ICT Standards and Competencies

ICT STANDARDS AND COMPETENCIES
from the pedagogical dimension:

A perspective from levels of ICT adoption in
teachers’ education practice
ICT standards and competencies from the pedagogical dimension:

A perspective from levels of ICT adoption in teachers’ education practice
1
2 ICT standards and competencies from the pedagogical dimension:
JAVEVIRTUAL
OFFICE FOR THE PROMOTION AND USE OF INFORMATION
AND COMMUNICATIONS TECHNOLOGIES
Tatiana Valencia-Molina
Andrea Serna-Collazos
RESEARCH GROUP
COGNITIVE DEVELOPMENT, LEARNING AND TEACHING
Solanlly Ochoa-Angrino
Adriana María Caicedo-Tamayo
Jairo Andrés Montes-González
José David Chávez-Vescance

2016 3
Chancellor: Luis Felipe Gómez Restrepo, S.J.
Academic Vice-Chancellor: Ana Milena Yoshioka
Vice-Chancellor of the University Environment: Luis Fernando Granados O. S.J.

ISBN:
2016, Pontificia Universidad Javeriana – Cali (Colombia)
Authors:
Tatiana Valencia-Molina
Andrea Serna-Collazos
Solanlly Ochoa-Angrino
Adriana María Caicedo-Tamayo
Jairo Andrés Montes-González
José David Chávez-Vescance
Correspondence, subscriptions and replacement requests:

Calle 18 No. 118-250, Vía Pance
Santiago de Cali, Valle del Cauca
Pontificia Universidad Javeriana
Colombia
Telephone (57-2) 3218200 Exts. 8533 - 8364 - 8394
[email protected]
Format: 29.7 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 practice A perspective from levels of ICT adoption in teachers’ education practice
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 67
1. Context elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
ICTs in the Knowledge and Information Society and their impact in educational settings . . . . . . . . . . . . . . 10
.8
Quality education and ICT adoption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
9
Reflective use of ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
10
Professional teacher training: skills needed for the 21st century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
12
Psychoeducational skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
12
Vocational and leadership skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
12
Collaborative and cooperative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
13
2. Guidelines for the model of ICT standards and competencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
14
ICT competencies from the pedagogical dimension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
15
Levels of ICT adoption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
16
Elements of level of adoption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
16
Integration level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
17
21
Reorientation level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
22
Evolution level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3. ICT standards and competencies from the pedagogical dimension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
23
What does the pedagogical dimension mean? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
24
What is a standard? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
24
Structure of standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
24
30
Integration level: standards of ICT competencies from the pedagogical dimension . . . . . . . . . . . . . . . . . . . 26
ICT
ICT standards and standards and
competencies
A perspective
A perspective from levels
competencies
from
from levels
of ICT adoption
from the
the pedagogical pedagogical dimension
dimension:
of ICT adoption
in teachers’ in practice
education teachers’ education practice
5
39
Reorientation level: standards of ICT competencies from the pedagogical dimension . . . . . . . . . . . . . . . . 35
48
Evolution level: standards of ICT competencies from the pedagogical dimension . . . . . . . . . . . . . . . . . . . . . 44
57
4. Meaning and use of standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
58
Adoption and training route: Con-TIC-Go . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
58
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
62
processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
64
Phase 3: guided use of ICT-enabled education practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
64
Phase 4: review of the results of implementing the ICT-enabled teaching practice . . . . . . . . . . . . . . 60
65
Phase 5: systematization of successful ICT-enabled practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5. Teaching practice assessment methods based on adoption levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
67
68
Defining the aims of analysing adoption levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
68
Work unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
69
Information sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
69
Information collection techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
70
Unit of analysis and information collection process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
71
Data analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
73
6. Scope and limitations of the model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
76
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

ICT standards and competencies from the pedagogical dimension

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. 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.
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.
ICT standards and competencies

ICT standards
fromand
A perspective from levels of ICT
the competencies
pedagogical dimension:
A perspective
adoption infrom
from the pedagogical dimension:
teachers’
levelseducation
of ICT adoption
practice
in teachers’ education practice
7
1 Context elements

9
expectation around ICTs in the education system and the
conditions that would enable the expectations to be met
highlight the need to make changes in all areas (technical,
pedagogical, administrative and managerial) to produce
ICTs make it possible to implement communication and education effective and efficient educational experiences that promote
strategies to establish new ways of teaching and learning by using the teaching and learning process. The demand for those
advanced management concepts in an increasingly demanding and
changes is focused in particular on the actors within an
competitive world where nothing can be left to chance
education setting (teachers and students), who are required to
(Díaz, Pérez & Florido, 2011: 82)
undergo a paradigm shift in the notion of teaching and
learning (as well as competencies and skills related to
The role of ICTs in education settings has been widely debated
adopting ICTs in the role and function they fulfil in an
in recent decades: teachers and researchers have wondered
educational setting).
about the extent to which linking ICTs to education practices
truly promotes learning (Hicks, 2011; Kinchin, 2012; Tompsett, Against that backdrop, it is essential for institutions and
2013). It is now seen as important to move beyond debates on bodies that manage education in various countries to set up
the technical aspects of ICTs (access, coverage and speed) to or embrace training models that help them to respond to the
consider education strategies that facilitate changes in the unstoppable and constant change that characterizes an
knowledge of students participating in technology-enabled information and knowledge society. Building and/or selecting
educational activities. It is therefore vital to know how such models should involve considering aspects that go
teachers adopt ICTs in their educational practice. beyond technical management of programmes and
equipment. They should be based on developing ICT
Integrating ICTs into teaching and learning processes is now
competencies from a pedagogical, didactic, reflective and
an accepted practice among many schools and teachers.
critical perspective around the role that technologies play in
However, the longed-for impact of ICTs has not lived up to the
constructing knowledge and social development.
expectations of the education sector (hence the importance of
understanding that the context of use, framework and purpose
of incorporating ICTs all determine their ability to transform
teaching and improve learning) (Coll, 2008: 17). The positive
10
Competencias y estándares TIC desde la dimensión pedagógica
Una perspectiva desde niveles de apropiación de las TIC en la práctica educativa docente
ICT uses in education may bolster teaching and learning
practices that aim to build significant learning experiences.
The transition from an education model based on an Martí (2003) and Coll (2004, 2008) recognize the potential of
industrialized society to one shaped by the demands of a ICTs to transcend space and time boundaries of accessing
digital society is a process under way in most institutions information, training and education, while also facilitating the
worldwide. The transition brings a new order and a new user’s processing of that information. That potential is due to
development (Castells, 1995) that challenges the traditional ICT characteristics: storage and transmission of information to
policies of conventional education models and highlights the provide access to large volumes of data; dynamism and
need to study and analyse the structure and basis for this formalism make it possible to present changing information in
development using other reference points. The above does a cohesively structured and logical way; hypermedia and
not imply jeopardizing the achievement of education targets multimedia enable information to be represented in various
in terms of training upstanding professionals committed to formats in a non-linear way; interactivity facilitates the
sustainable development in their regions, the promotion of manipulation of information in two directions (with the
equal opportunities and education quality. On the contrary, technology feeding back into the user’s action, which is then
this transition must help achieve those targets that ensure the redirected thanks to the feedback) (Martí, 2003); and
ability to compete in an ever-changing market and an connectivity for networking and the new possibilities for group
increasingly demanding society. and collaborative working that provide many ways of
improving quality and quality for teachers and learners alike
The advent of electronic information processing, digitization (Coll, 2004). The uses of technological tools and their impact
of data and the development of social networking undermine on education are largely dependent on knowing and
the unities of place, time and function that underpin harnessing those characteristics (Caicedo, Montes & Ochoa-
traditional teaching and learning processes. This is because of Angrino, 2013; Montes & Ochoa, 2006a).
the opportunity offered by the information revolution in terms
of decentralized tasks, asynchronous activities, virtual ICTs have the potential to act as psychological tools that can
communication and particularly student protagonism (De mediate interpsychic and intrapsychic processes within
Rosnay, 1998). teaching and learning when their mediating role in the
student-teacher-content interactive triangle is recognized.
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective desde
from
TIC desde
competencies
levelsniveles
of ICT de
la dimensión
from the
apropiación
adoption
pedagógica
de las education
in teachers’ TIC en la práctica
practiceeducativa docente
11
The benefits of their characteristics fulfil their potential when to stay. It is therefore necessary to leave behind the question
those incorporating them are clear about their mediating role about their impact so that a new question can permanently
between: students and content; teacher and content; teacher permeate schools around how we use ICTs to increase
and students; among students in activities between teachers education quality.
and students; and in the structure of work and learning spaces
or environments in an education setting (Coll, 2008). This
shows that making use of ICTs depends on the teacher’s level
of adoption in terms of being able to devise and implement As a cornerstone of developing ICT competencies from a
significant educational spaces (Coll, Mauri & Onrubia, 2008; pedagogical perspective, teachers’ reflective use of those
Montes & Ochoa, 2006a). technologies presupposes that the potential of ICTs for
representing and transmitting information is not a
These spaces are seen as structured situations that involve
contribution to teaching and learning processes per se. Rather,
concrete learning goals while facilitating interaction between
it depends on the teacher’s adoption of ICTs when integrating
the student and the situation, among students and/or
them into the system of symbols present in any education
between the educator and the student. Such spaces are set up
setting (spoken, written, audiovisual, graphic, numerical or
as problem-solving situations and require the student to have
aesthetic language) in order to create new conditions relating
various skills (Colombian Ministry of Education & Colombian
to the educational objectives proposed.
Education Faculties Association, 2009). Against this backdrop,
many institutions have made inroads in the process of Adoption refers to how teachers incorporate ICTs into their
integrating ICTs into their education settings because of the daily classroom activities. Adoption is linked to the knowledge
opportunities they offer. Those institutions must have a that teachers develop of ICTs, the instrumental use they make
coherent proposal that guarantees successful results in terms of them and the changes they make to adapt them to their
of project quality. That involves setting up technical and educational practices. There are various levels of ICT adoption
pedagogical support in keeping with the institutional from the simplest to the most complex form. This gradual
guidelines relating to educational mission and vision. process of adoption can be described using an itinerary. These
levels range from using ICTs to streamline operational
In this sense, the link between Quality Education and the
processes in the classroom (by conveying content more
incorporation of ICTs is based on the reality that they are here
12
efficiently to students, which does not require the teacher to Advances in levels of adoption involve the reflective use of
be aware of ICTs’ potential) to advanced levels where teachers ICTs. Reflective use is deliberate and arises from experiences
deliberately integrate technology to generate educational and ongoing practice as part of a process of ongoing reflection
experiences that would be difficult to implement without the that enables teachers to review their practice and propose
use of ICTs. better suited and more effective ways of incorporating ICTs
into teaching and learning. In other words, the coherence and
Despite the fact that the levels have some hierarchical
relevance of content, learning objectives, teaching strategies
characteristics (or the ability to move up from basic to
and the use of ICTs increase in direct proportion to the level
advanced levels), they are not mutually exclusive and may not
of reflective integration of technology within teaching.
involve linear and gradual progress. The same teacher may
have practices that could be classified at different levels of Teachers must be well prepared if they are to use ICTs
adoption. Such variability can be understood by seeing efficiently within their teaching practice. Although some
adoption as a complex phenomenon based on multiple progress may be intuitive, teachers need to deliberately
factors. As with many other knowledge construction create meaning around the use of ICTs in education. This can
processes, this depends on factors including prior knowledge, outline a learning itinerary in which teachers begin with a
the (implicit or explicit) learning theory of teachers, their model aimed at learning from technology (instrumental use)
representations of ICTs, the ICTs available, the number of and move towards a model of learning with technology (using
students, the teacher’s intention and the student’s intention. it to promote meaningful learning) (Caicedo, Montes & Ochoa-
In terms of the ideas of Fischer (2009) and Fischer and Bidell Angrino, 2013; Martí, 2003; Montes, 2007; Jonassen, Carr &
(2006) around the variability of development and learning, it Yueh, 1998).
could be said that such variability does not rule out progress
The aim of the reflective use of ICTs in teaching practice is
in the adoption of technology in education settings. However,
based on a knowledge and recognition of their benefits, the
progress will be a dynamic and uneven process that ultimately
deliberate usage in line with that knowledge and the
results from the interaction between the above-mentioned
opportunity that offers in terms of transforming education
factors (student, teacher, sub-area of knowledge involved and
practices that are conducive to generating meaningful
the technology itself).
learning and comprehensive development for students.
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective desde
from
TIC desde
competencies
levelsniveles
of ICT de
la dimensión
from the
apropiación
adoption
pedagógica
de las education
13
highlighted by the development of teaching and learning
processes. The incorporation of ICTs in education appears to
bolster that dimension of teaching, which makes such
technologies essential for the profile of a 21st-century
The transformation of our society into an information and
teacher (Larrosa, 2010).
knowledge society mediated by ICTs, the demand for quality
education and the need for a reflective use of ICTs for the Although the skills under consideration are those that all
benefit of teaching and learning processes all imply teachers should have (regardless of whether they incorporate
challenges and a restructuring of education (given the impact ICTs into their teaching practice), they do establish conditions
and demands generated by such changes in terms of how for professional teaching practice, vocation, the profession’s
society organizes, works, relates and learns). scientific and technical competency, an open attitude,
dedication and recognition of the duties and ethical rights of
One of the challenges of those conditions relates to rethinking
their profession vis—à-vis society (Larrosa, 2010) that will
the roles of teaching and the professionals delivering it:
determine the success of incorporating any resource into
teachers. How do these changes affect teachers? How do we
teaching and learning processes.
rethink the role of teachers in the new circumstances? How
should new teachers be trained? How can teachers’ Psychoeducational skills: the capacity to create education
knowledge and attitudes adapt to respond to and make use of settings, recognize discipline or environmental issues,
the new opportunities offered by ICTs in an information and generate experiences that promote concrete links with
knowledge society? And what type of education and school problems identified, and to promote reflection, critical
settings are possible? (Marcelo, 2001). thinking and the comprehensive assessment of learning.
It is vital to rise to the challenge from the perspective of Vocational and leadership skills: an ability in terms of
professional teacher training in terms of developing the skills training, innovative and creative management of available
that are expected to be necessary and essential for the resources and teaching and assessment methods, as well as
challenges of the 21st century (Partnership for 21st Century knowing how to impact, influence, listen, ask, explain and
Skills, 2009). Those skills are directly related to the teaching communicate effectively.
profession and its pedagogical and didactic dimension that is
14
Collaborative and cooperative skills: having a autonomous learning and apply content to real-life challenges
communicative attitude and perspective in relations with and contexts.
peers or colleagues for the purposes of an open sharing of
However, strengthening training conditions in terms of these
information and knowledge in order to improve learning
skills must involve research and should also serve to build and
processes based on the main features of ICTs (Martí, 2003).
implement training programmes that successfully enforce one
In terms of cross-cutting learning skills that apply across the of the most prized rights of the information and knowledge
board to any knowledge domain that teachers wish to develop society: the right to learn.
in students, global 21-st century skills include critical thinking,
It is vital for institutions and all educational agencies to
creative thought and communication and collaboration.
recognize that teacher training in the teaching process must
Critical thinking: means skills in using different types of be based on data from research and practice that can provide
reasoning; making judgements; making decisions based on guidelines, critiques and ways of implementing,
the assessment of evidence and arguments; and problem understanding and researching teacher training in a
solving. constantly changing social context (to ensure that the
discourse does not become empty and pointless).
Creative thinking: relates to the skill of creating new ideas
and the ability to reformulate and refine one’s own ideas.
Communication: refers to the skills of communicating clearly

and effectively in different formats and settings.
Collaboration: is linked to the skills of working effectively and

flexibly in various teams and with different people.
In this sense, the teacher’s role is more essential than ever as

training and the validation of these skills needs education
settings to be designed, implemented and assessed in a way
that teaches people how to think, engage in lifelong
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective fromdesde
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
15
2 Guidelines for the model of ICT
Context elements
standards and competencies

17
Below is the model that describes the extent to which teachers Angrino, Ordoñez & Charria, 2003). A better adoption and
integrate ICTs into their pedagogical practice to promote integration of ICTs in teaching requires the development of
meaningful construction of knowledge in their students. This competencies and the construction of knowledge using
approach categorizes teacher competencies for the design, reflective teaching. In its most advanced state, that knowledge
implementation and assessment of ICT-enabled education would be explicit to show teachers the best ways of using ICTs
practices, as well as the different ways of representing to achieve certain learning objectives (particularly those
knowledge on integrating technology into education related to the meaningful construction of knowledge).
(familiarization, utilization and transformation).
Those skills and forms of representation are the basis for

levels that flexibly classify ICT-enabled teacher practices from As a result, the aim of a training plan based on ICT adoption
the simplest to the most complex. At the initial level of should develop a series of competencies in the educational
adoption (integration), teachers use ICTs as a tool for use of such technologies. In this case, the skills prioritized are
optimizing the presentation of content, communicating and the design, implementation and assessment of ICT-enabled
conveying information. In advanced levels of adoption, the educational spaces.
internal dynamics of education practices are improved
through the inclusion of ICTs. At those levels, ICTs become Competencies in the design of ICT-enabled education settings
tools that facilitate knowledge construction (reorientation) or refer to planning and organizational skills around elements
even become powerful mediators generating dynamics that that lead to the construction of ICT-enabled education
would be impossible without ICTs (evolution). The settings for meaningful learning and comprehensive
classification is dynamic and can include variable and education for students.
differentiated teacher profiles based on particular approaches Competencies relating to implementing ICT-enabled learning
to technology, subject, education setting and their individual experiences in education settings relate to skills that facilitate
stage on the journey to adoption. the design and planning of an education setting and that are
then reflected in a teacher’s education practice.
From this viewpoint, ICT adoption processes in education
could be seen as coming under the generic definition of Lastly, competencies to assess the effectiveness of ICT-enabled
competencies (seen as “know how in context”) (Ochoa- education settings are linked to skills that enable teachers to
18
evaluate effectiveness to promote meaningful learning in differentiated competencies for designing, implementing and
students as a result of ICTs being incorporated into their assessing ICT-enabled education settings, and 2) levels of
practice. familiarization, utilization and transformation of education
It should be pointed that levels of adoption in terms of these practices supported by ICTs. The inclusion of the above two
competencies are assessed using activities designed by dimensions deepens the analysis of ICT-adoption phases in
teachers. With that in mind, it is not possible to attribute a education settings and facilitates a greater understanding of
what happens in real (ecologically valid) educational settings.
single level of competency to each teacher. Levels are based
on how technology is used in specific practices.
The elements shaping levels of adoption are based on three

categories of representation adapted from the model of
The three levels of ICT adoption assigned to an education
adoption of cultural practices by Orozco, Ochoa and Sánchez
practice are based on the idea that teachers’ representations
(2002). Technology familiarization refers to what the teacher
determine their decisions relating to their teaching practice
knows about technology and its uses (declarative knowledge).
(with or without ICT use) and therefore impact their
Utilization refers to the everyday use of education practices
perceptions, opinions and actions in the classroom (Biddle, et
that involve ICT adoption (with a procedural bent). Lastly,
al., 2000, cited by Díaz, Martínez, Roa & Sanhueza, 2009).
transformation relates to adaptive changes to practice that
Teachers’ representations can depend upon professional
involve classroom use of technology. The latter aspect is
training, cultural factors and personal theories relating to the
linked to conditional knowledge (Montes & Ochoa, 2006a: 91).
teaching-learning process.
Teachers’ knowledge (conceptual, procedural and conditional)
of ICTs could be said to determine their use and the
This document uses levels of technology adoption based on
adaptations made to their teaching practice.
an adapted version of the assessment model of Hooper and
Rieber (1995). They proposed a phased model of technology
adoption. The phases include integration, reorientation and
evolution. The model has been enriched by considering: 1)
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective desde
from
TIC desde
competencies
levelsniveles
of ICT de
la dimensión
from the
apropiación
adoption
pedagógica
de las education
19
The following table illustrates the components of the model.
LEVEL OF ADOPTION
ICT
Integration Reorientation Evolution
Familiarize Utilize Transform Familiarize Utilize Transform Familiarize Utilize Transform

Competency
Design Description Description Description ,, ,, ,, ,, ,, ,,
Implement ,, ,, ,, ,, ,, ,, ,, ,, ,,
Assess ,, ,, ,, ,, ,, ,, ,, ,, ,,
Table 1. Components of the Model of ICT Standards and Competencies. Levels of ICT adoption
from the pedagogical dimension based on levels of adoption.
to inform about upcoming activities, optimize access channels

to content and make for more flexible resource management
This level of adoption involves an idea of ICTs as tools that in time and space. This level may involve practices geared
make it easier to present content, communicate and convey towards the digitization of class content, such as moving from
information. Decisions about ICT usage in teaching practice paper to digital copies. Teachers assessing the effectiveness
depend on the novelty that the tools provide in terms of of ICT integration in their practice tend to emphasize
saving time, money and versatility. limitations and contributions in terms of time saving,
resources and access to large volumes of information.
The design of activities focuses on improving the everyday
management of the education setting. ICTs are therefore used One example of practice that could be categorized at this level
is the use of multiple choice tests using a Learning
20
Management System (LMS). A teacher may choose this method and exchange of information. The resulting changes do not
as it is popular with students and they like it more than using significantly alter the traditional way the class is delivered.
pen and paper. This is because they are familiar with the ICTs are not requiring the student to interact with the
digital environment, marks are given immediately and they information in new ways. Technology-enabled teaching
can see what they got right and wrong (which makes for faster practices at this level remain at the edge of the specific
and more relevant feedback). Furthermore, that feedback can knowledge construction involved in education activity.
be given individually or as a group.
From the teacher’s point of view, this is a very useful form of

assessment as it is not hand marked (which saves time and
makes results more reliable). In addition, marks go directly to At this level, in a given educational activity the teacher uses
the grade centre (which means that students can track their technological tools to organize teaching practice with the
performance in that subject). The system can save the active participation of students around specific teaching-
questions from various tests to form a question bank. learning activities. ICTs are no longer represented as tools that
can easily, quickly and cheaply give students access to large
This tool offers the option of various types of question volumes of information, but rather are adopted as tools that
(multiple choice, true or false and so on), which makes it facilitate knowledge construction thanks to their specific
possible to carry out different forms of assessment and make characteristics: interactivity, formalism, dynamism,
tests less monotonous. In summary, assessment through LMS multimedia and hypermedia (Martí, 2003). These
can be said to be useful for students and teachers alike as it characteristics make it possible to access, utilize and
saves time, provides rapid feedback and streamlines exam transform information in different formats and to simulate and
logistics. model problem solving. At this level, teaching could not be
carried out without using technological tools. According to
Generally speaking, the use of ICTs is based on transmission
Coll, Onrubia and Mauri (2007), optimizing and harnessing
and storage characteristics (Martí, 2003). In this form of use,
those characteristics enable ICTs to be used by students and
ICTs facilitate communication and access to the information
teachers to plan, regulate and guide intramental and
needed to teach. Transformations take the form of improved
intermental processes involved in knowledge construction.
content presentation, storage, communication, transmission
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective desde
from
TIC desde
competencies
levelsniveles
of ICT de
la dimensión
from the
apropiación
adoption
pedagógica
de las education
21
One example of practice at this level would be collaborative
blogging to aid understanding of topics covered in class. The
teacher uses this integrated tool in class and asks students to At this level, the teacher is clear that ICTs create environments
write about their understanding of the content. However, the that involve known semiotic systems and push the human
writing process is enriched by the multimedia and hypermedia capacity to represent, process, transmit and share information
characteristics of ICTs. This is achieved when teachers ask into a new league (Coll & Martí, 2001, cited by Coll, Onrubia &
students to write blogs based on their own online searches Mauri, 2007). From this perspective, teachers use that
and resources, while also sharing viewpoints and digital potential to mediate between relationships between students
resources. and learning content, as well as the interactions and
exchanges between teachers and students and among
In this case, the teacher uses ICTs to move from being a
students, colleagues, institutions and research groups.
content specialist to a learning facilitator who monitors the
knowledge of students. This involves different tasks, such as At this level, teachers use ICTs in an ongoing attempt to
designing instructions and learning situations that lead to a maximize their mediating capacity as psychological
reflective use of blogs; offering an initial structure that instruments.1 When this happens, ICTs are used so that
students can use to draft and interact; encouraging students students develop critical thinking about the content and
to work autonomously and search independently for different forms of meaningful reasoning about what they
information; and monitoring and actively feeding back into the know. In other words, the teacher flexibly and creatively uses
knowledge construction process. virtual tools to create settings that enable the student to
interact meaningfully with the subject of study (Montes &
Ochoa, 2006b: 8). This use of ICTs occurs for instance in virtual
1
This concept originates in Vygotsky’s works on the importance of semiotic as bridge between individual acts of cognition and the symbolic socio-
mediation in the development of higher psychological processes and cultural (Kozulin, 2000: 15). Owing to the semiotic characteristics of ICTs,
human learning. According to the definition provided by Kozulin, they can be seen as psychological instruments in the Vygotskyian sense as
psychological tools are the symbolic cultural artifacts - signs, symbols, they are resources that people can use to transform their psychological
texts and formulae - that enable us to master psychological functions such processes (Coll & Monereo, 2008: 100).
as memory, perception, and attention; he saw psychological instruments
22
problem solving, modelling of how laws operate and develop) the achievement of educational aims. This is
multirepresentational descriptions (Montes & Ochoa, 2006a). combined with a series of suggestions and guidelines about
how to use these tools to develop teaching and learning
This presupposes that the teacher makes good use of ICTs in
activities. With enough clarity at this level, the teacher can
a way that shows a coherent relationship between the
collaborate and share progress with colleagues while helping
following: overall course content, teaching-learning
them embrace some technological tools themselves (Montes
objectives and activities, assessment activities and a range of
& Ochoa, 2006a: 97).
technological tools to mediate (facilitate, boost, promote and
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective desde
from
TIC desde
competencies
levelsniveles
of ICT de
la dimensión
from the
apropiación
adoption
pedagógica
de las education
23
ICT COMPETENCIES FROM THE PEDAGOGICAL DIMENSION
Effectiveness
Design Implementation
assessment
Based on
Levels of ICT adoption
Integration Evolution
Reorientation
Understood as
Elements of adoption levels
Familiarizes Utilizes Transforms
Guiding
Teacher training processes
To improve
ICT-based education practices
Figure 1. Model of ICT competencies from the pedagogical dimension.

The model guidelines are then used to ensure that teacher training aims to transform practice as part of an upward trend. Although
a teacher’s practices may be at various levels depending on competency and the level of adoption, training plans and/or routes
should lead the teacher to transform practice based on the features of the next level of adoption. Figure 2 represents the training
route that provides the standards with meaning and usefulness.
Performance
Performance
Performance
Performance
Performance
Performance
Performance
Performance
Performance
ICT COMPETENCIES FROM THE PEDAGOGICAL DIMENSION

DESIGN IMPLEMENTATION ASSESSMENT & DESIGN
Designs ICT-enabled education
Implements meaningful Assesses effectiveness of
settings for meaningful
ICT-enabled learning ICT-enabled education for
learning and comprehensive
experiences. meaningful student learning.
student education.
Familiarizes Utilizes Transforms
Figure 2. ICT competencies from the pedagogical dimension and levels of ICT adoption.

25
3 ICT standards and competencies
Context elements
from the pedagogical dimension

27
This section provides an explanation about the pedagogical
dimension and the structure of standards underpinning the
training route and the resources offered by the model. A standard is a structure for identifying the elements of a
competency by establishing the guidelines for assessment. A
competency is therefore evaluated through each of the
relevant standards involved. In other words, if a competency
Although the process of ICT integration involves various areas
has four criteria then there are four standards (and the
relating to key roles of teachers integrating the technologies
assessment of those standards is tantamount to assessment
into their work, the proposal below is focused on the
of the competency).
pedagogical dimension of that work.
This dimension refers to any teaching work relating to the
capacity to support meaningful learning and the
comprehensive development of students by creating Table 2 presents the structure of the standard and its
meaningful practices and activities for participants, components:
recognizing discipline-based or environmental issues,
 Title of dimension: pedagogical.
generating experiences to form tangible links with the issues
identified and promoting reflection, critical thinking and  A code composed of the initial for the level of adoption,
integrated learning assessment. This also involves a vocation the initial of the element of the adoption level and the
for educating people, innovative and creative management of number of the competency, such as Level of Adoption:
technological resources and teaching/assessment integrates; level element: transforms; competency 1 = ,
methodologies and the skill to impact, influence, listen, ask, N.I.C.1).
explain and communicate effectively.  The expiry of the competency (or the date for review).
 The criterion for the competency. This is based on the
characteristics of implementation and performance of
the level of adoption and the element of the level that
covers the competency.
28
 Descriptions for the criterion, which describe the level  The field of application of the competency indicates
of adoption of the competency that can be identified the situations where it applies. This space should be
and assessed (using lower-case letters). used to fill in situations in which it is used.
CODE EXPIRY
N.I.T.1 2016
PEDAGOGICAL DIMENSION INTEGRATION LEVEL
COMPETENCY Level element: TRANSFORMS

1. Designs ICT-enabled education settings for 1.3. Adapts the use of ICTs for the storage,
meaningful learning and comprehensive education of communication, transmission and exchange of
students. information.
Descriptions
a. During the design of education settings, the teacher adds, removes and/or reorganizes ICTs tools to facilitate
content, presentation; the storage, communication, transmission and exchange of information; and access to
and searching of quality information (on the basis of suggestions from support groups, colleagues, students and
others).
Fields of application: Lesson planning using education platforms.
Table 2: Structure of the competency standard
Below are the competency standards for each level of adoption. The first ones are competency standards for the Integration level,
then Reorientation level, and finally Evolution level. The Design competency is No. 1; Implement competency is No. 2 and the
Assess competency is No. 3 - in that order.
ICT
AUna
standards and
Competencias
perspective from
perspectiva
competencies
y estándares
levelsniveles
desde
from the
TIC desde
of ICT de
adoption
pedagogical
la dimensión dimension:
pedagógica
in teachers’
apropiación de las education practiceeducativa docente
TIC en la práctica
29
INTEGRATION LEVEL
STANDARDS OF ICT COMPETENCIES FROM THE PEDAGOGICAL DIMENSION:
Competency 1. Design
VIGENCIA
Code N.I.C.1 2016
PEDAGOGICAL DIMENSION Exp.2016
INTEGRATION LEVEL
COMPETENCY Level element: FAMILIARIZES

1.1. Knows that ICTs contribute to the storage,
1. Designs ICT-enabled education settings for meaningful
communication, transmission and exchange of
learning and comprehensive education of students.
information in the design of an education setting.
Descriptions
a. Identifies some basic tools to improve effectively the storage, communication, transmission and exchange of
information.
b. Recognizes that ICTs provide more flexibility in terms of space, time and resource management.
c. Recognizes the importance of using technology to visualize the structure of content in an education setting.
d. Recognizes the benefits and implications of using ICTs for accessing and searching quality information in an
education setting.
Fields of application:
30
VIGENCIA
PEDAGOGICAL DIMENSION Code N.I.U.1 Exp.2016 2016
INTEGRATION LEVEL
COMPETENCY Level element: UTILIZES
1.2. Strategically organizes the use of ICTs for the storage,

Descriptions
a. Includes the general organization of the education setting using ICTs and prioritizing content presentation.
b. Designs assessments using ICTs tools for greater flexibility in terms of space, time and resource management.
c. Includes instructions for communicating and transmitting information effectively using ICTs.
d. Includes the use of ICTs for accessing and searching quality information in an education setting.
Competencias
ICT standards y estándaresfrom
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
in teachers’ education la práctica educativa docente
practice
31
VIGENCIA
PEDAGOGICAL DIMENSION Code N.I.T.1 Exp.2016 2016
INTEGRATION LEVEL
1.3. Adapts the organization of the use of ICTs for the

storage, communication, transmission and exchange of
Descriptions
a. During the design of education settings, the teacher adds, removes and/or reorganizes ICTs tools to facilitate
content, presentation; the storage, communication, transmission and exchange of information; and access to and
searching of quality information (on the basis of suggestions from support groups, colleagues, students and others).
32
INTEGRATION LEVEL
STANDARDS OF ICT COMPETENCIES FROM THE PEDAGOGICAL DIMENSION
Competency 2: Implements
VIGENCIA
PEDAGOGICAL DIMENSION Code N.I.C.2 Exp.2016 2016
INTEGRATION LEVEL

2.1. Knows how to implement ICTs for the storage,
2. Implements meaningful ICT-enabled learning
experiences.
information in an education setting.
Descriptions
a. Understands the functioning of ICT tools that improve the communication and transmission of information to
optimize the management of time, space and resources in an education setting.
b. Recognizes the functionality of ICT tools for managing access to and searching of quality information.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
33
VIGENCIA
INTEGRATION LEVEL
2. Implements meaningful ICT-enabled learning 2.2. Uses ICTs to store, communicate, transmit and
experiences. exchange information in an education setting.
Descriptions
a. Effectively promotes the communication and transmission of content and activities with and among students using
ICTs.
b. Uses ICTs to describe, organize and inform about activities to be carried out in the education setting.
c. Carries out ICT-enabled assessment to optimize time and resource management in an education setting.
d. Promotes and uses ICTs to access and search for quality information in an education setting.
34
VIGENCIA
INTEGRATION LEVEL
2.3. Adapts the use of ICTs for the storage,

2. Implements meaningful ICT-enabled learning
experiences.
Descriptions
a. Adds, removes and reorganizes tools to facilitate content presentation; the storage, communication, transmission
and exchange of information; and access to and searching of quality information (on the basis of suggestions from
support groups, colleagues, students and others) in ICT-enabled education settings.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
35
INTEGRATION LEVEL
Competency 3: Assesses
VIGENCIA
PEDAGOGICAL DIMENSION Code N.I.C.3 Exp.2016 2016
INTEGRATION LEVEL

3.1. Knows that ICTs facilitate assessment of
3. Assesses the effectiveness of ICT-enabled education effectiveness in terms of the storage, communication,
settings to promote meaningful student learning. transmission and exchange of information in an
education setting.
Descriptions
a. Recognizes the advantage of using ICTs for assessment to streamline marking and the returning of grades.
b. Recognizes the advantage of using ICTs in an education setting for the communication and transmission of
information.
c. Recognizes the advantages of using ICTs in an education setting to access and search for quality information.
36
VIGENCIA
INTEGRATION LEVEL
3.2. Utilizes ICTs to assess effectiveness in terms of the

3. Assesses the effectiveness of ICT-enabled education
storage, communication, transmission and exchange of
settings to promote meaningful student learning.
Descriptions
a. Monitors the costs and benefits of using ICTs in education settings in terms of time, resources, access to information
and transmission and storage of content.
b. Monitors student participation in terms of time, resources, information access and searches and transmission and
storage of content.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
37
VIGENCIA
INTEGRATION LEVEL
3.3. Adapts the use of ICTs to assess effectiveness in

terms of the storage, communication, transmission and
exchange of information in an education setting.
Descriptions
a. Uses suggestions (from support groups, colleagues, student and others) to assess the effectiveness of ICT-enabled
practices for the transmission of information and content and the access to and searches of quality information.
b. Establishes criteria for assessing the costs and benefits of using ICTs in education settings in terms of time,
resources, access to information and transmission and storage of content.
38
REORIENTATION LEVEL
Competency 1: Designs
VIGENCIA
PEDAGOGICAL DIMENSION Code N.R.C.1 Exp.2016 2016
REORIENTATION LEVEL
1. Designs ICT-enabled education settings for meaningful 1.1. Knows that ICTs have the potential to contribute to
learning and comprehensive education of students. students’ knowledge construction in an education setting.
Descriptions
a. Recognizes the importance of using ICTs to optimize the education practice that takes place in an education setting
(in terms of knowledge construction).
b. Identifies the link between activities, content and ICTs in an education setting.
c. Recognizes that ICTs enable education practices to be replicated in different settings.
d. Knows the possibilities offered by ICTs for student monitoring and assessment.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
39
VIGENCIA
PEDAGOGICAL DIMENSION Code N.R.U.1 Exp.2016 2016
REORIENTATION LEVELR.U.1
1. Designs ICT-enabled education settings for meaningful 1.2. Strategically organizes the use of ICTs for students to
learning and the comprehensive education of students. construct knowledge in an education setting.
Descriptions
a. Includes activities for collaborative knowledge construction.

b. Includes the use of ICTs as tools to provide students with multiple representations of content in the form of
multimedia and hypermedia.
c. Includes the use of ICT tools that facilitate the semantic organization of knowledge (such as concept maps, schemas
and tables) to support presentations and to help students analyse and organize what they know or are learning.
d. Includes the use of ICT tools for the dynamic modelling (simulations, spreadsheet, microworlds and so forth) to
establish dynamic links among complex and abstract phenomena.
e. Proposes ICT-enabled assessments to demonstrate students’ knowledge construction.
40
VIGENCIA
Code N.R.T.1 Exp.2016 2016
PEDAGOGICAL DIMENSION
REORIENTATION LEVEL
1. Designs ICT-enabled education settings for meaningful 1.3. Adapts the organization and use of ICTs for students’
learning and comprehensive education of students. knowledge construction in an education setting.
Descriptions
a. During the design of ICT-enabled education settings, the teacher adds and/or reorganizes tools not yet used based
on previous design experiences.
b. Adds, removes and/or reorganizes ICT-enabled content, activities and/or assessments to optimize the demands of
the education setting.
c. Suggests adjustments to the education setting with change criteria that are innovative, aesthetic, based on
accessibility or ICT enabled.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
41
REORIENTATION LEVEL
VIGENCIA
Code N.R.C.2 Exp.2016 2016
REORIENTATION LEVELR.C.2
2. Implements meaningful ICT-enabled learning 2.1. Knows how to implement ICTs to construct student
experiences for comprehensive education of students. knowledge in an education setting.
Descriptions
a. Understands the functioning of ICT tools to promote (active, autonomous or collaborative) knowledge construction.
b. Knows how to assess knowledge acquired by the student using ICTs.
c. Recognizes assessment as a process of monitoring and follow-up involving students themselves.
d. Recognizes the contribution of ICTs in monitoring the knowledge construction process: level of student participation,
conceptual change and/or final performance.
42
VIGENCIA
Code N.R.U.2 Exp.2016 2016
REORIENTATION LEVELU.2
2. Implements meaningful ICT-enabled learning 2.2. Utilizes ICTs to construct student knowledge in an
experiences for comprehensive education of students. education setting.
Descriptions
a. Utilizes various ICT applications and/or tools to achieve reasoning and/or learning objectives to promote:
 Multiple representations of a phenomenon.
 Organization of knowledge.
 Dynamic relationships among complex and abstract phenomena.
 Collaborative knowledge construction.
b. Carries out ICT-enabled assessments to demonstrate students’ knowledge construction in keeping with learning
objectives.
c. Utilizes ICTs to provide student feedback based on assessment processes.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
43
VIGENCIA
Code N.R.T.2 Exp.2016 2016
REORIENTATION LEVEL.T.2
2. Implements meaningful ICT-enabled learning 2.3. Adapts the use of ICTs for students’ knowledge
experiences for comprehensive education of students. construction in an education setting.
Descriptions
a. In ICT-enabled education settings, removes and/or reorganizes tools based on learning objectives and student
performance (with reference to systematically collected information).
b. Proposes changes to the ICT-enabled education setting based on change criteria relating to aesthetics and
accessibility.
44
REORIENTATION LEVEL
VIGENCIA
Code N.R.C.3 Exp.2016 2016
REORIENTATION LEVELN.R.C.3
3.1. Knows that ICTs facilitate the assessment of

effectiveness for students’ knowledge construction in an
education setting.
Descriptions
a. Recognizes that ICTs facilitate the monitoring and assessment of student learning.
b. Recognizes that the education setting is likely to undergo significant changes as a result of incorporating ICTs.
c. Recognizes that the incorporation of ICTs in an education setting promotes knowledge construction.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
45
VIGENCIA
Code N.R.U.3 Exp.2016 2016
REORIENTATION LEVEL .R.U.3
3. Assesses the effectiveness of ICT-enabled education 3.2. Utilizes ICTs to assess effectiveness in building
settings to promote meaningful student learning. student knowledge in an education setting.
Descriptions
a. Utilizes information provided by ICTs to assess effectiveness of ICT-enabled practices in knowledge construction.
b. Monitors the costs and benefits of using ICTs in education settings in terms of collaborative knowledge
construction, autonomous learning and active learning.
46
VIGENCIA
Code N.R.T.3 Exp.2016 2016
REORIENTATION LEVEL .T.3
3. Assesses the effectiveness of ICT-enabled education 3.3. Adapts the use of ICTs to assess effectiveness in
settings to promote meaningful student learning. constructing student knowledge in an education setting.
Descriptions
a. Proposes alterations and changes based on analysis of the effectiveness of integrating ICTs in an education setting.
b. Establishes strategies to demonstrate the contribution of technology to teaching and student learning.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
47
EVOLUTION LEVEL
Competency 1: Designs
VIGENCIA
Code N.E.C.1 Exp.2016 2016
EVOLUTION LEVEL N.E.C.1
1.1. Knows the importance of keeping up to date with ICTs and

1. Designs ICT-enabled education settings for
teaching-learning processes to generate new possibilities of ICT
meaningful learning and comprehensive education of
use and to share with colleagues the progress in practice and
students. or/strategies in an education setting.
Descriptions
a. Recognizes the importance of seeking up-to-date information on current ICT trends in education.
b. Recognizes the times demands of planning and developing an ICT-enabled education setting.
c. Recognizes the importance of having clear resources and limits for using ICTs before designing an education setting.
d. Knows the importance of coherent content, activities and assessment in an ICT-enabled education setting.
e. Knows that ICT tools can be adapted to multiple education settings, based on the particular demands of each one.
48
VIGENCIA
Code N.E.U.1 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL E.U.1

1.2. Strategically organizes ICT use to generate new
1. Designs ICT-enabled education settings for meaningful possibilities for their use and to share with colleagues the
learning and comprehensive education of students. progress in practice and or/strategies in an education
setting.
Descriptions
a. Structures education settings that demonstrate the link between content, activities and assessment.
b. As a result of incorporating ICTs, proposes significant changes in other education settings to replicate content,
activities and/or assessments.
c. Sets up education settings that would be impossible without deliberate use of ICTs.
d. Proposes education situations based on ICTs that promote collaborative learning, real and genuine problem solving
and content comprehension and application.
e. Includes technological strategies for presenting content and activities that take account of students’ learning styles
and pace.
f. Identifies the types of ICT tools and assessments that can evaluate an education setting on the basis of learning
objectives.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
49
VIGENCIA
Code N.E.T.1 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL .T.1
1.3. Adapts the organization and use of ICTs to generate

1. Designs ICT-enabled education settings for meaningful new possibilities for their use and to share with
learning and comprehensive education of students. colleagues the progress in practice and or/strategies in
an education setting.
Descriptions
a. Makes changes to the design of ICT-enabled education settings based on student needs and content characteristics.
b. Enriches the structure of an education setting based on the potential of ICT characteristics.
c. Considers new possibilities offered by ICTs for enriching education settings based on their characteristics and
potential for learning.
d. Spreads knowledge by supporting peers to design ICT-enabled education settings.
50
EVOLUTION LEVEL
VIGENCIA
Code N.E.C.2 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL

2.1. Knows how to implement ICTs to generate new
2. Implements significant ICT-enabled learning possibilities for their use and to share with colleagues the
experiences for comprehensive education of students. progress in practice and or/strategies in an education
setting.
Descriptions
a. Understands the scope and limits of ICTs for learning experiences within an education setting.
b. Identifies multiple contexts of application for ICTs based on their characteristics and in the light of learning
objectives in an education setting.
c. Understands the potential of ICTs for feedback, monitoring and assessment of students’ learning processes.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
51
VIGENCIA
Code N.E.U.2 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL .2
2.2. Utilizes ICTs to generate new possibilities for their

2. Implements significant ICT-enabled learning
use and to share with colleagues the progress in practice
experiences for comprehensive education of students.
and or/strategies in an education setting.
Descriptions
a. Disseminates and shares knowledge on ICT implementation by formal means (conferences and class materials) and
informal means (talking with colleagues).
b. Transfers knowledge on the usefulness of an ICT tool from one education setting to another.
c. Collaborates with colleagues on implementing ICT-enabled education settings.
d. Utilizes ICTs to propose teaching and learning situations that involve real and genuine problem solving.
e. Utilizes ICTs to promote in-depth learning (understanding and application of content).
52
VIGENCIA
Code N.E.T.2 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL .2
2.3. Adapts the use of ICTs to generate new possibilities

2. Implements significant ICT-enabled learning
for their use and to share with colleagues the progress in
experiences for comprehensive education of students.
practice and or/strategies in an education setting.
Descriptions
a. Enriches the education setting by incorporating tools other than those proposed in the original design.
b. Makes changes to the initial design of the education setting in keeping with relevant information or characteristics
and/or needs of students.
c. Adapts and adjusts the education setting based on the systematic analysis of feedback provided by ICT
implementation.
d. Proposes new uses of ICTS to design, implement and assess education settings to promote meaningful student
learning.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
53
EVOLUTION LEVEL
VIGENCIA
Code N.E.C.3 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL E.C.3

3.1. Knows that ICTs facilitate the assessment of
3. Assesses the effectiveness of ICT-enabled education effectiveness in an education setting to generate new
settings to promote meaningful student learning. possibilities for their use and to share with colleagues the
progress in practice and or/strategies.
Descriptions
a. Knows how to measure the impact of ICTs on students’ learning processes.

b. Recognizes the importance of follow-up and assessment for ensuring improvements to and quality of ICT-enabled
teaching and learning processes.
c. Identifies changes that should be made to teaching practice based on information systematically collected on ICT-
enabled practices.
54
VIGENCIA
Code N.E.U.3 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL E.U.3
3.2. Utilizes ICTs to assess effectiveness in an education

3. Assesses the effectiveness of ICT-enabled education setting to generate new possibilities for their use and to
settings to promote meaningful student learning. share with colleagues the progress in practice and
or/strategies.
Descriptions
a. Systematically monitors the effectiveness of ICT-enabled education settings to promote meaningful student
learning.
b. Measures the impact of the incorporation of ICTs on teaching and learning processes in an education setting.
Competencias
and competencies
Una perspectiva
A perspective desde
from levels
TIC desde
of ICTniveles
la dimensión
the pedagogical
de apropiación
adoption
pedagógica
dimension:
de las TIC en
practice
55
VIGENCIA
Code N.E.T.3 Exp.2016 2016
PEDAGOGICAL DIMENSION EVOLUTION LEVEL .E.T.3
3.3. Adapts the use of ICTs to generate new possibilities

for their use and to share with colleagues the progress in
practice and or/strategies.
Descriptions
a. Communicates strategies for monitoring and assessing the effectiveness of educational uses of ICTs to promote
meaningful student learning.
56
4 Meaning and use
Context of standards
elements

57
ICT competencies and their respective standards aim to help
educational institutions and teachers with a training process
based on their needs and level of ICT adoption (with a special This training route has five phases.
emphasis on education, or the pedagogical dimension).
The proposed training route is expected to enable teachers

to:
 Recognize their expectations (as teachers) in terms of

the pedagogical dimension and ICT adoption in their The aim of the first phase is for institutions and the teaching
teaching practice and professional work. team to identify the level of ICT adoption of their education
practices, using evaluation instruments based on Standards of
 Identify their training needs in terms of ICT ICT competencies from the pedagogical dimension.
competencies and their respective standards.
Once the level of adoption, competencies and categories
 Use the training route to outline a training itinerary to have been established, it is vital to find a specific way to
move up ICT adoption levels and the relevant assess teacher performance. Above and beyond classifying
competencies. teachers at a certain level, the standards make it possible to
define ICT adoption profiles based on the use they make of
the technologies in specific practices.
Initially, teachers are assessed based on concrete education

practices using ICTs. This benchmark is then used as a starting
point for exploring with teachers what they know, how they
use and transform technology to mediate teaching practice
and to achieve educational intent.
Levels of adoption can vary: a) over time (when assessing the

history of a particular process of adoption); b) if comparing
58
performance of colleagues with similar levels of adoption; c) students e-mails, show the time line of activities,
in terms of level, for different categories of representation hand out marks, explain the subject programme,
(familiarization, utilization and transformation) for carry out short tests on content using closed
competencies; and d) depending on the intention when using questions, assign work and make materials
ICTs for a specific educational practice. available to students (bibliographies, images,
videos and so forth).
This implies that many levels of functioning can coexist
(Siegler, 2006), and these emerge as teachers use ICTs in On this course, the students are facing a real
practice in real time. A teacher can therefore have declarative problem in this discipline: road diagnostics and
knowledge of the potential of a certain technological tool, proposing projects to resolve identified needs.
without applying that knowledge. In contrast, another teacher The project requires students to carry out field
might use an ICT-enabled resources without knowing the work for the purposes of photographs,
pedagogical intent behind his/her actions. Teachers may also measurements, interviews and surveys to
make a reflective change to improve the transmission of facilitate calculations and simulations in support
information when a given activity does not require the use of of the solutions proposed.
more complex technological tools.
The project and some calculations must be
The following case illustrates the situation where a teacher carried out using online documents. This is
can be at different levels of adoption of ICT competencies because the teacher is constantly monitoring
from the pedagogical dimension: progress activity by identifying proposal
weaknesses and using questions to help
students recognize problems and adopt
On a civil engineering course, students learn to improvements/solutions for themselves.
assess, identify and intervene in pavement
In that case, the teacher is using ICTs in various ways in the
diseases. To support teaching and learning
education practices involving students while considering the
processes, the teacher uses a virtual learning
many factors shaping the learning process: content covered,
platform. The teacher uses the platform to send
teaching and learning objectives, the support that students
Competencias
ICT
AUna
y estándares
standards and
perspectiva
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
59
require in adopting content, ways of approaching content and learning process) to encourage students to build knowledge
relevant forms of monitoring and assessment. The teacher meaningfully (evolution level). In the light of the above,
uses technological tools for the purposes of communication figure 3 represents how a teacher demonstrates multiple
and storage (integration level) while harnessing the potential levels of adoption in practice.
of other tools (such as simulation systems and monitoring the
60
Evolution
Familiarization
Reorientation Utilization
Transformation
Integration
Design Implementation Assessment
Figure 3. Representation of evaluating an education strategy and/or practice using ICTs, according to the model of ICT standards
and competencies from the pedagogical dimension (based on levels of ICT adoption).

61
As the Training route is designed to be an ongoing, flexible
and contextualized process, the strategies include various
arrangements or options that adapt to the needs and
availability of those involved, the demands of their
professional context and the options offered by ICTs to link
theory and practice by being flexible and contextualized and
Once the teacher has reflected on his/her particular use of generating spaces for cooperation, collaboration and
ICTs in teaching practice, a training process can begin dissemination.
(tutorials, videos, massive open online courses (MOOC),
Based on the above, training strategies will be based on four
webinars, workshops and so forth) on designing teaching
approaches: learning from others; learning with others;
practices and strategies based on the guidelines from the
learning together; and learning autonomously. The various
Standards of ICT competencies from the pedagogical dimension
training strategies will have technical and pedagogical
– and in the light of teaching and learning objectives from
support provided by the Pontificia Universidad Javeriana Cali,
those strategies and practices (Training route: learning with
Colombia. The overall objective in each strategy is to prompt
others, learning from others, learning together and learning
the teacher to design an education strategy and/or practice
autonomously).
that uses ICTs along the technical and pedagogical guidelines
The meaning of the strategies proposed in this phase of the provided in the various training arenas.
Training route is based on the training needs identified at the
Note: All of the training strategies are in keeping with the
time. This phase facilitates:
development of ICT competencies and their standards, and
 Flexibility and contextualization (in time and space). will be assessed on the basis of performance. Each of the
outputs from the activities in the second phase of the route
 Reflection and a commitment to quality performance will have a sheet for follow-up and assessment in accordance
in forums for dialogue. with the models of ICT standards and competencies from the
pedagogical perspective based on levels of ICT adoption.
 Knowledge of what peers have done (internal and
external).
62
 Promote reflection and commitment to quality
performance in forums for dialogue.
Learning from others: training strategies with an “expert”  Know what peers have done (internal and external).
who uses his/her knowledge and experience to propose
training activities. This can take place face to face or Learning together: strategy based on the principles of
remotely. networked learning. Its potential lies in the fact that:
 General courses  Teachers from various schools and training levels

 Workshops interested in sharing, talking and learning about
education and ICTs remain in contact and interact
 Diplomas
together.
In order to respond to the needs to:
 It provides a shared framework for communicating
 Link theory and practice. and sharing information.
 Be flexible and contextualized in time and space.
 It activates dialogue for exploring new possibilities
Learning with others: strategies that facilitate an exchange and shared problems, as well as creating new
of ideas, the development of communication and social mutually beneficial opportunities.
skills and the achievement of cooperation goals with others.
 It captures and disseminates existing knowledge to
 Forums improve practice, identify solutions to shared
 Hangouts problems and recognize good practices.
 Webinars
 It introduces intradisciplinary and interdisciplinary
 Workshops
collaboration processes around ICT competencies
 Seminars
from the pedagogical dimension.
In order to respond to the needs to:
 It contributes to the organization and achievement of
purposes and actions that yield tangible results.
Competencias
ICT
AUna
y estándares
standards and
perspectiva
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
63
 It facilitates new knowledge generation. adoption, the next phase of the training route shall begin with
the pilot education practice and/or strategy with the
Self-management of learning: training strategies in which assistance (in person or virtually) of a pedagogical assessor.
participants activate, support and process information and To begin this phase of the Training route, a work schedule is
affects that are systematically geared towards knowledge established and the implementation of the designed practice
construction. and/or strategy is launched in a real education setting to
identify successes and difficulties.
 Educational videos
 Video tutorials
 Learning objects
 MOOCs
This phase sees the finalization of practice implementation.

The impressions gained during the previous phase are
collected and reviewed to identify aspects to change during
The aim of this phase is for teachers to develop strategies and subsequent implementation of a practice and/or strategy
practices designed to be supported by and receive feedback using ICTs. This is the time to refine the practice, as well as
from assessors and/or trained teachers, such that they can systematizing and documenting it for potential replication.
use the guidelines to demonstrate the aspects to consider in
their teaching practice to increase effectiveness.
As a result of what is learned from the process of technical

and pedagogical support and follow-up to demonstrate
progress under the Model of ICT standards and competencies
from the pedagogical dimension based on levels of ICT
64
Following the third phase of the training route, the Resources managed by the Pontificia Universidad Javeriana
pedagogical assessor will assess the phase according to the Cali in Colombia (the institution backing the Training Route).
methodological perspective underpinning the training route
Lastly, moving through the phases of the Training route will
based on standards for ICT competencies. Phase 4 comprises
demonstrate the level of adoption of ICT competencies based
two stages: the first happens during phase 3 and the second
on education practices and strategies (which will make a
stage takes place at the end of implementation of the
contribution to education quality).
education strategy and/or practice using ICTs. The
assessment can take place in person or remotely.
Once the feedback has been received from the pedagogical

assessor in phase 4, relevant adjustments will be made to
the education strategy and/or practice using ICTs (in
accordance with the guidelines provided by the assessor).
This is the time to refine the practice, as well as
systematizing and documenting it for potential replication.
After peer review, the practice will form part of a database of

effective education strategies and/or practices suing ICTs at
the University’s institutional repository that runs the Training
route. Once it has been reviewed and amended, the
education strategy and/or practice is sent off for expert peer
review. The results of the peer review are then used to
validate the project to be part of the Open Educational
Competencias
ICT
AUna
y estándares
standards and
perspectiva
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
65
5 Teaching-practice assessment
Context elements
methods based on adoption levels

67
The above-mentioned levels of adoption are an instrument to
analyse how teachers at various levels of education
incorporate ICTs into teaching. It is a versatile instrument as After establishing the purpose of the levels of adoption, it is
it can be used in many ways and for various purposes: to vital to specify which education practices will be analysed:
design ICT-enabled education practices and to assess and teacher explanations, tasks (workshops and assessments) or
identify strengths, weaknesses and opportunities for feedback and interactions. The norm is to analyse tasks that
improvement in technology-enabled teaching practices. teachers set students. Tasks refer to problem-solving
Below is a description of how adoption levels have been used situations that require activities to be carried out (workshops,
to assess ICT-enabled teaching practices. exams, message boards or project development) in order to
achieve the learning objectives. It is often necessary to define
the characteristics of the tasks to be analysed. Aspects
relevant here include the type of task (open, closed,
The starting point is to define the reason for using adoption individual, group or mixed) and the range of tasks to be
levels, the purpose for analysing teachers’ education examined.
practices, the role to be played by the study’s results and
These decisions are taken because individual tasks require
whether to assess courses, programmes, success stories and
differentiated analytical processing. For instance, a project in
failures, specific tasks and/or the impact of intervention
the road design element of a civil engineering course
programmes on ICT-enabled teaching. The answer to these
involves various tasks that are made up of smaller tasks:
questions shapes how the instrument is used. For instance,
simulation work to explore different possibilities in road
assessing a virtual diploma in family processes could involve
layout, exploration of existing roads with multimedia support
studying most – if not all – ICT-enabled teaching processes.
(photographs, videos and plans), cost analysis using dynamic
For studying success stories by using collaborative
spreadsheets and documents from public calls for bids on
conceptual maps to support an anthropology class, it might
road construction. Rather than analysing the project as a
be sufficient to analyse practices where ICTs played a
whole, the subtasks that make up the project form the focus.
relevant role in achieving learning objectives.
Analysing the entire project increases the possibility of
omitting relevant information and attributing general
68
characteristics to elements that have major differences. Some
project tasks may require the transmission of information
(reading documents), while others may involve using the The next stage is to specify the information sources for the
dynamic and multimedia properties of ICTs (layout analysis of selected teaching practices: teachers? students?
simulation, cost projection on spreadsheets and exploration student outputs? the ICT-enabled teaching situation? the ICT-
of multimedia content on roads). This avoids having to omit enabled teaching materials? In previous research (Chávez &
or prioritize one of the two requirements of an ICT-enabled Caicedo, 2014; Montes & Ochoa, 2006a; Valencia & Caicedo,
education practice. 2013), various information sources have been used. These
have mainly taken the form of teaching materials, teaching
It is also vital to establish whether a workshop warrants the
situations and teachers. There are several reasons for those
same treatment as a project, given that they are also often
choices: (a) teaching materials show the explicit instructions
comprised of subtasks (each item or question). For a
given to students and therefore the requirements in terms of
webquest (a guided online search for knowledge
knowledge construction, (b) teachers provide information
construction) on understanding and exploring the main
that increases understanding of the tasks set and the
concepts and approaches for restorative justice, a holistic
underlying educational intent, and (c) teaching situations
overview might be a better fit than an analysis of each step in
reveal first hand how tasks are set, the differences between
the webquest (seeking various online information sources;
what teachers say and do and the place of ICTs within those
acquiring multimedia support material such as videos, images
situations.
and audio files; classification of legislation available on State
websites; and discussion and organization of material). Each
choice has advantages and disadvantages. Examining detail
is time consuming, while studying the overview runs the risk
of omitting relevant information. It is advisable to choose a Next we describe the information collection techniques to be
lens or vision with the right breadth. used: observations, interviews and records (communications,
texts, workshops, bibliographies, audio/video recordings and
images). Observations and interviews involve other decisions
such as the type of observation/interview (structured, semi-
Competencias
ICT
AUna
y estándares
standards and
perspectiva
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
69
structures or unstructured). Previous research has involved interviews or records will be analysed. For observations, a
observations and semi-structured interviews (Montes & decision is made about whether to consider actions, gestures
Ochoa, 2006a; Valencia & Caicedo, 2013). These information or words. In interviews, it is possible to choose the type,
collection techniques require the production of new length and content of responses to be analysed. For tasks,
instruments based on levels of adoption put forward in the one can select the aspects to be analysed: formal features,
model. Observations require a grid containing features or structure or the cognitive demands on students. Analysis has
indicators used for codifying or categorizing. That in turn tended to focus on instructions. Instructions provide
necessitates the use of indicators provided for in the information about how teachers incorporate ICTs into
descriptions of adoption levels. As for interviews, they teaching and learning processes, as well as indicating the
involve drafting a script of questions to explore dimensions cognitive activities that students carry out to complete the
of adoption levels (competencies and means of representing tasks.
the educational applications of ICTs). At least in terms of
Specifying the information collection process involves
competencies for designing ICT-enabled education
knowing: how often information will be collected, when, and
situations, interviews have a key role to play as they analyse
where. The answers must be in keeping with the aim or
tasks that have been implemented (which implies a
purpose of analysing the levels of ICT adoption. Assessing an
retrospective reproduction of situations). Furthermore, those
entire virtual course is not the same as assessing a successful
assessing education practices need to choose the
educational application of ICTs (as the example in the section
information sources covered in the interview: teaching
on unit of work). The virtual course would involve collecting
material, verbal instructions, questions or the explanations
information throughout the course and a more longitudinal
provided to students.
follow-up, whereas the educational application of ICTs would
only require a much more time-specific approach.
Information collection usually involves: asking teachers

The following two activities are next: defining the unit of (formally or through informed consent) for permission to
analysis and specifying the information collection process. analyse their education practices; carrying out an initial
The former requires knowing which aspects of observations, interview to explore how he/she uses ICTs in teaching;
attending class or requesting access to classrooms/virtual
70
classes; collecting teaching materials used; and carrying out Given that the idea is to promote the adoption of educational
interviews to use the information collected to increase uses of ICTs, they are analysed, designed, implemented and
understanding of the educational uses of ICTs. Depending on assessed using a qualitative approach. This approach
the meaning or purpose of applying adoption levels, the involves various recursive and iterative activities: comparing
process would have to be carried out several times with the data collected on teaching practices (teaching materials,
same and other teachers. teaching situation and interviews) with technology adoption
levels (instrument of analysis); identifying aspects of
education practice associated with adoption levels; using
evidence and triangulated sources to explain why certain
The choice of analytical processing of collected data will features of teaching practices are located in a certain level of
depend on the ultimate purpose of the adoption levels, adoption; analysing justifications, comments or notes to
education practices, information sources, information identify patterns, trends, links, similarities, differences,
collection techniques and the unit of analysis. There are paradoxes and contradictions; and drawing conclusions on
various paths or approaches available. While this cannot be ICT-enabled teaching practice to identify strengths,
an exhaustive list, it is possible to describe features of weaknesses and opportunities for improvement.
procedures carried out to date. A qualitative approach aims The conclusions can be used to develop intervention
not only to identify the level of ICT adoption but also to proposals that can help to overcome weaknesses and boost
understand why teachers use certain teaching methods. In the strengths of education practices analysed on the basis of
contrast, a quantitative approach tends to involve descriptive adoption levels.
statistics of commonly observed ICT adoption levels. The aim
is to gain on overview of how ICTs are being used to teach
and what they are contributing to education practices.
Competencias
ICT
AUna
y estándares
standards and
perspectiva
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
71
6 Context
Scope and elements
limitations of the model

73
Integrating ICTs into education is a rigorous, painstaking and attributable to many interacting factors. For instance, a
deliberate exercise to adopt technologies to enrich and teacher does not always design or implement the same
transform education practices aimed at promoting education practice, as this depends on his/her knowledge of
knowledge construction among learners. In the model the content (new knowledge and examples and applications);
presented, adoption is determined by the teacher’s level of the education aims proposed; student characteristics; prior
knowledge on ICTs, their characteristics and their potential knowledge; aptitude and attitudes to the practice; and the
educational application: the use he/she makes of them and interaction that the teacher establishes with students and the
how the teacher adapts the use of ICTs in teaching practices content to be covered.
to move towards reflective and critical practice. The latter
This model’s proposed indicators, categories and levels will
goes beyond an instrumental use of ICTs towards
reveal to teachers adoption levels in the educational use of
rediscovering their pedagogical potential in specific subject
ICTs. They will then be able to define their current
settings.
performance profiles and access a potential learning or
One of the contributions of this model is that approaching the adoption itinerary to move towards more sophisticated levels
ICT adoption process from the viewpoint of knowledge of ICT use based on their teaching objectives. They will also
(declarative knowledge), know-how (procedural knowledge) be able to define current performance levels of their students
and know-how in context (conditional knowledge) fits with and promote progress towards higher levels of competency
the competency based training proposal in current education or adoption. The model has been designed in a way that
programmes for teachers and students. In that sense, the enables teachers to deliberately use each level and
model is relevant and suited to the current demands of competency’s indicators as tools to follow up and monitor
education in responding to modern dynamics. their own practice.
Similarly, the model also sits among current attitudes of One key aspect is that adopting technologies under this
change as variability, with participants in educational model requires teachers to review, reflect on and improve
situations following non-linear learning and performance their teaching competencies. This is because successfully
trajectories. This non-linearity is understood as the individual integrating ICTs into teaching practices requires clarity on
tendency to have variable functioning as people carry out education objectives; achievement indicators; structure of
activities in variable conditions that result in performances teaching practices (instructions and procedures); assessment
74
methods; content characteristics; the cognitive, motor, For teachers and their adoption process, assessors providing
emotional and attitude requirements on students meeting support or the work of teaching teams, the design or
education objectives; and the characteristics of ICTs that are transformation of practices that include ICTs as
conducive to fulfilling those objectives. psychoeducational instruments for constructing knowledge
requires ongoing review, reflection and assessment of one’s
The proposed approach for ICT-enabled education practices
own teaching practice. Generally speaking, this type of work
is qualitative involving observations, rigorous and detailed
always requires major efforts and cannot always be
practice analysis and reflections on education objectives
replicated for all education actors and contexts.
from a constructivist perspective. While this has the
previously mentioned advantages and achievements, there Lastly, this proposal has been the subject of research and
are also major limitations (with the lack of standardization application in higher education (where it was proved useful
meaning that application can be economically costly and time and relevant). It is therefore necessary to replicate and adapt
consuming in terms of the design, implementation and it in the design of education practices in pre-school, primary
assessment of education practices). and secondary education where the proposal is conceptually
and methodologically applicable.
Competencias
ICT
AUna
y estándares
standards and
perspectiva
TIC desde
competencies
levelsniveles
la dimensión
from the
de apropiación
of ICT adoption
pedagógica
de laseducation
75
Brandsford, J., Brown, A., & Cocking, R. (1999). How People Learn: Brain, mind, experience, and school. Washington DC: National
Academy Press.
Brooks, C. D., & Jeong, A. (2006). Effects of Pre-structuring Discussion Threads on Group Interaction and Group Performance in
Computer-supported Collaborative Argumentation. Distance Education, 27(3), 371–390.
doi:10.1080/01587910600940448
Castells, M. (1995). El Modo de Desarrollo Informacional y la Reestructuración del Capitalismo. In M. Castells, La Ciudad
Informacional (pp. 29-65). Madrid: Alianza.
Caicedo, A.M., Montes, J.A., & Ochoa-Angrino, S. (2013). Aprender de y con la tecnología: algunos resultados de investigación
sobre la integración de las TIC en la educación superior. Carta AUSJAL, 38, 28-35.
Chávez, J. y Caicedo, A. (2014). TIC y argumentación: Análisis de tareas propuestas por docentes universitarios. Estudios
Pedagógicos, 40(2), 83 - 100.
Chávez, J.D., & Caicedo, A.M. (forthcoming). TIC y argumentación: análisis de tareas propuestas por docentes universitarios.
Manuscript accepted for publication. Estudios Pedagógicos.
Castells, M. (1995). El Modo de Desarrollo Informacional y la Reestructuración del Capitalismo. In M. Castells, La Ciudad
Informacional (págs. 29-65). Madrid: Alianza.
Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas porlas tecnologías de la informacióny la
comunicación. Una mirada constructivista. SINÉCTICA, 25, 1-24.
76
Coll, C. (2008). Aprender y Enseñar con las TIC: expectativas, realidad y potencialidades. Boletín de la Institución Libre de
Enseñanza, 17-40.
Coll, C., & Monereo, C. (2008). Psicologia de la Educación Virtual. Madrid: Ediciones Morata.
Coll, C., Onrubia, J., & Mauri, T. (2007). Tecnologia y prácticas pedagógicas : Las TIC como instrumentos de mediación de la
actividad conjunta de profesores y estudiantes. Anuario Psicologia, 38(3), 377-400.
Colombian Ministry of Education & Colombian Education Faculties Association (2009). Orientaciones pedagógicas para docentes
y directivos docentes de la educación preescolar, básica y media, para la comprensión conceptual y apropiación del enfoque
por competencias en los procesos curriculares y de aula (Working paper). Colombia: ICFES.
De Rosnay, J. (1998). La Revolución Informacional. En I. Ramonet, Internet, el Mundo que llega (págs. 93-100). Madrid: Alianza.
Diaz, C., Martinez, P., Roa, I., & Sanhueza, M. G. (26 October 2009). Los docentes en la sociedad actual: sus creencias y cogniciones
pedagógicas respectoa la proceso didáctico. Accessed on 2 September 2013, from Polis [online], 25 | 2010:
http://polis.revues.org/625.
Díaz, J., Pérez, A., & Florido, R. (2011). Impacto de las Tecnologías de la Información y las Comunicación (TIC) para disminuir la
brecha digital en la Sociedad Actual. Cultivos Tropicales, 32(1), 5-10.
Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice (pp. 154-170).
Needham Heights, MA: Allyn and Bacon
Larrosa, F. (2010). Vocación docente versus profesión docente en las organizaciones educativas. Revista Electrónica
Interuniversitaria de Formación del Profesorado, 13(4), 43-51.
Marcelo, C. (2001). Aprender a enseñar para la sociedad del conocimiento. Revista Complutense de Educación, 12(2), 531-593.
Montes, J. A., & Ochoa, S. (2006a). Apropiación de las Tecnologías de la información y comunicación en cursos universitarios.
Acta Colombiana de Psicologia , 87-100.
Competencias
ICT
AUna
y estándares
standards and
perspectiva
perspective desde
from
TIC desde
competencies
levelsniveles
of ICT de
la dimensión
from the
apropiación
adoption
pedagógica
de las education
77
Ochoa, S., Ordoñez, O. & Charria, V. (2003). Informe de la Revisión del Estado del Arte Actual del Conocimiento en la Psicología:
Documento producto del Proceso de Revisión Curricular 2003-2004. Cali: Pontificia Universidad Javeriana.
Partnership for 21st Century Skills. (2009). P21 Framework definitions. Retrieved from
http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
Rosnay, D., & Joël. (1998). La Revolución Informacional. In I. Ramonet (Ed.), Internet, el Mundo que Llega (pp. 93-100). Madrid:
Alianza.
78
79
The Information and Communication Technologies (ICT) are transforming the ways in which
society and culture are organized, with a significant impact on challenges in education. They
undoubtedly have the potential to improve both teaching and learning in important ways;
as a result, many new programmes and initiatives are emerging as part of efforts to integrate
their use within educational systems. However, these programmes and interventions
frequently lack the appropriate pedagogical foundations that would allow them to fulfill
their considerable potential.


ICT Standards and Competencies

Uploaded by

Copyright:

Available Formats

ICT Standards and Competencies

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ICT Standards and Competencies

Uploaded by

Copyright:

Available Formats

What are the main challenges of integrating ICT in education according to the text?

What are the main challenges of integrating ICT in education according to the text?

What potential does the text mention ICT having for improving teaching and learning?

What potential does the text mention ICT having for improving teaching and learning?

ICT STANDARDS AND COMPETENCIES

from the pedagogical dimension:

ICT standards and competencies from the pedagogical dimension:

ICT standards and competencies from the pedagogical dimension:

ICT standards and competencies from the pedagogical dimension:

Correspondence, subscriptions and replacement requests:

Pontificia Universidad Javeriana - Cali, Colombia

4 ICT standards and competencies from the pedagogical dimension:

6 ICT standards and competencies from the pedagogical dimension:

ICT standards and competencies from the pedagogical dimension

ICT standards and competencies

ICT standards and competencies from the pedagogical dimension:

Communication: refers to the skills of communicating clearly

Collaboration: is linked to the skills of working effectively and

In this sense, the teacher’s role is more essential than ever as

ICT standards and competencies from the pedagogical dimension:

Those skills and forms of representation are the basis for

The elements shaping levels of adoption are based on three

Familiarize Utilize Transform Familiarize Utilize Transform Familiarize Utilize Transform

to inform about upcoming activities, optimize access channels

From the teacher’s point of view, this is a very useful form of

Levels of ICT adoption

Elements of adoption levels

Familiarizes Utilizes Transforms

Teacher training processes

ICT-based education practices

Figure 1. Model of ICT competencies from the pedagogical dimension.

24 ICT standards and competencies from the pedagogical dimension:

ICT COMPETENCIES FROM THE PEDAGOGICAL DIMENSION

Familiarizes Utilizes Transforms

ICT standards and competencies from the pedagogical dimension:

ICT standards and competencies from the pedagogical dimension:

COMPETENCY Level element: TRANSFORMS

Fields of application: Lesson planning using education platforms.

Table 2: Structure of the competency standard

COMPETENCY Level element: FAMILIARIZES

COMPETENCY Level element: UTILIZES

1.2. Strategically organizes the use of ICTs for the storage,

COMPETENCY Level element: TRANSFORMS

1.3. Adapts the organization of the use of ICTs for the

COMPETENCY Level element: FAMILIARIZES

COMPETENCY Level element: UTILIZES

COMPETENCY Level element: TRANSFORMS

2.3. Adapts the use of ICTs for the storage,

COMPETENCY Level element: FAMILIARIZES

COMPETENCY Level element: UTILIZES

3.2. Utilizes ICTs to assess effectiveness in terms of the

COMPETENCY Level element: TRANSFORMS

3.3. Adapts the use of ICTs to assess effectiveness in

COMPETENCY Level element: FAMILIARIZES

COMPETENCY Level element: UTILIZES

a. Includes activities for collaborative knowledge construction.

COMPETENCY Level element: TRANSFORMS

COMPETENCY Level element: FAMILIARIZES

COMPETENCY Level element: UTILIZES