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2015 0128 unesco spain felix serrano developing ict competences for teachers bis

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INTEF actions on ICT Teacher competences and Training

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2015 0128 unesco spain felix serrano developing ict competences for teachers bis

  1. 1. Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado www.ite.educacion.es Torrelaguna, 58. 28027 Madrid – España / Tlf: 913 778 300. Fax: 913 680 709 Implementation of ICT skills training for teachers in Spain UNESCO PARTNERS’ MEETING ‘UPTAKE OF OER SUPPORTING THE ICT CFT’ Institute of Educational Technologies and Teacher Training (INTEF), Ministry of Education, Culture and Sports - Spain Félix Serrano Delgado @feserdel
  2. 2. Teacher Training in Spain • In Spain, direct responsibility for education belong to regional governments (Autonomous Communities) • The Ministry of Education carries out common regulatory functions and cooperation with regional governments 22/02/2015
  3. 3. Teacher Digital Competence ICT for Education Plan of Digital Culture at School Teacher Training Teacher Professional Development Plan INTEF INTEF operates at national level The National Institute of Educational Technologies and Teacher Training (INTEF)
  4. 4. Plan of Digital Culture at School • High Speed Connectivity Plan for schools • Interoperability and Standards • “Procomun" Space • Open Educational Resources • “Neutral Point” for the purchase of textbooks • Web and Social Networks 22/02/2015
  5. 5. Teacher Professional Development Plan • Teachers Professional Competences • New modalities (and tools) of training • Regulation of teacher training • INTEF Teacher Training Plan
  6. 6. INTEF Teacher Training Plan On-Line Training Classroom Training
  7. 7. INTEF regular training plan 2014 Curso ofertadas concedidas Certifican ABP. Aprendizaje basado en proyectos. 1120 1634 1279 Alfabetizaciones múltiples: una nueva ecología del aprendizaje. 140 cancelado cancelado Coeducación: dos sexos en un solo mundo. 490 95 82 Creatividad, diseño y aprendizaje mediante retos. 210 211 159 De espectador a programador. El camino para entender la tecnología aprendiendo a manejarla. 140 290 226 Digital Storytelling for Teachers. 490 217 135 Educación conectada en tiempos de redes. 490 311 240 Educación inclusiva: iguales en la diversidad. 385 176 147 El portafolio educativo como instrumento de aprendizaje y evaluación. 140 184 98 Espacios de lectura. Leer, aprender e investigar en todas las áreas. 490 221 153 Evaluaciones externas internacionales del sistema educativo. 490 218 181 Las competencias clave: de las corrientes europeas a la práctica docente en las aulas. 140 91 73 Mobile Learning y Realidad Aumentada. 140 281 206 PLE: Aprendizaje conectado en red. 840 300 223 Recursos Educativos Abiertos para la Educación Infantil y Primaría. 490 211 132 Recursos Educativos Abiertos para la enseñanza de las Ciencias Sociales. 490 83 68 Recursos Educativos Abiertos para la enseñanza de las Ciencias. 490 103 75 Recursos Educativos Abiertos para la enseñanza de las Lenguas. 490 139 87 Recursos Educativos Abiertos para la enseñanza de las Matemáticas. 490 208 120 Respuesta educativa para el alumnado con TDAH (déficit de atención e hiperactividad). 560 697 564 Tutores para la Formación en Red. 280 343 328 Uso de Recursos Educativos Abiertos para el aprendizaje integrado de contenidos y Lenguas extranjeras (AICLE). 490 469 344 9485 6482 4920
  8. 8. INTEF MOOCs
  9. 9. MOOC
  10. 10. INTEF MOOCs Platform 22/02/2015
  11. 11. 22/02/2015 3 INTEF MOOC in 2014
  12. 12. Continuous Improvement Process MOOC Pilots Experimentation Impact of Training Analytics Digital Learning and Skills Validation and Recognition New Modalities of Training
  13. 13. INTEF Teacher training plan and evaluation
  14. 14. Net Promoter Score
  15. 15. Evaluation 20% 17% 10% 11% 6% 16% 16% 21% 16% 18% 5% 19% 14% 29% 6% 21% 18% 25% 19% 19% 25% 17% 34% 30% 18% 24% 36% 26% 25% 19% 28% 25% 23% 25% 55% 64% 71% 64% 77% 51% 54% 62% 60% 45% 68% 56% 67% 43% 69% 56% 57% 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% % Detractores (0 a 6) % Pasivos (7 y 8) % Promotores (9 y 10) Puntuación promedio "¿recomendaría?" (escala derecha 0 a 10)
  16. 16. INTEF regular Training NPS 0 10 20 30 40 50 60 70 80
  17. 17. 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Edu PLE MOOC ABPMOOC % Promotores (9 y 10) % Pasivos (7 y 8) % Detractores (0 a 6) Puntuación promedio "¿recomendaría?" (escala derecha 0 a 10) NPS Average Edu PLE MOOC 48,99 8,48 ABPMOOC 58,45 8,73 NPS for INTEF MOOC
  18. 18. Teacher Training on Spanish Autonomous Communities Four cases
  19. 19. Castilla La Mancha Objectives: Leading change in the current context of the Information Society and Knowledge Through a collaborative digital platform that promotes teacher professional development and Transforming the educational experiences in the classroom Featured Training: Technological skills: Enabling jump textbooks to digital educational resources. Creative Talent. Promoting creativity associated with robotics Musical Talent: Interpretation and musical composition with mobile devices. Mobile Application Design: Creation and management of mobile solutions. 3D printing as an educational tool. Design and printing of parts. Competition Digital Teaching: Integrating Digital competence in the teaching-learning process Creativity in the classroom with digital tools 2.0: Advertising Strategies audiovisual work collaboratively with boards online Modernization: Networking, Operating Systems, Databases. http://centroformacionprofesorado.castillalamancha.es/
  20. 20. • Implementing Google Sites; Project Based Learning in the Classroom of English; management of a training platform for collaborative work between departments. In the Institute Vicente Medina Archena. • Implementation of the project "Digital School" in the Institute María Cegarra of La Union. • "ICT in the classroom." Implementation of collaborative work through managing digital platforms in the CEIP San Pablo de Murcia. • “Project Based Learning" in the IES Francisco Sánchez Bautista de Llano de Brujas (Murcia). • Using Moodle for teaching and creating lesson digital contentes with eXeLearning in the IES Felipe de Borbón of Ceuta.
  21. 21. Andalucía Eje 3.2. Integración de las TIC en el currículo. 1. Conocer y explorar los posibles usos didácticos de las TIC para el aprendizaje y la práctica docente 2. Incrementar la competencia digital del profesorado en su actividad profesional. 3. Fomentar el uso de las herramientas tecnológicas que facilitan la comunicación con las familias Orden de 31 de julio de 2014, por la que se aprueba el III Plan Andaluz de Formación Permanente del Profesorado Axis 3.2. Integration of ICT into the curriculum. 1. Know and explore possible educational uses of ICT for learning and teaching practice 2. Increase the digital competence of teachers in their work. 3. Encourage the use of technological tools that facilitate communication with families
  22. 22. Castilla y LeónSpecific training plan on digital competence of teachers Training Plan (classroom courses, online and plans center): 1,152 activities and 19,000 training places Web application for self-assessment of digital competence: https://autoevaluaciontic.educa.jcyl.es/ Design of training routes by levels: Dimensions and training content: technical, educational and methodological, professional and attitudinal and sociocultural (137 descriptors) Six levels: basic (B1 and B2), medium (M1 and M2) and advanced (A1 and A2) Innovation Project "Formapps": new forms and formative experiences in implementing teaching methodologies with mobile devices in their teaching and its impact on the learning processes of students.
  23. 23. Digital Competence Framework for Teachers
  24. 24. (Spanish) Common Digital Competence Framework for Teachers • A cooperation work between Spanish National Government and Autonomous Communities • MCCDD= Marco Común de Competencia Digital Docente • Developed in 2013-2014 and published on EducaLAB • A standard document based on IPTS DIGICOMP • Dimension 1: Competence Areas 1. Information 2. Communication 3. Content Creation 4. Safety 5. Problem Solving
  25. 25. Common Digital Competence Framework for Teachers MCCDD develops IPTS DIGICOMP and is particularized for teachers – Dimension 1 (Competence Areas) is equal – Dimension 2 (Competences) is equal – Dimension 3 (Levels) definition is adapted to teachers – Dimension 5 (Examples) are specific to education and teaching
  26. 26. Digital Competence Framework: next steps 1. Self-assessment tool to diagnose individual training needs. 2. Professional Portfolio to allow the registration of professional practice for each competency area with common endpoints that can serve too as a guide to implementation. 3. Assessment tests with levels and professional profiles. 4. Evaluation tool for schools, that could also include other related indicators such as the use of OER , digital environments in the school, and allow school centers organize training activities related to the proposed standards criteria. It would be desirable from international institutions sharing of OER materials and sevices and training initiatives in digital competence, and a common criteria for creating tools for evaluation and accreditation of digital competence according to the proposed standards.
  27. 27. THANK YOU Educalab: @educalab Félix Serrano Delgado: @feserdel Except some images which are under respective licenses described on the linked web site of the image This work is under Creative Commons license Attribution- ShareAlike 4.0 International

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