These survey tools were designed to ascertain where education stakeholders stand in terms of their ability to implement ICT in education initiatives. Designed to support baseline capacity audits, the three versions offered below survey ICT usage by personnel at schools, teacher training institutions and ministries. The surveys ascertain what ICT is currently being used for and individual proficiency levels, and also what the stakeholders believe ICT can contribute to education, thus providing an indicator of willingness to advance. They are designed to be simple and quick to administer, relatively straightforward to analyse, and repeatable to enable comparative surveys to be completed longitudinally.
 |
ICT in Education Survey: Teacher Questionnaire [  PDF 101KB |  MS Word 95KB] |
|
ICT in Education Survey: Teacher Educator Questionnaire [ PDF 60KB | MS Word 298KB] |
|
ICT in Education Survey: Ministry Personnel Questionnaire [ PDF 56KB | MS Word 283KB] |
2.3 ICT in Education Professional Development Strategy Document
The blueprint! A document whose purpose is to combine different ICT in education initiatives at school, college and ministerial levels, provide direction and identify priorities and key initiatives can hardly be written using a template. Each context will be different, requiring sensitive insight and creative responses to potential problems and barriers. However, much can be learned by perusing such documents written for particular settings. While slavish adherence to what is written in any of the documents below will result in a cumbersome solution, they are useful in showing the types of issues that need to be considered when devising a suitable strategy:
|
Guyana (2010): ICT Professional Development Strategy for Teachers [ PDF 1.02MB | MS Word 916KB] |
|
St. Vincent and the Grenadines (2012): ICT Professional Development Implementation Plan for Educators [ PDF 320KB | MS Word 681KB] |
|
Dominican Republic (2012): ICT Professional Development Implementation Plan for Educators [ PDF 301KB | MS Word 677KB] |
|
Trinidad and Tobago (2012): ICT Professional Development Implementation Plan for Educators [ PDF 334KB | MS Word 701KB] |
While it can be argued that all the UNESCO competencies are important, it is not always possible to free up enough time to cover them all in either pre-service training or in-service professional development courses. Consequently, it is important to choose and then map a proposed ICT in education curriculum in as much detail as possible before developing courses and teaching and learning materials to support professional development initiatives. The completed template tool below uses a spreadsheet to map a curriculum for an ICT in education course developed originally for Guyana. It uses extensively the structure and competencies identified in the UNESCO ICT-CFT. It also identifies potential open educational resources (OER) that could be used by course developers to build the course.
