UNESCO's ICT Competency Framework for Teachers
The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a tool to guide pre- and in-service teacher training on the use of digital technologies in both formal and in-formal education systems from K-12 to tertiary level.
It is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area.
The ICT CFT version 3 provides a framework from which digital competencies can be identified and use to inform ICT in education policy directives, curriculum design, and pre- and in-service training as well as support the capacity development of educators to embrace and use technology appropriately in their professional practice.
The ICT CFT covers digital competencies, presented over three levels of increased sophistication required for:
- teaching and learning;
- school administration;
- continuing professional development;
- aligning classroom practice with institutional and/or national priorities as stated in policy.
Implementing the ICT CFT requires an enabling strong environment, including a determined leadership from government, from those responsible for teacher education and professional development of in-service teachers, and from head teachers and school principals.
The UNESCO ICT CFT framework identifies 18 ICT competencies to which teachers should aspire and subdivides these into 64 specific objectives. The competencies range from encouraging teachers to understanding national priorities as identified in national ICT in Education policies, how ICT can support the curriculum, assessment strategies, pedagogy, school and class organization, administration as well ongoing professional development.
What we are doing
The ICT CFT OER Project
UNESCO has developed the ICT Competency Framework for Teachers Harnessing OER project which supports the contextualization of the UNESCO ICT Competency Framework for Teachers (ICT CFT) using teacher training resources developed through open educational resources (OER) .
It aims to support Member States in contextualizing the ICT Competency Framework for Teachers, to meet national and institutional needs through three actions:
- Aligning the ICT Competency Framework’s components to national and/or institutional objectives related to digital competencies in education;
- Developing openly licensed (OER) teacher training materials;
- Implementing teacher training programmes, based on these OER- based materials.
The Tools and the Community of Practice
The ICT CFT/OER Hub: https://www.oercommons.org/hubs/UNESCO contains collections of OER curated by UNESCO and partner countries, which are aligned to the UNESCO ICT CFT. It supports the sharing of materials on common themes related to the contextualization of the ICT CFT, that can be accessed, re-used, re-purposed, adapted and redistributed. The project has established a Network of participating countries and institutions which have contributed to the ICT CFT /OER Hub, and provides a valuable arena for sharing best practices.
By type of Knowledge
|Understanding ICT in Education||Policy Understanding||Policy Application||Policy Innovation|
|Curriculum and Assessment||Basic Knowledge||Knowledge Application||Knowledge Society Skills|
|Pedagogy||ICT-enhanced Teaching||Complex Problem-solving||Self-management|
|Application of Digital Skills||Application||Infusion||Transformation|
|Organization and Administration||Standard Classroom||Collaborative Groups||Learning Organizations|
|Teacher Professional Learning||Digital Literacy||Networking||Teacher as Innovator|