DIGITAL CITIZENSHIP FOR TEACHERS AND ADMINISTRATORS
ICT4TEACHER: Enable Digital Citizenship for Teaching and Learning
Information and Communications technology (ICT) has transformed the way students acquire knowledge, create products, build relationship, and discover meaning.
The digital citizens of the 21st century are now the students who communicate, interact, participate, transact, and learn through digital devices, programs, services, network and content.
The available and emerging digital access and applications are both broadening and redefining the means to bring outcome-based learning engagement, acquisition of knowledge, quality of services experiences, high level thinking, and sharing of innovative ideas and products.
All schools do not have the choice but to incorporate computer devices, open software, Internet hosted services, ICT mediated process, and digital citizen skills in the creation of learning events and in the management of support services.
The question is how well and purposive are the schools, teachers, leaders, and partners in using ICT to advance the quality goals, social returns, and economic benefits of investing in education?
Are the schools' conditions matching the demand for the appropriate resources to realize the readiness and qualification requirements to form the digital natives and digital immigrants of the ICT enabled communities, organization, and places?
Are the teachers exploiting the available opportunities provided by ICT to address the unique and special needs of the learners, and the developmental inclusion of the marginalized learners?
The ICT4TEACHER school-based capability building introduces the conditions, imperatives, principles, processes, competencies, metrics, and solutions on how the school, its leaders, teachers, partners, and learners must pursue the integrative, aligned, cost-effective, and optimal use of already available and emerging digital services and products to deliver the performance expected from teaching and learning.
The ICT competency building of teachers recognizes the different technological configurations, practices, branding, and standards that dictate the setting where performance and products are realized in using ICT for teaching and learning.
ICT4TEACHER advocates an open standard position that promotes the use of product and solutions that possess the shared standards on functions, interfaces, procedures, and data which are required for global inter-operatibility and usability. It promotes the enablement of teachers to explore variety of technology and licensing options to bring ICT in the classroom. It empowers the teachers to discover, review, and use the appropriate resources to bring ICT use for teaching and learning in the light of any financial, social and political constraints. It includes the proper exploitation of proven and emerging technologies to facilitate the teaching and learning processes.
In the definition of the core knowledge and skills that will enable the teachers to become digital citizen in the classroom, the implementation guidance of UNESCO on the ICT competency standards for teachers is used in the formation of the training design, and in the introduction of digital software and knowledge for education that work in any operating platform, Microsoft, Linux, or Macintosh.
The digital citizens of the 21st century are now the students who communicate, interact, participate, transact, and learn through digital devices, programs, services, network and content.
The available and emerging digital access and applications are both broadening and redefining the means to bring outcome-based learning engagement, acquisition of knowledge, quality of services experiences, high level thinking, and sharing of innovative ideas and products.
All schools do not have the choice but to incorporate computer devices, open software, Internet hosted services, ICT mediated process, and digital citizen skills in the creation of learning events and in the management of support services.
The question is how well and purposive are the schools, teachers, leaders, and partners in using ICT to advance the quality goals, social returns, and economic benefits of investing in education?
Are the schools' conditions matching the demand for the appropriate resources to realize the readiness and qualification requirements to form the digital natives and digital immigrants of the ICT enabled communities, organization, and places?
Are the teachers exploiting the available opportunities provided by ICT to address the unique and special needs of the learners, and the developmental inclusion of the marginalized learners?
The ICT4TEACHER school-based capability building introduces the conditions, imperatives, principles, processes, competencies, metrics, and solutions on how the school, its leaders, teachers, partners, and learners must pursue the integrative, aligned, cost-effective, and optimal use of already available and emerging digital services and products to deliver the performance expected from teaching and learning.
The ICT competency building of teachers recognizes the different technological configurations, practices, branding, and standards that dictate the setting where performance and products are realized in using ICT for teaching and learning.
ICT4TEACHER advocates an open standard position that promotes the use of product and solutions that possess the shared standards on functions, interfaces, procedures, and data which are required for global inter-operatibility and usability. It promotes the enablement of teachers to explore variety of technology and licensing options to bring ICT in the classroom. It empowers the teachers to discover, review, and use the appropriate resources to bring ICT use for teaching and learning in the light of any financial, social and political constraints. It includes the proper exploitation of proven and emerging technologies to facilitate the teaching and learning processes.
In the definition of the core knowledge and skills that will enable the teachers to become digital citizen in the classroom, the implementation guidance of UNESCO on the ICT competency standards for teachers is used in the formation of the training design, and in the introduction of digital software and knowledge for education that work in any operating platform, Microsoft, Linux, or Macintosh.
Last updated by AralaNetDesk Sep 20.
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