The Indicators

1. Technology Literacy
The policy goal of the technology literacy approach is to enable learners, citizens and the
workforce to use ICT to support social development and improve economic productivity.
Indicators
No Areas
Teachers
1 Understanding ICT in  Identify the characteristics of the classroom and
Education select the learning strategies in teaching
Policy Awareness: pedagogical subjects with ICT based.
Teachers must be aware of
policies and
be able to articulate in
consciously skilled
ways how their classroom
practices correspond to
and support policy.
2 Curriculum and  Match appropriate curriculum standards or
Assessment learning materials and strategies appropriately
Basic Knowledge: with the software packages and computer
Teachers must have an applications.
excellent
knowledge of the
curriculum standards
for their subject, as well as
knowledge
of standard assessment
strategies.
In addition, teachers must
be able to
integrate the use of
technology into the
curriculum.
3 Pedagogy  Describe how didactic teaching and ICT can be
Integrate Technology: used to support learners in studying pedagogical
Teachers must know subjects.
where, with whom,  Incorporate the ICT elements into lesson plans
when (as well as when and learning strategies learners in studying
not) and how pedagogical subjects.
to use ICT for classroom  Use software or computer applications and
activities and other digital resources.
presentations.
4 ICT  Describe and demonstrate the use of common
Basic Tools: hardware in teaching pedagogical subjects.
Teachers must know basic  Describe and demonstrate the basic tasks of
hardware software or computer applications that can be
and software operations, as used to practice learners’ understanding in
well as pedagogical subjects.
productivity applications  Describe and demonstrate the use of Internet in
software, a finding useful resources for teaching
web browser, pedagogical subjects.
communications software,  Use common communication and collaboration
 presentation software, and technologies, such as audio messaging, video
management conferencing, and social media.
applications.

5 Organization and  Integrate the use of computer laboratory with

Administration learning strategies used by a teacher or a
Standard Classroom: lecturer.
Teachers must be able to  Manage the use of supplemental ICT resources
use technology with individuals and small groups of students in
with the whole class, small the regular classroom while teaching
groups, and pedagogical subjects so as not to disrupt other
individual activities and instructional activities in the class.
ensure equitable  Identify appropriate and inappropriate hardware
access is provided to all and software for teaching pedagogical subjects.
students.
6 Teachers Professional  Use ICT resources to enhance students’
Learning productivity in learning pedagogical subjects.
Digital Literacy:  Identify and manage Internet safety issues.
Teachers must have the
technological
skill and knowledge of
web resources
necessary to use
technology to acquire
additional subject matter
and pedagogical
knowledge in support of
their own
professional learning.

2. Knowledge Deepening
The aim of the knowledge deepening approach:
To increase the ability of students, citizens, and the workforce to add value to society to the
economy by applying the knowledge gained in school subjects to solve complex problems
encountered in real world situations at work and in life generally.

Areas Indicators
No
Teachers
1 Understanding ICT in  Demonstrate the principles of using ICT to
Education prepare exercises and tasks for students.
Policy Understanding:  Demonstrate continual growth in technology
It requires teachers to knowledge and skills to stay abreast of current
understand policies so they and emerging technologies
can design lesson plans to
implement national
policies and address high-
priority problems.
2 Curriculum and  Apply the computer software or applications to
Assessment prepare the presentation of the lessons and give
Knowledge Application: practices to learners.
It requires changes in the  Apply multiple methods of evaluation to
 curriculum that emphasize
depth of understanding
over coverage of content,
and assessment change
focuses on complex
problem-solving and
embeds assessments into
the ongoing activities of
the class.
3 Pedagogy
Complex Problem
Solving:
This approach includes
collaborative problem- and
project-based learning in
which students explore a
subject deeply and bring
their knowledge to bear on
complex, every-day
questions, issues, and
problems.
4 ICT
Complex Tools:
To understand key
concepts, students employ
open-ended technology
tools that are specific to
their subject area, such as
visualizations in science,
data analysis tools in
mathematics or role play
simulations in social
studies.
5 Organization and
Administration
Collaborative Groups:
Class periods and
determine students’ appropriate use of technology
resources for learning, communication, and
productivity in teaching pedagogical subjects.
 Use technology to support learner-centred
strategies that address the diverse needs of
learners.
 Apply technology to develop learners’ higher
order skills and creativity in learning pedagogical
subjects.
 Design online materials, unit plans, and activities
that can support learners to apply their
pedagogical competences to the real world
problems and solve them.
 Structure unit plans and activities so that the
computer software and applications will support
students in their reasoning with, talking about,
and use of key subject matter concepts and
processes while they collaborate to solve complex
problems.
 Implement collaborative, project-based unit plans
and listening activities, while providing guidance
to students towards the successful completion of
their projects.
 Operate various open-ended software packages
appropriate to pedagogical subjects.
 Evaluate the accuracy and usefulness of web
resources in support of project-based learning for
pedagogical subjects.
 Use tools or applications to design online
materials for teaching pedagogical subjects.
 Use an appropriate software to manage, monitor,
and assess progress of various student projects .
 Use ICT to communicate and collaborate with
students, peers, parents and the larger community
in order to nurture student learning.
 Use the network to support student collaboration
in practicing their listening skills within and
beyond the classroom.
 Use search engines, online databases, and
resources for collaborative projects in teaching
pedagogical subjects.
 Design developmentally appropriate learning
opportunities that apply technology-enhanced
instructional strategies to support the diverse
needs of learners while doing activities.
 classroom structure are  Apply current research on teaching and learning
more dynamic, with the listening skills with technology when planning
students working in learning environments and experiences.
groups for extended  Identify and locate technology resources and
evaluate them for accuracy and suitability for
periods of time.
teaching pedagogical subjects.
 Plan the management of technology resources
within the context of pedagogical subjects.
 Plan strategies to manage student to practice their
mastery in pedagogical subjects in a technology-
enhanced environment.
6 Teachers Professional  Use ICT to access and share resources to support
Learning their own professional learning.
Manage and Guide: The  Use ICT to access outside experts and learning
implications of this communities to support their own professional
approach for teacher learning.
professional learning focus  Use ICT to search for, manage, analyze, integrate
and evaluate information that can be used to
on the use of ICT to guide
support their professional learning in pedagogical
students through complex subjects.
problems and manage
dynamic learning
environments.

3. Knowledge Creation

The aim of the knowledge creation approach is 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 (Sanders, 2004).
 No Six Area of a Teacher’s Work
1 Understanding ICT in Education
Teacher design classroom activities
that advance policy goals and
participate in the development of
programmes within their school that
advance goals.
2 Curriculum and Assessment
The curriculum goes beyond a focus
on knowledge of school subjects to
explicitly include the knowledge
society such as problem solving,
communication, collaboration,
experimentation, critical thinking and
creative expression. Students will
also need to be able to determine
their own learning goals and plans.
Assessment is itself a part of this
process; students must be able to
assess the quality of their own and
each other’s product.
3 Pedagogy
It requires teachers as monitors and
coaches (facilitators) to assist
students whenever needed and make
sure students have the skills and
knowledge needed to address the
goal.
4 ICT
Various networked devises, digital
resources and electronic
environments are used to create the
production of knowledge and
‘anytime-anywhere’ collaborative
learning.
5 Organization and Administration
Learning Organizations: Schools are
transformed into learning
organizations in which all its
members are involved in learning
process.
6 Teachers Professional Learning
Teacher shares the ICT-based project
to the other teachers or all disciplines
and explain about the details of the
project.
References
Almekhlafi, A. G. (2018). Teaching in Cycle Three in the United Arab Emirates ∗, (June 2017).
https://doi.org/10.17265/1539-8080/2017.06.001
Indicators
Teacher
Teachers are able to
lead the role in organizing an ICT-based
project for students in collaboration
with other subject and be able to design
ICT-based materials, activities and tasks
for students.
Teachers are able to introduce
knowledge society skills (problem
solving, communication, collaboration,
experimentation, critical thinking and
creative expression) to the students in
order to create new knowledge and be
able to devise assessment rubrics in
forming new knowledge in relation to
the subjects or goals addressed in the
project.
Teachers are able to be monitor and
coach the students to assist them to be
able to apply their skills and knowledge
to address the goal of learning.
Teachers are able to provide supportive
environment for students to work on
ICT-based tasks.
Teachers are able to
create environments on the school’s
learning management system (the
school’s computer network)
Teachers are able to demonstrate how
the ICT support and improve the
learning to others teacher and students.
Kassim, H., & Ali, Z. (2018). The Use of ICT in the Implementation of Student- Centered Learning
( SCL ), (August).
Kennah, M. R. (2016). The Use of ICT in the Teaching and Learning Process in Secondary
Schools : A Case Study of Two Cameroonian schools, (August), 1–122.
Tion, S. T. A., Educa, U. N. D., Ssess, C. U. R., Nal, T. E. A., & Ning, F. (2011). UNESCO ICT
COMPETENCY FRAMEWORK FOR TEACHERS. (P. Hine, Ed.). Paris, France: United
Nations Educational, Scientific and Cultural Organization.