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ICT Competency Level of Teacher in the MUST

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 ICT Competency Level of Teacher in the MUST
Ass. Prof. Dr. ARIUNAA Khashkhuu,
Associate Professor,
Department of Business Administration
School of Business Administration and Humanities
Mongolian University of Science and Technology
Ulaanbaatar, Mongolia
E-mail: ariunaa@csms.edu.mn
kh.ariunaa@must.edu.mn,
Abstract – Information and communication technology (ICT)
plays a vital role in teaching and learning. This paper presents
the landscape of teachers’ ICT competency of the Mongolian
Higher Education. The ICT competency level is measured
empirically in terms of work aspects described in the UNESCO’s
ICT Competency Standards for Teachers. This study reveals that
the ICT competency level of the respondents is in the knowledge
deepening approach. The result suggests that the degree of ICT
competency is integrative and collaborative. The result signifies
that teacher educators have utilized open-ended software tools
for the collaborative learning experience. There is a need to
improve the level of competency, particularly skills in using
complex and pervasive ICT tools to achieve innovative teaching
and learning.
Keywords –ICT in Education, ICT Competency Standards,
technology literacy, knowledge deepening, knowledge creation.
I. Introduction
The word “literate” means to be “familiar with literature”
or “„well educated, learned” (UNESCO, 2006, p. 148). The
term “literacy” is an evolving concept derived from
conceptions of traditional (print) literacy and related literate
practices (UNESCO, 2006; Area, Gutiérrez & Vidal, 2012).
Since the late nineteenth century, it has also referred to the
ability to read and write text using traditional (print) literacy
(Belshaw, 2011; UNESCO, 2006). Today, this meaning has
been extended to include practices mediated by new
technologies – particularly computing and communications
technologies (Belshaw, 2011). In this new educational
landscape, many learners enter further and higher education
without the skills they need to apply digital technologies to
education (European Commission, 2013). [1]
Information and communication technology (ICT) refers to
information-handling tools used to generate, store, process,
spread and share information [2]. The use of ICT in education
is clearly not a new rally for the protection and promotion of
life. There are many pieces of evidence that the use of ICT in
education provides useful pedagogical, social and economic
benefits [3]. According to Shyamal Majumdar, director
general of the Colombo Plan Staff College for Technician
Education [cited in 4], ICT in education has at least four
stages. The first stage is emerging phase that means
awareness. Second, applying stage that means learning. Third
is infusing stage that involves the use and integration into the
curriculum. The last stage is transforming phase that means
innovative learning by developing new ways of teaching-
learning using ICT.
In developed countries, ICT in education is undeniably
having produced significant positive impact, changing the
attitudes and approaches to education” [5]. Education in these
countries becomes more flexible, accommodating and
increases the range of potential learners. E-learning, blended
learning, open and distance learning, learner-centered
environment, and mobile learning are just a few significant
changes in these countries. ICT does not only change the way
the teachers teach, but the way the students learn as well. In
contrast, ICT integration in the developing countries has been
a long way to go and ICT infusion in education is an emerging
issue. The article [6] reported that the education sector
garnered 20% of Asia‟s top IT-using institution. Open
universities, e-learning programs, mobile learning and
computing, among others, are also embraced by the
developing countries.
Mongolia has adequate infrastructure to develop e-
learning. This achievement is a result of the E-Mongolia
National Program 2005–2012 which aimed to become one of
the most Information and Communications Technology (ICT)
developed 10 countries in the Asia pacific region. Out of 144
nations, Mongolia ranked 73st in ICT use, 40rd in higher
education and training, and 62th in Internet access in schools
in the 2014–2015 Global Competitiveness Report (World
1
Economic Forum, 2015 ). A study by the International Trade
Union (ITU) and the United Nations Educational, Scientific,
and Cultural Organization (UNESCO; 2016) indicates that in
2
Mongolia, 49.5% of population use internet and 29% of
3
households have an Internet connection . In 2016, Mongolia
ranked per 100 inhabitants, 67th of 182 counties in fixed
broadband penetration, 47st of 184 countries in mobile
4
broadband penetration(ITU & UNESCO, 2016 ). Furthermore,
Mongolia ranked 90nd out of 175 economies worldwide in the
5
information development index in 2016 (ITU, 2016).
ICT can support changes in pedagogy and improves in
teaching-learning, providing computers in the classroom do
not improve outcomes. However it should be well-planned. An
education policy for ICT in education should be the primary
policy in any institution [11]. The absence of these
complementary reforms may slow infusion of ICT in
education. Inadequate government funding, affordability, lack
of infrastructure and scarce skilled human resources are
1
http://www3.weforum.org/docs/WEF_Global_IT_Report_2015.pdf
2
3
http://www.internetworldstats.com/asia.htm#mn
http://cita.gov.mn/wp-content/uploads/2015/06/KHARILTSAA_KHOLBOO_TAILAN.pdf
4
https://www.itu.int/en/ITU-D/Statistics/Documents/publications/misr2016/MISR2016-w4.pdf
5
http://www.itu.int/net4/ITU-D/idi/2016/
among the many obstacles for the diffusion of ICT in
education [5].
This paper is part of a larger research on teachers‟ ICT
competency in the higher education, Mongolia. Specifically,
this paper presents the teachers/lecturers‟ ICT competency
level in Mongolian University of Science and Technology
(MUST). It also shows the relationships between the
respondent‟s demographic profile such as sex, age, status, type
of institution, number of years in teaching, and highest
educational attainment. This profile is helpful in the analysis
and interpretation of data most especially in the formulation of
the training program as well as in the development of the
proposed digital teaching applications. Competencies used in
this study are limited only to the teacher‟s work aspects as
classified in the UNESCO‟s ICT Competency Standards for
Teachers (ICT-CST).
Objectives of the Study
The study is aimed at answering the following research
questions:
1. What is the level of ICT competency of the respondents
according to the following teacher‟s work aspects: policy,
curriculum and assessment, pedagogy, tools, organization
and administration, and teacher professional learning?
2. What is the relationship between ICT competency level
and the respondent‟s demographic profile such as sex, age,
status, type of institution, number of years in teaching, and
highest educational attainment?
3. Is there a difference of the level of ICT competency among
the groups of respondents?
II. Literature Review
ICT has become one of the various themes and priorities in
the international communities. UNDP considers ICT as an
enabler of progress in education [2]. Word Bank‟s program on
ICT concentrates on three pillars: infrastructure, skills
development, and the use of ICT applications, particularly in
education sector[9]. UNESCO has initiatives related to the use
of ICT in the teacher education institutions by supporting
existing teacher development communities, multi-stakeholder
partnerships, capacity building of policy-makers and the
development of international standards for ICT competencies
for teachers.
UNESCO‟s ICT Competency Standards for Teachers
(ICT-CST) overall goal is to improve teacher practice. It aims
to achieve it in a way that contributes to a higher quality
education system for a better-informed citizenry and higher
quality workforce. As a result, it advances the country‟s
economic and social development. The UNESCO ICT-CST
project aims to connect education reform to economic growth
and social development that can improve the quality of
teaching, reduce poverty and inequity, to raise the standards of
living, and prepare a country‟s citizens for the challenges of
the 21st century [12]. According to UNESCO's framework
acquiring ICT skills and be able to teach them to students is
not enough for teachers. Teachers need to be able to mold
students become collaborative, problem-solving, creative
learners through using ICT so they will be capable citizens and
productive members of the workforce. The framework
addresses all aspects of a teacher's work such as understanding
the policy, curriculum and assessment, pedagogy, ICT,
organization and administration, and teacher professional
learning [10, 12]. As shown in Figure 1, it is arranged in three
different approaches to teaching: technology literacy,
knowledge deepening, and knowledge creation. The first
teaching approach aimed to let students use ICT to learn more
efficiently. The second teaching approach enables students to
acquire an in-depth understanding of their school subjects and
use it for complicated and real-world problems. The third
teaching approach allows students to create the new
knowledge required for more harmonious, fulfilling and
prosperous societies.
The use of ICT in education provides a unique opportunity
for teachers. Furthermore it benefits learners and other
stakeholders as well. These advantages include the provision
of a qualitative access to education [13]. It also offers cost
reduction, self-paced training, knowledge consistency, time
and place independence, and access to a global audience [14].
It should be considered as a valid sustainable strategy [15].
ICT in education changes attitudes, behavior and values, as
well as cognitive and perceptive processes [16]. In contrary,
among the obstacles that teachers experience in integrating
ICT in the teaching and learning are lack of knowledge,
outdated equipment, lack of time and lack of technical
competency [17].
In case of developing countries whether IT is introduced as
an added course or infused into the curriculum the influence of
modernization and the desire of these countries to become
modernized are improved by using ITs as strategic tools [19].
To address 21st-century issues and challenges HEIs should
rely on 21st-century tools and technologies [20]. These
technologies include computers, the Internet, broadcasting
technologies and telephony that enable people to work
together to create networks at every corner of the globe.
According to UNDP [2], ICT is fundamentally a diverse set of
applications, goods, and services that allows teachers and
students to create, share, connect and reflect on their learning
and that of others [10]. It should be noted that ICT tools are
constantly evolving. Therefore, implementation strategies
have to align better with the current needs. A good illustration
of the evolution of ICT in education is the Singapore‟s ICT
Master Plan in Education [cited in 10].
Framework of the UNESCO‟s ICT Competency Standards
for Teachers has three high-level goals of ICT in Education.
The year 1997-2002 described the state of shifting from an
acquisition process of learning to one that engages higher
order thinking like application, synthesis, and evaluation. The
Internet, email, and video conferencing tools are among the
sample tools used. The year 2003-2008 described the shift of
learning from the information receiving to information
processing and knowledge creation. Integration of ICT into the
curriculum and leveraging ICT for formative assessment and
summative assessment are among the implementing tools at
this stage. Finally, 2009-2014 aimed to have better integration
of ICT starting from the planning of curriculum, its assessment
and for teachers to consider pedagogical applications of ICT
starting from lesson design and planning stage.
III. Methodology
The study utilized the descriptive-correlative design. The
study investigates the ICT competency level in MUST.
 A total of 97 survey responses were analyzed in the study. The 37 (38%) were senior lecturer; The 39 (40%) were
The instrument used in data gathering to accomplish the lecturer/teacher; The 21% of respondents were teaching
particular objectives of the study was a questionnaire. “Management and Business Administration”; The 22% of
Questions related to ICT competencies are based on respondents were teaching “Information and
UNESCO‟s ICT Competency Standards for Teachers. Telecommunication Technology”; The 57% of respondents
Respondents were asked to evaluate the level of their were teaching other subjects. (Table I-V).
competency according to four choices as described in the
UNESCO‟s ICT Competency Standards for Teachers. Filled- IV. Results
up questionnaires from unqualified respondents were rejected,
including those questionnaires where in most of the items are ICT Competency Level
unanswered. In this case, four survey questionnaires were This study reveals that the ICT competency level of the
rejected. The statistical tools employed in the data processing respondents has an aggregate mean of 3.15 interpreted as
are the weighted mean for measuring the competency level knowledge deepening level, shown in Table VI. It is also
and chi-square for testing the relationships. explicitly indicated that the respondents‟ lowest level of
Respondents were asked to evaluate the level of their competency is in the aspect of ICT educational policy is
competency according to the five-point scale choices: 1 being
described as “understanding level” (x=3.05). Regarding
the lowest and 5 being the highest level of competency. Each
item has a different verbal interpretation that was adopted policy, the teachers of “Management and Business
from UNESCO‟s ICT Competency Standards for Teachers. In Administration” have the highest level of competency with an
these modules, each area is filled if the answer is “yes” or the aggregate mean of 3.19 while the teachers of “Information and
number is equal or more than 3. Telecommunication Technology” have the lowest level of
Sample competency with an aggregate mean of 3.06, described
separately as “policy innovation” and “understanding level”,
Respondents Demographic Analysis shown in Table VII and Table VIII.
Among the 97 respondents, most of the respondents gender
was 39 (40%) were male and 57 (60%) were female. Most of Regarding curriculum and assessment, the overall
the respondents‟ age (49%) was from 30 to 39 years old. There weighted mean of this competency level is 3.15 with the
were 43 (44%) respondents number of working years was description “knowledge society skills”. In this work aspect, the
between 10 to 19 years; 25 (26%) respondents number of respondents of “Information and Telecommunication
working years were between 6 to 9 years; 15 (15%) Technology” emerged to have the highest mean of
respondents number of working years was over 20 years; competency level (x = 3.55) described as “knowledge society
TABLE I. The respondents: gender TABLE II. The respondents: age skills” while the respondents of “Management and Business
Frequency Percent Freq. % Administration” got the lowest mean (x = 3.24) described as
Male 39 40% Less than 24 years
25 to 29 years
4
10
4%
10%
“knowledge society skills”. In the area of pedagogical
Female 57 59%
Total 97 100% 30 to 39 years 47 49% integration of ICT, the respondents‟ level of competency
40 to 49 years
50 to 64 years
23
13
24%
13%
across subject matter have within the description, “complex
TABLE III. The respondents: Total 97 100% problem solving” having an aggregate mean of 3.2, with
years of work experience
“Information and Telecommunication Technology” being the
Frequency Percent highest (3.49) and “Management and Business
0 to 1 year
2 to 3 year
5
1
5%
1%
Administration” as the lowest (3.31), same verbal described as
4 to 5 year 8 8% “complex problem solving”. In the area of tools and
6 to 9 year
10 to 19 year
25
43
26%
44%
technology of ICT, the respondents‟ level of competency
20 years or more 15 15% across subject matter have within the description, “complex
Total 97 100%
tools” having an aggregate mean of 3.37, with “Information
TABLE V. The respondents: job description and Telecommunication Technology” being the highest (3.6)
Frequency Percent and “Management and Business Administration” as the lowest
Professor 3 3%
Associated Professor 6 6% (3.53). With regards to organization and administration, the
Senior Lecturer/Teacher 37 38% teacher respondents‟ level of competency is within the verbal
Lecturer/Teacher
Assistant Lecturer/Teacher
39
3
40%
3% description, “collaborative groups” (3.09). In here, still
Adjunct Professor/Part-time teacher 1 1% “Information and Telecommunication Technology” appeared
Total 97 100%
to be the highest (3.28, collaborative groups) and
TABLE IV. The respondents: subject matter “Management and Business Administration” as the lowest
Frequency Percent (3.1, collaborative groups). Moreover, in the teacher
Language
Mathematics
6
4
6%
4% professional learning‟ level of competency across subject
Science 6 6% matter have within the description, “manage and guide”
Social and Environment
Humanity
7
3
7%
3%
having an aggregate mean of 3.07, with “Information and
Physical education 8 8% Telecommunication Technology” being the highest (3.27) and
Arts
Technology
2
8
2%
8%
“Management and Business Administration” as the lowest
Economics 3 3% (2.82).
Management and Business Administration 20 21%
Civil engineering and Architecture 2 2%
Industrial technology 1 1%
Geology and Mining Engineering 1 1%
Information and Telecommunication Technology 21 22%
Other 5 5%
Total 97 100%
Table VI. Teachers‟ ICT Competency Level: All respondents
Work aspects Technology literacy Knowledge Deepening Knowledge creation Aggregate mean Best Description
Policy 2.66 3.39 3.09 3.05 Policy understanding
Curriculum & Assessment 2.96 2.81 3.69 3.15 Knowledge society skills
Pedagogy 3.40 3.25 2.94 3.20 Complex problem solving
Tools 3.56 3.04 3.51 3.37 Complex Tools
Organization/Administration 2.99 3.04 3.24 3.09 Collaborative groups
Teacher Professional Learning 3.32 3.07 2.80 3.07 Manage and guide
KNOWLEDGE DEEPENING 3.15 3.10 3.21 3.15 Aggregate mean=3.15

Table VII. Teachers‟ ICT Competency Level: Management and Business Administration
Work aspects Technology literacy Knowledge Deepening Knowledge creation Aggregate mean Best Description
Policy 2.42 3.38 3.77 3.19 Policy innovation
Curriculum & Assessment 2.73 3.07 3.93 3.24 Knowledge society skills
Pedagogy 3.32 3.55 3.06 3.31 Complex problem solving
Tools 3.68 3.27 3.65 3.53 Complex Tools
Organization/Administration 2.78 3.55 2.98 3.10 Collaborative groups
Teacher Professional Learning 3.40 3.03 2.04 2.82 Manage and guide
KNOWLEDGE DEEPENING 3.06 3.31 3.24 3.20 Aggregate mean=3.20

Table VIII. Teachers‟ ICT Competency Level: Information and Telecommunication Technology
Work aspects Technology literacy Knowledge Deepening Knowledge creation Aggregate mean Best Description
Policy 2.24 3.67 3.25 3.06 Policy understanding
Curriculum & Assessment 3.50 3.15 3.99 3.55 Knowledge society skills
Pedagogy 3.81 3.42 3.25 3.49 Complex problem solving
Tools 4.00 3.26 3.53 3.60 Complex Tools
Organization/Administration 3.70 3.03 3.10 3.28 Collaborative groups
Teacher Professional Learning 3.87 3.65 2.28 3.27 Manage and guide
KNOWLEDGE DEEPENING 3.52 3.36 3.23 3.37 Aggregate mean=3.37

The result is a representation of where a teacher is situated

V. Discussion
ICT Competency
The overall level of the teachers‟ ICT competency in the
teacher‟s work aspects have in the knowledge deepening
approach. The result suggests that the degree of ICT
competency is integrative and collaborative. The result
signifies that teacher educators have utilized open-ended
software tools for the collaborative learning experience.
UNESCO model states that in the knowledge deepening
approach, teachers have the “ability to manage information,
structure problem tasks, and integrate open-ended software
tools and subject-specific applications with student-centered
teaching methods and collaborative projects in support of
students‟ deep understanding of key concepts and their use to
solve complex real-world problems”.
in the framework, and is shown above on Figure I.
Teachers at this level are able to use ICT to create and
monitor individual and group student project plans, as well as
access to experts and collaborate with other teachers making
use of networks to access information, colleagues, and other
experts in supporting their professional development”.
Shown in Figure II is the visualization of the result based
on UNESCO‟s standard. The figure shows that ICT integration
about policy is understanding stage. It also shows that ICT
integration about curriculum and assessment is a knowledge
society skills stage; pedagogy is a integrate technology; basic
tools regarding technology; learning regarding organization
and administration, and digital literacy regarding teacher
professional learning.

Figure II. The all teachers‟ ICT Competency

Figure I. A rough representation of how the all teacher is situated in the

framework The Information and Telecommunication Technology‟s
teachers‟ ICT competency have very high than all teachers‟
and management teachers‟ competency (shown in Figure III).
Figure III. Management and Business Administration‟s and Information and
Telecommunication Technology‟s teachers‟ ICT Competency
The ITT teachers must to increase productivity by creating
students, citizens, and a workforce that is continually engaged
in, and benefits from, knowledge creation, innovation and life-
long learning. The teachers should not only be able to design
classroom activities that advance these policy goals but also
participate in the development of programmes within their
school that advance these goals. So that, the curriculum goes
beyond a focus on knowledge of school subjects to explicitly
include the knowledge society skills that are needed to create
new knowledge. These are skills such as problem solving,
communication, collaboration, experimentation, critical
thinking and creative expression. These skills become
curricular goals in themselves and the objects of new
assessment methods.
VI. Recommendations
Based on the findings, it is recommended that:
 Teachers must understand the intentions of national
policies and be able to contribute to the discussion of
education reform policies and participate in the design,
implementation, and revision of programmes intended to
implement these policies.
 Teachers must know about complex human development,
such as cognitive, emotional and physical development.
They must know how, and under which conditions,
students learn best, and teachers must anticipate and be
able to effectively respond to the difficulties students
encounter. Teachers must have the skills required to
support these complex processes.
 The role of teachers in this approach is to explicitly model
the learning processes and create situations in which
students apply their developmental skills.
 Teachers must be able to design ICT-based knowledge
communities and use ICT to support the development of
students‟ knowledge creation skills and their continuous,
reflective learning.
 Teachers should be able to play a leadership role in
training and providing follow-up support to colleagues and
in creating and implementing a vision of their school as a
community based on innovation and continuous learning
enriched by ICT.
 Teachers, too, must have the ability, motivation,
inclination, encouragement and support to experiment,
continuously learn and use ICT to build professional
learning communities working toward creating knowledge.
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