UNESCO ICT

UNESCO ICT

1. IMPLEMENTATION

   • Modular structure
     • The selection might be based on a rationale of breadth, in which all of the modules for one approach are addressed.
   • Future improvements
     • ICT-CFT
       • new knowledge develops about educational processes and structures.
       • teacher are encouraged to offer suggestions to UNESCO on how the content
   • Development paths
     • TTISSA
       • s to provide education policymakers with policy objectives in the form of new approaches to teaching

2. INTRODUCTION

   • Using ICT
     • have issues
       • They may lack access to the Internet, or suitable materials might not be available in their own language.
     • teachers know how to use ICT eff ectively in their teaching?
       • depends
         • -The subjects being taught. -The learning objectives. -The nature of the students.
     • equally
       • This offers engaging and fast-evolving learning environments.
         • between
           • Formal and informal education and prompts teachers to develop new ways of teaching and enabling students to learn.
   • ICT
     • New use of evolving information and communication technologies.

3. THE MODULES

   • Technology literacy
     • is to enable learners, citizens and the workforce to use ICT to support social development and improve economic productivity.
     • Changes in pedagogical practice involve the use of various ICT tools and digital content as part of whole class, group and individual student activities.
   • Knowledge deepening
     • world situations of work, society and in life generally.
       • need
         • to emphasize the application of understanding to real-world problems. Assessment focuses on complex problem-solving and incorporating assessments into learning activities.
     • The aim of the knowledge deepening approach is to increase the ability of students, citizens, and the workforce to add value to society and to the economy
   • Knowledge creation
     • increase productivity by creating students, citizens, and a workforce
       • The role for teachers is to overtly model these processes, structure situations in which students apply these skills
     • . These skills become curricular goals in themselves and the objects of new assessment methods.
   • By crossing the three approaches to teaching based on human capacity development
     • technology literacy, knowledge deepening, and knowledge creation

4. THE PRINCIPLES

   • UNESCO’s education policies and projects
     • Education is a central function of any nation or community
     • UNESCO
       • Promote educational reform and sustainable economic development.
       • learning throughout life and participation in the society of learning as the key to meeting the challenges posed by a rapidly changing world
   • The Framework project
     • ICT-CFT
       • it emphasizes improvements in the quality of education
       • is based on the principle that systemic social
       • economic growth is the key to poverty reduction and increased prosperity
       • can be a driver for growth
     • economic growth
       • Education and human capacity development enable individuals to add value to the economy
   • Education reform
     • ICT
       • The successful integration
         • depend on the ability of teachers to structure the learning environment in new ways
         • The teaching skills of the future will include the ability to develop innovative ways of using technology

Imágenes y archivos del mapa