ICT Framework 2

 CONVERSATIONAL FRAMEWORK OF
LAURILLARD (2002)
 Laurillard, a prominent figure in the field
of education, proposed a conversational
framework as a model for understanding
the process of teaching and learning. The
conversational framework outlines a
series of interactions that occur between
a teacher, a learner, and the subject
matter in a learning environment.
 Five (5) key teaching & learning events
Acquisition
Discovery
Dialogue
Practice
Creation
 Acquisition
Teaching Action or Computer-Based Activity
Strategy • Lecture notes online
• Show • Streaming videos of
• Demonstrate lectures
• Describe • Multimedia including
• Explain digital video, audio
clips, and animations
Learning Action or
Experience
• Attending
• Apprehending
• Listening
 Discovery
Teaching Action or Computer-Based Activity
Strategy • Web resources including
• Create or set up or find hypertext
out or guide through • Enhanced hypermedia
discovery spaces and • Multimedia resources
resources
Learning Experience
• Investigating
• Exploring
• Browsing
• Searching
 Dialogue
Teaching Action or Computer-Based
Strategy Activity
• Set up • Email
• Frame • Discussion
• Moderate • Forums
• Blogs
Learning Action or
Experience
• Discussing
• Collaborating
• Arguing
 Practice
Strategy Activity
• Model • Drill and
practice
Learning Action or • Tutorial
Experience programmes
• Experimenting • Simulations
• Practicing
 Creation
Strategy Activity
• Facilitating • Simple existing
tools
Learning Action or • Programmable
Experience software
• Articulating
• Experimenting
• Making
• Synthesizing
 Three Fundamental Elements of ICT
Integration by Wang (2008)
 Wang in 2008 posited that
integration of ICT consists of
three fundamental elements.
These are pedagogy, social
interaction, and technology.
Interaction
with content
PEDAGOGY
Interaction
Interaction
with people
with interface
SOCIAL
INTERACTION TECHNOLOGY
 Pedagogical Design
Deals with how teachers
utilize resources that could
help teachers facilitate
learning in their classes.
 Social Interaction
ICT integration transforms the
dynamics of social interaction by
expanding connectivity, enabling
diverse forms of expression,
fostering collaboration, and
promoting global citizenship.
 Technological Component
Integrating these technological
components into learning environments,
educators can create dynamic, interactive,
and personalized learning experiences
that cater to learners’ diverse needs and
preferences, foster engagement and
collaboration, and enhance learning
outcomes in the digital age.
 Categories for Information Communication
and Technology (ICT) in Teacher Training
Haddad (2003) states that the teachers’ use

of ICT supports the development of higher-order-
thinking skills (HOTS) and promotes collaboration.
For a successful ICT-pedagogy integration

training to take place, it will help if a training
framework will be used as a guide. Jung (2005)
was able to organize various ICT teacher training
efforts into four categories.
Categories for ICT in teacher training (Jung
2005, p. 95)
Categories for ICT in teacher training (Jung
2005, p. 95)
ICT teacher training can take
many forms. Teachers can be trained
to learn HOW to use ICT or teachers
can be trained VIA ICT. ICT can be
used as a core or a complementary
means to the teacher training process
(Collis & Jung, 2003).
 ICT use as main content focus of teacher
training
This approach has an emphasis on teacher
training in how to use ICT in the
classroom. It addresses issues such as
selecting appropriate ICT tools and
supporting students in the use of those tools,
using ICT to promote learning activities,
developing new methods of facilitating learning
and evaluating student performance, and so on.
 ICT use as main content focus of teacher
training
This approach of using ICT as the main
content focus of teacher training emphasizes
the development of basic ICT skills, design
and development skills, and pedagogical
strategies. However, the basic ICT skill
development, rather than the ICT-pedagogical
integration, has been the major concern of
teacher training.
 ICT use as part of teaching methods
This approach integrates ICT into
teacher training to facilitate some aspects
of training. Teachers learn how to use ICT
in their classrooms by actually being
engaged in the process of ICT-integrated
training. Participants of the training are
asked to actually use ICT to learn about ICT
skills and develop ICT-integrated
pedagogies.
 ICT as core technology for delivering
teacher training
In this approach, ICT is used as
the major way of providing the
learning experience of teacher
training. The content of this approach
does not necessarily focus on ICT skill
itself but rather covers a variety of ICT
applications.
 ICT used to facilitate professional
development and networking
The use of ICT as core technology for delivering teacher
training can be found in limited contexts, there are many
examples of ICT, particularly Internet and Web-based
communication technologies, being used to support teachers'
on-going professional development and networking.
One of the best ways to develop teachers’ ICT skills and

promote ICT-pedagogy integration in their teaching is the
provision of ICT-based training environments where on-demand
access to materials, peers, and networks of experts where
expertise and advices can be obtained and active discussion can
take place in relation to technology or pedagogy.
 UNESCO ICT Competency Framework for
Teachers
The ICT Competency Framework for
Teachers (ICT CFT) Version 3 is a tool to guide pre-
and in-service teacher training on the use of
digital technologies in both formal and in-formal
education systems from K-12 to tertiary level.
It is intended to be adapted to support
national and institutional goals by providing an
up-to-date framework for policy development and
capacity building in this dynamic area.
Teachers
The ICT CFT covers digital competencies,
presented over three levels of increased
sophistication required for:
o teaching and learning;

o school administration;
o continuing professional development;
o aligning classroom practice with institutional
and/or national priorities as stated in policy.
Teachers
The UNESCO ICT CFT framework identifies
18 ICT competencies to which teachers should
aspire and subdivides these into 64 specific
objectives. The competencies range from
encouraging teachers to understanding national
priorities as identified in national ICT in Education
policies, how ICT can support the curriculum,
assessment strategies, pedagogy, school and
class organization, administration as well
ongoing professional development.
Teachers

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 CONVERSATIONAL FRAMEWORK OF

Haddad (2003) states that the teachers’ use

For a successful ICT-pedagogy integration

One of the best ways to develop teachers’ ICT skills and

o teaching and learning;

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