AN EXAMPLE OF A SYLLABUS

TECHNOLOGY LITERACY:

AN EXAMPLE OF A SYLLABUS

HOW TO USE THIS SYLLABUS DOCUMENT

This document sets out the professional  learning  tasks for  each module in the UNESCO ICT-Competency Framework for Teachers.   Although these are tasks carried out in professional learning programmes, they clearly relate to tasks which teachers would undertake in their work as teachers.  The descriptions of the task therefore refer flexibly to both professional learning programmes and teaching.

So,  for  example,  the Best Practice section in task 5.3 “Run the planned activity  with a colleague  to verify appropriateness” can refer to a professional learning programme or to teaching. The programme provider decides whether the programme should include running the activity with a colleague or whether the programme would simply draw attention to the value of consulting teaching colleagues when undertaking this type of activity in everyday teaching.

The Task  Frequency,  Importance,  Difficulty  and Occurrence   section  always  refers to the teaching  task - how frequently the teacher would perform the task in their work, how important it would be in their work, and so on - in order to indicate how much emphasis might need to be given to the task in a professional learning programme.

Further information about the task descriptions  is provided in the Notes at the end of this Technology  Literacy syllabus document.