and learning methodModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Implementation, research and dissemination (Teacher as researcher)Module 6. Showcase of portfolio II

40 hours1 week

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Activities in the module: ICT use strategies in edu-cation by subject Phase Module Activity

2. ICT use strate-gies in education by subject

Module 1. Education and technology - Recognition of future learning environment- Understanding the benefits and limitations of ICT use in education- Analysis of exemplary cases in ICT use in education

Module 2. ICT use in education by subject - Overview of ICT use in subject teaching and learning- Understanding teaching and learning models in subject- Introduction to ICT tools in subject teaching and learning practice

Module 3. Learning design (Teacher as designer) - Understanding about learning design processes- Practices in learning design I: learner analysis, content analysis, context analysis, ICT tools

Module 4. Development of teaching and learning contents (Teacher as developer)

- Practices in learning design II: Selection of learning methods and strategies, Plan for ICT use in subject

Module 5. Development and use of ICT-enhanced learning experiences and materials in (subject) I

- Design and development of ICT tools and materials in subject – strategy 1- Presentation, discussion and peer reviews

Module 6. Development and use of ICT-enhanced learning experiences and materials in (subject) II


Module 7. Development and use of ICT-enhanced learning experiences and materials in (subject) III


Module 8. Showcase of portfolio I Showcasing portfoliosSelf-evaluation on learning outcomes (ISST #2)

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Activities in the module : Technology-en-hanced learning and teaching

Phase Module Activity


Module 1. Teaching and learning methods in ICT use by subject

- Trends and issues in education by subject- Understanding core methods in teaching and learning

Module 2. Learning design with ICT integrated teaching and learning methods

- Setting learning goals and planning lesson- Designing learning activities

Module 3. Design and development of learning and teaching support

- Developing learning support materials- Developing teaching support materials

Module 4. Planning for course implementation - Planning course implementation- Designing course implementation

Module 5. Implementation, research and dissemi-nation (Teacher as researcher)

- Making implementation documents- Action research methods- Evaluation methodology in education- Leaderships in ICT use in education- Diffusion of innovation

Module 6. Showcase of portfolio II - Showcasing portfolios - Course evaluation

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Classroom workshop: Mathematics

Phase Module

2. ICT use strategies in education by subject

Module 1. Education and technologyModule 2. ICT use in Mathematics educationModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as developer)Module 5. ICT use in mathematics geometry: Geogebra Module 6. ICT use in mathematics conceptual learning: TI-nSpireCAS Module 7. ICT use in mathematics function learning: TI-nSpireCAS Module 8. Showcase of portfolio I

40 hours1 week


Module 1. Teaching and learning methods in Mathematics educationModule 2. Learning design with a teaching and learning method in Mathematics educationModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Implementation, research and evaluation (Teacher as researcher)Module 6. Showcase of portfolio II

40 hours1 week

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Classroom workshop: SciencePhase Module


Module 1. Education and technologyModule 2. ICT use in Science educationModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as developer)Module 5. ICT use for scientific concept and knowledge acquisition: graphic organizers (Visualiza-tion tools - Concept leader, Inspiration)Module 6. ICT use for scientific inquiry skill improvement: scientific simulation tool (phET)Module 7. ICT use for scientific attitude development: Stellarium, multimedia tools(editing, creat -ing etc.), history of science(blog, wikis, etc.) Module 8. Showcase of portfolio I

40 hours1 week


Module 1. Teaching and learning methods in Science educationModule 2. Learning design with a teaching and learning method in Science educationModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Implementation, research and evaluation (Teacher as researcher)Module 6. Showcase of portfolio II

40 hours1 week

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Classroom workshop: LanguagePhase Module


Module 1. Education and technologyModule 2. ICT in Language EducationModule 3. Introduction to ICT tools for language education: Courseware, web-contents and au-thoring toolsModule 4. Development of teaching and learning materials (Teacher as developer) Module 5. Multimedia contents evaluation for language educationModule 6. Using ICT materials for language structure and information processing skills: Corpus tools, Freader Module 7. Using ICT authoring tools for information production and literary skills: Hotpotatoes, Wikis, Interactive reading resources, toondooModule 8. Showcase of portfolio I

40 hours1 week

3. Technology-en-hanced learning and teaching

Module 1. Teaching and learning methods in Language educationModule 2. Learning design with a teaching and learning method in Language educationModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Implementation, research and evaluation (Teacher as researcher)Module 6. Showcase of portfolio II

40 hours1 week

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Post-virtual course




Task 1. Creating a ICT use learning method Task 2. Peer reviewsTask 3. Action research

20 hours1 weeks

29

Activities in the module of post-virtual course

Phase Module Activity/online contents

4. Future-ori-ented learning environment

Module 1. Educational evaluation - Learning outcome evaluation- Teacher and class evaluation - Program evaluation

Module 2. Educational research: Action research

- Quantitative research methodology- Qualitative research methodology- Action research method- Data collection methods- Data analysis and interpretation

Module 3. Recent trends and issues in ICT use in education

- Open educational resources- Policy development and implementation for ICT use in education- Learning analytics- e-Textbooks and digital textbooks

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ICT teacher education for leader teachers

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Characteristics

• Offering education for four phases of the master plan but focusing on phase 1, 2, 3

• Pre-virtual course: phase 1• Classroom workshop: phase 2, 3 • Post-virtual course: phase 4

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Learning goals

Leader teachers are able to• Use ICT for designing, developing and implementing effective, effi-

cient and attractive learning experiences.• Create an innovative approach for ICT use in education.

33

CompetenciesLevel Phase Module Competency

P C T I A

Exploration Basic literacy for ICT use in education

Module 1. 21st century learning and future education Module 2. Trends and issues in ICT use in educationModule 3. Learning theories and methods for innovative educationModule 4. Educational analysisModule 5. Key strategies for ICT use in educationModule 6. Lesson planning for ICT us in education

○ ○ ○

Integration ICT use strategies in edu-cation by subject

Module 1. Education and technologyModule 2. ICT use in education by subject Module 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as de-veloper)Module 5. Development and use of ICT-enhanced learning experiences and materials in (subject) IModule 6. Development and use of ICT-enhanced learning experiences and materials in (subject) IIModule 7. Development and use of ICT-enhanced learning experiences and materials in (subject) III

○ ○ ○ ○

Technology-enhanced learning and teaching


○ ○ ○ ○ ○

Innovation Future-oriented learning environment


○ ○

34

Pre-virtual course


1. Basic literacy for ICT use in educa-tion

Module 1. 21st century learning and future edu-cation Module 2. Trends and issues in ICT use in educa-tionModule 3. Learning theories and methods for in-novative educationModule 4. Educational analysisModule 5. Key strategies for ICT use in educationModule 6. Lesson planning for ICT us in education

Task 1. ICT literacy self-diagnosis (ISST #1)Task 2. Analysis of exemplary coursesTask 3. Eight basic strategies for ICT use in edu-cationTask 4. Learner analysis, content analysis, learn-ing context analysisTask 5. Lesson planning

30 hours3 weeks

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Classroom workshop: Basic frameworkPhase Module


Module 1. Education and technologyModule 2. ICT use in education by subject Module 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as developer)Module 5. Development and use of ICT-enhanced learning experiences and materials in (subject) IModule 6. Development and use of ICT-enhanced learning experiences and materials in (subject) IIModule 7. Development and use of ICT-enhanced learning experiences and materials in (subject) III

40 hours1 week



36

Classroom workshop: MathematicsPhase Module

2. ICT use strategies in educa-tion by subject

Module 1. Education and technologyModule 2. ICT use in Mathematics educationModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as de-veloper)Module 5. ICT use in mathematics geometry: Geogebra Module 6. ICT use in mathematics conceptual learning: TI-nSpireCAS Module 7. ICT use in mathematics function learning: TI-nSpireCAS

40 hours1 week


Module 1. Teaching and learning methods in Mathematics educationModule 2. Learning design with a teaching and learning method in Mathe-matics educationModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Showcase of portfolios

37

Classroom workshop: SciencePhase Module

2. ICT use strategies in education by sub-ject

Module 1. Education and technologyModule 2. ICT use in Science educationModule 3. Learning design (Teacher as designer)Module 4. Development of teaching and learning materials (Teacher as developer)Module 5. ICT use for scientific concept and knowledge acquisition: graphic organiz-ers (Visualization tools - Concept leader, Inspiration)Module 6. ICT use for scientific inquiry skill improvement: scientific simulation tool (phET)Module 7. ICT use for scientific attitude development: Stellarium, multimedia tools(editing, creating etc.), history of science(blog, wikis, etc.)

40 hours1 week

3. Technology-en-hanced learning and teaching

Module 1. Teaching and learning methods in Science educationModule 2. Learning design with a teaching and learning method in Science educationModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Showcase of portfolio II

40 hours1 week

38

Classroom workshop: LanguagePhase Module


Module 1. Education and technologyModule 2. ICT in Language EducationModule 3. Introduction to ICT tools for language education: Courseware, web-contents and authoring toolsModule 4. Development of teaching and learning materials (Teacher as devel-oper) Module 5. Multimedia contents evaluation for language educationModule 6. Using ICT materials for language structure and information process-ing skills: Corpus tools, Freader Module 7. Using ICT authoring tools for information production and literary skills: Hotpotatoes, Wikis, Interactive reading resources, toondoo

40 hours1 week


Module 1. Teaching and learning methods in Language educationModule 2. Learning design with a teaching and learning method in Language educationModule 3. Design and development of learning and teaching supportModule 4. Planning for course implementationModule 5. Showcase of portfolios

39

Post-virtual course



Module 1. Educational evaluation Module 2. Educational research: Action re-searchModule 3. Recent trends and issues in ICT use in education

Task 1. Implementation of the pre-de-signed lesson in classTask 2. Peer reviewsTask 3. Action research

20 hours2 weeks

40

Distinctions

• Teachers in education by subject• Subject-oriented content and learning experiencesSubject-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

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Implementation of iCITE

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Implementation model of iCITE

On-lineLearning

Pre-virtual coursePost-virtual course

Off-lineLearning

Classroom work-shop

e-moderators

Learning space SNS tools

KnowledgeBank

e-Learning con-tents

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• Classroom-based learning activities

• Teaching & guiding by more knowledgeable people

• Self-regulated learning with pre-designed learning contents

• Scaffolding by more knowledge-able people

Implementation strategies

On-lineLearning

Pre-virtual coursePost-virtual course

Off-lineLearning

Classroom workshop

44


e-moderators

Learning space

SNS tools

Knowledge Bank

e-Learning contents

Program designer, educational experts, master teachers, external experts

personal learning space, collaborative learning space, common room

e-mails, discussion boards, wikis, help desks

guidelines, manuals, raw materials

Web-based learning contents for pre- and post-virtual courses

45


• 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


• 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 princi-

pal

• Lack of classroom space • Combining lecture-based individual learning and activity-based collaborative

learning

47

Evaluation of iCITE

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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

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Defining Training Outcome

• Outcome Indicators• Knowledge and Skills (by

Colombian Competence

Standards)

• Performance

• Participants’ satisfaction

• Attitude and Perception

Improved Classroom Teaching with ICT Use

Enhanced Teachers’ ICT Use Competence (to the integrator level for LT and the innovator level for MT)

AS-IS: Trainees posses basic ICT use skills and knowl-edge

Project’s Goal: Develop ICT Use Capability

50

Mixed Method

Evaluation model

Pre-virtual learning Classroom Workshop Post-virtual learning

KnowledgeMeasurement

PerformanceMeasurement Observation Survey

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Evaluation Strategy – Mixed Method

Reduce risk of biased assessment by:

• incorporating multiple perspectives

• collecting data from multiple sourcesComprehensive assessment of training outcomeAssessment of different level of learning outcome

• e.g., Knowledge to Evaluation Level of Bloom’s Taxonomy

52

Evaluation Strategy – Mixed MethodEvaluation Methods Evaluation Tools Evaluation Items Note

Knowledge Measurement

ISST Test Set • Test set #1 at the beginning of Pre-Virtual Course• Test set #2 at the end of Classroom Workshop• Test set #3 on reserve

Score computed automatically in the test system

Performance Measurement

• Checklist• Assessment Rubric

• Assessment of the following key outputs that teachers will produce during and after the training• Pre-Virtual – Lesson Plan• Classroom Workshop

• Portfolio (e.g., teaching materials, digital resources & reflection Journal)

• Showcase • Post-Virtual

• Peer Review Report• Action Research Report

• Trainers and coordinators use evaluation tools to evaluate for MT training

• MT’s use the same tools to evaluate for LT trainingObservation of On/Off-

line Activities• Checklist• Assessment Rubric

• Participation and interaction• Leadership• Teamwork• Performance

Survey • Self-Report Questionnaire

• Satisfaction• Course evaluation• Competence

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Knowledge Measurement – ISST Test

• ISST Test is a competence-based assessment tool• It is to test teachers’ knowledge acquired during

and after the training• Assesses teachers’ ICT Competencies by

measuring specific competence category and moment (defined and organized in a competence matrix)

• Helps determine whether a trainee developed target competencies

• Competence matrix and specific behavioral indicators will be developed based on the relevant analysis results (e.g., competence analysis, task analysis)

• Test items will be developed and validated through scientific research processes

Competence Test Items

Technology What are the benefits of integrating technological and multimedia tools in your classroom teaching? (Check all that apply)

　 What would would you recommend to enhance students' learning experience in the following scenario? (Check all that apply)

Communicative Read the following scenario and select the best combination of communication methods.

Pedagogical What do you think you need to include to build the best learning environment for the following objectives? (Check all that apply)

AdministrativeWhat would you recommend your principal and coordinator for building an online learning management system for your school? Select the best proposal listed below.

ResearchWhat data set would you collect to help a group of students who seem to need extra help to improve academic performance in a few subject area? Select all that apply.

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Performance Measurement – Checklist & Assessment Rubrics

• Outputs produced by teachers during and after training are to be evaluated (e.g., lesson plan, teaching materials)

• Qualitative assessment and opinion regarding teachers’ outputs by an evaluator can can be translated to more objective assessment through use of checklist, assessment rubric, and evaluation guideline.

• Also, reliability and validity of assessment results can be increased by involving multiple evaluators (possibly master teachers of a training team) in the assessment process.

55

Satisfaction, Attitude, & Perception– Survey

• Affective outcomes are important factors that will encourage or discourage ICT use in teachers’ actual classroom teaching

• Affective outcomes include:• Motivation (satisfaction and confidence)• Attitude toward ICT use (related to 5

competencies)• Perception of ICT use in Colombian Education

• Self-Assessment• Peer-Assessment

56

Discussion

Documents

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