The Role of ICT in Schools
The matrix of competences is based on similar projects like the syllabus 3.0 of the ECDL (European Computer Driving Licence) and the documents of the National Educational Technology Standards for Teacher Education of the ISTE (International Society of Technology in Education). We have tried to make the UNESCO matrix more open in the sense that it can easier be adapted to different social and economical standards. Nevertheless it is valuable to visit the sites of ECDL (www.ecdl.com) and ISTE (www.iste.org) to see more details and to follow the further development.
ICT in the Developing Nations
4.3 The Matrix
All items in this matrix are ment as starting points of discussion and the development of national plans and standards. It is not the intention of the authors to give a full description of the content.
Teachers should have a sound understanding of the basic concepts IT is based on. They should be able to identify the main hard- and software components of the IT environment used at school. They must have skills in using common hardand software in the classroom. All this in order to enable them to design a suitable technological infrastructure and to cope with hard- and software problems in the class. Teachers should be able to follow the rapid changes in the IT world. The aim is not to be a technology expert, but teachers should reach a level so that they can master the problems and make use of the offers the new technology gives us. Objectives: Teachers should be able to: • Understand the principles and concepts IT is based on. • Know the basic hardware components of modern computers and peripherals as well as their main functions. • Master the main function of the operating system mainly used in schools.
The Matrix of Competences
4.3.1 Adequate Technology Competence