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21ST CENTURY TEACHER COMPETENCIES / STANDARDS

based on UNESCO: ICT Competency Standards for Teacher

Background:

In the fast changing world of the early 21st Century school. As part of the
changes the role of school and education will also be different both in the educational
system and in the society. Together with them the role of teachers will also change.

The 21st century teacher needs to be prepared to provide technology-supported learning


opportunities for their students and must know how technology can support students’
learning.

UNESCO 21st Century Approach to Education Reform:

This is based on human capacity development as researched by UNESCO;


applied on the six (6) components of the education system (policy, curriculum,
pedagogy, Information and Communications Technologies (ICTs), organization and
teacher training.

Now let us see the expected 21st Century teacher competencies based on the
UNESCO 21st Century Approach to Education Reform:

1. Technology Literacy – goal is to prepare learners, citizens, and workforce


that is taking up new technologies so as to support social development
and improve economic productivity.

The 21st Century Teacher is expected to:


a. On Policy – be aware and must practice these policies in practice;

PANLILIO, Margaux Marie D.


12-02-09
EDUC 4: Principles and Strategies of Teaching
b. On Curriculum & Assessment – have firm knowledge of the curriculum and
assessment standards of a subject and must be able to integrate use of
technology and technology standards;
c. On Pedagogy – must know when, where, and how to use technology in the
classroom (activities, presentation, etc.);
d. On ICT – must be well verse with basic software & hardware operations,
different applications, web browsing, etc.;
e. On Organization & Administration – must be able to use technology with the
whole class, small groups, and individual activities to assure equitable
access;
f. On Teacher Professional Development – must have the technological skill
and knowledge of Web resources necessary to improve subject matter
expertise and pedagogical knowledge in support to own development.

2. Knowledge Deepening – goal is to increase the ability of the workforce to


add value to society and the economy by applying the knowledge of school
subjects to solve complex problems encountered in real world situations of
work, society, and of life.

The 21st Century Teacher is expected to:


a. On Policy – must have deep knowledge of national policies and social
priorities, and must be able to design, modify, and implement classroom
practices that support these policies;
b. On Curriculum & Assessment – must have deep knowledge of their subject
and the ability to apply it flexibly in a variety of situations;
c. On Pedagogy – must have the skills to help students create, implement, and
monitor project plans and solutions (since teaching is “student-centered” and
the teacher’s role is to structure problem tasks, guide student’s
understanding, and support student’s collaborative projects);

PANLILIO, Margaux Marie D.


12-02-09
EDUC 4: Principles and Strategies of Teaching
d. On ICT – must be aware of a variety of subject specific tools and applications,
and able to flexibly use this in a variety of problem-based and project-based
situations; also must use network resources to help students collaborate,
access information, and communicate with external experts to analyze and
solve their selected problems;
e. On Organization & Administration – must be able to create flexible classroom
environment;
f. On Teacher Professional Development – must have the skills and knowledge
to create and manage complex projects, collaborate with other teachers, and
make use of networks to access information, colleagues, and outside experts
in supporting their own professional development.

3. Knowledge Creation – goal is to increase productivity by creating students,


citizens, and workforce that is continually engaged in and benefit from
knowledge creation and innovation.

The 21st Century Teacher is expected to:


g. On Policy – must understand the intention of national policies and be able to
contribute to the discussion of education reform policies and participate in the
design, implementation, and revision of programs intended to implement
these policies;
h. On Curriculum & Assessment – must know about the complex cognitive
thought process, know how students learn, and understand the difficulties
students encounter;
i. On Pedagogy – role is to overtly model learning processes, structure
situations in which students apply their cognitive skills, and assist students in
their acquisition;

PANLILIO, Margaux Marie D.


12-02-09
EDUC 4: Principles and Strategies of Teaching
j. On ICT – must be able to design ICT- based knowledge communities and use
ICT to support the development of students’ knowledge creation skills and
their continuous, reflective learning;
k. On Organization & Administration – should be able to play a leadership role in
training colleagues and in creating and implementing a vision of their school
as a community based on innovation and continuous learning, enriched by
ICT;
l. On Teacher Professional Development – must have the ability and inclination
to experiment and continuously learn and use ICT to create professional
knowledge communities.

RESOURCES:

(2008). ICT Competency Standards for Teachers. UNESCO ICT Competency Framework for Teachers.
UNESCO. org. Retrieved from
http://portal.unesco.org/ci/en/ev.php-URL_ID=22997&URL_DO=DO_TOPIC&URL_SECTION=201.html

st
Szucs, Eva U. (2009). The role of Teacher in the 21 century. Sens Public Revue International
(Webjournal). Retrieved from
http://www.sens-public.org/spip.php?article667

PANLILIO, Margaux Marie D.


12-02-09
EDUC 4: Principles and Strategies of Teaching