ICT STANDARDS AND COMPETENCIES from the …

1 ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice1A perspective from levels of ICT adoption in teachers education practiceICT STANDARDS AND COMPETENCIES from the pedagogical dimension:ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice2 ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice3 JAVEVIRTUALOFFICE FOR THE PROMOTION AND USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGIEST atiana Valencia-MolinaAndrea Serna-CollazosRESEARCH GROUPCOGNITIVE DEVELOPMENT, LEARNING AND TEACHINGS olanlly Ochoa-AngrinoAdriana Mar a Caicedo-TamayoJairo Andr s Montes-Gonz lezJos David Ch vez-Vescance2016 ICT STANDARDS and COMPETENCIES from the pedagogical dimension.

2 A perspective from levels of ICT adoption in teachers education practice4 ICT STANDARDS and COMPETENCIES from the pedagogical dimension A perspective from levels of ICT adoption in teachers education practice Chancellor: Luis Felipe G mez Restrepo, Academic Vice-Chancellor: Ana Milena Yoshioka Vice-Chancellor of the University Environment: Luis Fernando Granados O. ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice ISBN: 2016, Pontificia Universidad Javeriana Cali (Colombia) Authors: Tatiana Valencia-Molina Andrea Serna-Collazos Solanlly Ochoa-Angrino Adriana Mar a Caicedo-Tamayo Jairo Andr s Montes-Gonz lez Jos David Ch vez-Vescance Correspondence, subscriptions and replacement requests: Calle 18 No.

3 118-250, V a Pance Santiago de Cali, Valle del Cauca Pontificia Universidad Javeriana Colombia Telephone (57-2) 3218200 Exts. 8533 - 8364 - 8394 Format: x 21 cm Pontificia Universidad Javeriana - Cali, Colombia Design: Adriana Morales Rodriguez - Javevirtual Printing: Multimedios ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice5 ICT STANDARDS and COMPETENCIES from the pedagogical dimension A perspective from levels of ICT adoption in teachers education practice Introduction.

4 6 1. Context elements .. 7 ICTs in the knowledge and Information Society and their impact in educational settings .. 8 Quality education and ICT adoption .. 9 Reflective use of ICT .. 10 Professional teacher training: skills needed for the 21st century .. 12 Psychoeducational skills .. 12 Vocational and leadership skills .. 12 Collaborative and cooperative skills .. 13 2. Guidelines for the model of ICT STANDARDS and COMPETENCIES .. 14 ICT COMPETENCIES from the pedagogical dimension .. 15 Levels of ICT adoption.

5 16 Elements of level of adoption .. 16 Integration level .. 17 Reorientation level .. 18 Evolution level .. 19 3. ICT STANDARDS and COMPETENCIES from the pedagogical dimension.. 23 What does the pedagogical dimension mean? .. 24 What is a standard? .. 24 Structure of standard .. 24 Integration level: STANDARDS of ICT COMPETENCIES from the pedagogical dimension .. 26 7910111214141415171819192021222728282830 ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice6 ICT STANDARDS and COMPETENCIES from the pedagogical dimension A perspective from levels of ICT adoption in teachers education practice Reorientation level: STANDARDS of ICT COMPETENCIES from the pedagogical dimension.

6 35 Evolution level: STANDARDS of ICT COMPETENCIES from the pedagogical dimension .. 44 4. Meaning and use of STANDARDS .. 53 Adoption and training route: Con-TIC-Go .. 54 Phase 1: evaluation of the level of ICT adoption in education practices .. 54 Phase 2: reflection and instruction in the use of ICTs to promote meaningful teaching and learning processes .. 58 Phase 3: guided use of ICT-enabled education practices .. 60 Phase 4: review of the results of implementing the ICT-enabled teaching practice.

7 60 Phase 5: systematization of successful ICT-enabled practices .. 61 5. Teaching practice assessment methods based on adoption levels .. 62 Defining the aims of analysing adoption levels .. 63 Work unit .. 63 Information sources .. 64 Information collection techniques .. 64 Unit of analysis and information collection process .. 65 Data analysis .. 66 6. Scope and limitations of the model .. 67 Bibliography .. 70 394857585862646465676868696970717376 ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice7 The training proposal based on STANDARDS and COMPETENCIES in information and communications technologies (ICTs) from the pedagogical dimension presented herein is based on the ongoing dialogue between teacher training and research experiences relating to the reflective use of ICTs.

8 The greatest challenge of this training proposal is to transcend the use of ICTs and focus on teaching practice as the most important process to be transformed. This proposal s purpose is to provide a vision of the quality training that today s teacher needs to face the challenge of teaching in a knowledge and information society. This aims to be a training benchmark for improving the quality of education in schools at all levels based on levels of adoption of ICTs and their educational uses. This document describes the contextual elements behind the proposal; presents the model of ICT STANDARDS and COMPETENCIES from the pedagogical dimension based on levels of ICT adoption, their meaning and use within the six-phase Con-TIC-Go training route; and outlines the methodological resources that support the training route and the scope and limitations of the proposal.

9 The relevance of this proposal is as a basic guideline for any teacher or school on adopting ICTs in their educational strategies and practices. In that sense, the school and/or teacher can use this proposal to assess their educational strategies or practices involving ICTs in terms of the planned STANDARDS . That identification and recognition process can then lead to a process of training, support and assessment based on their level of ICT adoption in order to develop ICT COMPETENCIES from the pedagogical dimension.

10 ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practiceICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice8 ICT STANDARDS and COMPETENCIES from the pedagogical dimension: A perspective from levels of ICT adoption in teachers education practice9 Context elements1 Context elementsICT STANDARDS and COMPETENCIES from the pedagogical dimension.