본문 바로가기
KERD
논문KCI 등재

Policy Suggestions for Fostering Teacher ICT Competencies in Developing Countries: An ODA Project Case in Peru

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

주제분류교육학

초록

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers’ ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the ‘macro-meso-micro’ level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

Abstract

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers’ ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the ‘macro-meso-micro’ level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

참고문헌 (40)

  1. Alcazar, L., "Why are teachers absent? Probing service delivery in Peruvian primary schools", World Bank, ~ (2004)
  2. Beuermann, D. W., "One laptop per child at home : Short-term impacts from a randomized experiment in Peru", American Economic Journal : Applied Economics, 7(2), pp.53~80 (2015)
  3. Bos, M., "América Latina en PISA 2012: Colombia en PISA 2012: Logros y Desafíos Pendientes", Inter-American Development Bank, ~ (2012)
  4. Bruns, B., "Great teachers: How to raise student learning in Latin America and the Caribbean" (2014), World Bank
  5. "C-Modules: A learning package for social and behavior change communication (SBCC)" (2012)[URL]
  6. Cristia, J., "Does technology in schools affect repetition, dropout and enrollment? Evidence from Peru", Journal of Applied Economics, 17(1), pp.89~111 (2014)
  7. Technology and child development: Evidence from the one laptop per child program, "Cristia, J.", IDB, ~, pp.IDB-WP-304 (2012)
  8. Dalal, M., "Professional development for international teachers: Examining TPACK and technology integration decision making", Journal of Research on Technology in Education, 49(3-4), pp.117~133 (2017)
  9. Danko, D., "Furthering Peru’s public education in the face of financial challenges", Leveraging Peru’s Economic Potential, 35, pp.91~101 (2017)
  10. Darling-Hammond, L., "Preparing teachers for a changing world: What teachers should learn and be able to do" (2007), John Wiley & Sons
  11. Ertmer, P. A., "Addressing first-and second-order barriers to change : Strategies for technology integration", Educational Technology Research and Development, 47(4), pp.47~61 (1999)
  12. Fishman, B. J., "The Cambridge handbook of the learning sciences", pp.707~725 (2014)
  13. Hinostroza, J. E., "ICT-Supported innovations in small countries and developing regions", pp.99~119 (2018), Springer
  14. 김진희, "캄보디아 초등교육 및 초등교사 쟁점 분석과 교육개발협력에의 시사점 탐색", 비교교육연구, 27(1), pp.77~96 (2017), 한국비교교육학회[DOI]
  15. Kozma, R. B., "Technology and classroom practices : An international study", Journal of Research on Technology in Education, 36(1), pp.1~14 (2003)
  16. Kozma, R. B., "Handbook of research on educational communications and technology", pp.885~894 (2014), Springer
  17. Lim, C. P., "Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise", Australasian Journal of Educational Technology, 28(6) (2012)
  18. Mateus, J. C., "Are teachers ready?: media literacy of teacher-training students in Peru", Journal of Media Literacy, 65(1-2), pp.107~110 (2018)
  19. Mishra, P., "Technological pedagogical content knowledge : A framework for teacher knowledge", Teachers College Record, 108(6), pp.1017~1054 (2006)
  20. Mwapwele, S, "ICT support environment in developing countries: The multiple cases of school teachers in rural South Africa", 2019 IST-Africa Week Conference (IST-Africa), pp.1~12 (2019), IEEE
  21. OECD, "Multi-dimensional review of Peru: Volume 1. initial assessment. OECD Development Pathways" (2015), OECD Publishing
  22. OECD., "Making the most of technology for learning and training in Latin America, OECD skills studies" (2020), OECD. Publishing
  23. Ortiz, E. A., "The IDB and technology in education: How to promote effective programs?. IDB Technical Note", Inter-American Development Bank, ~ (2014)
  24. Owen, S., "Systematic educational change and teacher skill-building in developed and developing countries : the importance of teacher peer learning groups", Teacher Development, 22(4), pp.447~463 (2018)
  25. Rivero, J., "Teacher performance and its impact on the quality of education in Peru. FOCAL", Canadian Foundation for the America, ~ (2010)
  26. Rolleston, C., "Learning profiles and the ‘skills gap’ in four developing countries : a comparative analysis of schooling and skills development", Oxford Review of Education, 40(1), pp.132~150 (2014)
  27. Twining, P., "Moving education into the digital age : the contribution of teachers' professional development", Journal of Computer Assisted Learning, 29(5), pp.426~437 (2013)
  28. UNESCO., "Teaching and learning: achieving quality for all; EFA global monitoring report 2013-2014", UNESCO, ~ (2014)
  29. "Qingdao declaration 2015. “International conference on ICT and post-2015 education: Seize digital opportunities, Lead education transformation”" (2015)[URL]
  30. "Education 2030: Incheon declaration and framework for action: for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" (2016)[URL]
  31. UNESCO, "Diverse approaches to developing and implementing competency-based ICT training for teachers: A case study", UNESCO Bangkok, ~ (2016)
  32. "UNESCO ICT competency framework for teachers" (2018)[URL]
  33. "Global education monitoring report 2019. Migration, displacement and education: Building bridges, not walls" (2019)[URL]
  34. "Data for the sustainable development goals" (2018)[URL]
  35. "Transforming our world: The 2030 agenda for sustainable development" (2015)[URL]
  36. Evaluation of the World Bank’s assistance to primary education in Peru, "World Bank", World Bank, ~ (2007)
  37. Project appraisal document on a proposed loan in the amount of US$25million to the Republic of Peru for a higher education quality improvement project, "World Bank", ~ (2012)
  38. World Education Forum., "The Dakar framework for action, Education for All:Meeting our collective commitments", UNESCO, ~ (2000)
  39. Study on education science and technology cooperation with developing countries I; Education status in Latin America and education development and cooperation agenda, "Yoon", KEDI, ~ (2013)
  40. Study on education science and technology cooperation with developing countries II; Education status in Latin America and education development and cooperation agenda, "Yoon", KEDI, ~ (2014)

관련 논문AI추천

이 간행물의 다른 논문 (3건)