Here’s a great resource just published by UNESCO Bangkok that should be on the reading list of any ICT facilitator or lead teacher!

ICT Transforming Education is a guide that grew out of a series of meetings of ICT experts convened by UNESCO Asia and Pacific Regional Bureau for Education to explore pedagogy-technology integration. It is designed to equip teachers and teacher educators with the competencies and resources to use ICT to transform their practices, and the school and education systems.

This guide is designed to equip teachers and teacher educators with the competencies and resources to use ICT to transform their practices, and the school and education systems. Written for teachers, teacher educators, heads of schools, administrators and Ministry ICT coordinators in the Asia-Pacific region, it draws upon the best practices and lessons learnt in the region.

The guide provides a comprehensive overview of issues and concerns, with lots of practical examples and illustrated with a number of frameworks and diagrams to help ‘make sense’ of these. Topics include 21st Century skills, digital literacies, e-learning, Web2.0, assessment of e-learning and changing learning environments.

I found chapter six (Stages of ICT Adoption and Use) of particular interest. With a lot of talk going on at the moment about finding ways of understanding (and assessing) the e-capability of individuals and organisations, and attempts to describe e-maturity frameworks, there’s plenty in this guide to help develop the mental models to guide some thinking here. While I’m not a particular fan of ‘stage theory’ models, the diagram below may be useful for some in thinking about the differences in learning about ICT and teaching with and through ICT (I’d argue it’s also about learning with and through ICT). The attempt to provide a set of indicators showing the progressions we might look for in the classroom and school environment is a useful starting point for thinking about how we might measure the e-capability of teachers, students and organisations as a whole.

(Click to enlarge)