Brochure developed by Enzo Hernandez as a participant during the "ICT in primary education " MOOC given by the University of London in 2014, to inform policy makers on the fundamental role of ICT in education as learning environments, skills that teachers require and context conditions needed to support them. Brochure desarrollado por Enzo Hernández en calidad de participante durante el MOOC "ICT in primary education" impartido por la London University el 2014, para informar a creadores de políticas respecto al rol crucial de las TIC en la educación como entornos de aprendizaje, las competencias que los docentes requieren y las condiciones necesarias para apoyar a los docentes.

1. Crucial
role
of
teachers
UNESCO
recognizes
that,
because
of
its
nature,
incorpora5ng
ICT
in
educa5on
has
originated
a
need
to
redefine
teacher’s
profession
by
transforming
from
ac5ve
instructors
to
a
more
interac5ve
role
by
facilita5ng,
coaching
and
scaffolding.
This
means
that
teachers
will
keep
a
key
role
in
forma5ve
process
since
they
would
be
the
ones
to
guide
coming
genera5ons
to
enhance
their
natural
discovery
ap5tudes
into
self-­‐regulated
learning
strategies
to
make
the
most
from
exis5ng
and
coming
ICT.
In
order
to
do
this,
teachers
must
focus
their
goals
to
develop
or
reinforce
some
basic
competencies
that
should
prove
transversal
through
the
whole
curriculum.
ICT-enhanced
Learning
Image
credit
:
Terry
Friedman
(cc)
Competencies
Required
(adapted
from
Gaible
&
Burns,
2005)
Image
credit
:
Northern
Ireland
Execu5ve
(cc)
*
Technical
competencies:
Knowing
how
to
use
the
intended
ICT
*
Func3onal
competencies:
Knowing
how
ICT
can
help
in
a
daily
teacher’s
endeavor
*
Logis3cal
competencies:
Knowing
how
to
make
the
most
of
ICT
regardless
its
number
or
propor5on
(in
case
they
are
few
resources
for
many
students)
*
Affec3ve
competencies:
Knowing
how
to
take
advantage
of
ICT
to
gain
confidence
in
strategies
and
prac5ces
as
facilitator
*
Organiza3onal
competencies:
Knowing
how
to
organize
classes
to
integrate
ICT
as
part
of
what
it
is
already
done
in
the
classroom
*
Conceptual
competencies:
Knowing
how
to
learn
from
and
with
ICT
*
Instruc3onal
competencies:
Knowing
how
to
use
ICT
for
helping
students
learn
in
different
ways
while
suppor5ng
curriculum
and
teaching
strategies
*
Evalua3on
competencies:
Knowing
how
to
assess
students
learning
with
ICT
Image
credit
:
itupicutres
(cc)
But
this
can’t
be
achieved
alone.
Some
condi5ons
are
needed.

2. Condi5ons
that
support
teachers
(adapted
from
ISTE,
2014)
Common
view:
Teachers
and
support
staff,
school
and
district
administrators,
teacher
educators,
students,
parents,
and
the
community
should
all
be
involved
Implementa3on
Planning:
Plan
congruent
to
common
view
towards
ICT
adop5on
Funding:
Should
prove
consistent
and
strategic
to
make
the
most
of
human
resources
and
infrastructure
Access:
Same
possibili5es
of
ICT
interac5on
among
school
popula5on
regarding
products
and
services
Qualified
mediators:
Teachers,
staff
and
volunteers
with
skills
to
facilitate
ICT
implementa5on
and
opera5on
process
Con3nuous
learning:
In
order
to
keep
up
date
with
ICT
streams
and
uses.
Technical
support:
To
keep
a
correct
ICT
use
and
maintenance
Curriculum
lined:
Always
keep
related
Student-­‐centered
learning:
Keep
an
eye
on
student
needs
Assessment
and
Evalua3on:
In
order
to
get
real
feedback
Social
ac3on:
Collaborate
and
share
with
equal
interests
engaged
communi5es
Image
credit
:
Garton
(cc)
References
Gaible,
E.
and
Burns,
M.
(2005).
Using
Technology
to
Train
Teachers:
Appropriate
Uses
of
ICT
for
Teacher
Professional
Development
in
Developing
Countries.
Washington,
DC:
infoDev
/
World
Bank.
Retrieved
from
hp://www.infodev.org/en/Publica5on.13.htm
ISTE.
(2014).
Essen=al
condi=ons.
Retrieved
from
hps://www.iste.org/
standards/essen5al-­‐condi5ons
UNESCO
Bangkok
(n.d.).
Teachers'
role
and
needs
in
the
ICT
environment.
Retrieved
from
hp://www.unescobkk.org/en/educa5on/
ict/themes/training-­‐of-­‐teachers/guidelines/teachers-­‐role-­‐and-­‐needs/