Table Analysis

No. ICT Indicators Source UNESCO Assessment Instrument Components

FRAMEWORK
TL KD KC Language Text Type/ Curriculu Taxonomy Question Number of Mark Time
Sub Skill Material m Types Item Allocation Allocat
Specificati ion
on

1. Use search engines, online √ √ √

databases, and email to
find resources.
2. Use word processing EPG √ √ √
software to write a
worksheet following
standard convention
3. Use presentation software UNESCO
and digital resources to 2011
support instruction,
4. Use online technology HAILEY
available to deliver
teaching or support
material.
5. Search for potential EPG
teaching material on the
internet
6. Download resources from EPG
website
7. Use available digital HAILEY
devices to achieve
teaching goals
8. Prepare instructional HAILEY
materials for students
using basic technology
tools (e.g., word-
processing software,
presentation software, and
software that creates
Internet resources).
9. Create lesson with EPG
download texts, picture
and graphics.
10. Recommend appropriate EPG
online materials to
students and colleagues
11. Use ICT in grading and TOMEI
non-grading practice
reviews, quizzes, and
examinations
12. Use data projector for EPG
lesson involving the
internet, etc.
13. Train students to select and EPG
use on-line exercises
appropriate to their
individual needs.
14. Engage students in ISTE
exploring real-world issues
and solving authentic
problems using digital
tools and resources
15. Address the diverse needs ISTE
of all learners by using
learner-centered strategies
and providing equitable
access to appropriate
digital tools and resources
16. Use ICT tools in the TOMEI
classroom practice
appropriately.
17. Use ICT tools to organize HAILEY
and retrieve materials and
students’ data.
18. Use online technology HAILEY
available to deliver
teaching or support
material.
19. Adapt technology-based HAILEY
activities and tasks to align
 with the learning goals and
with the needs and abilities
of the students.
20. Use technology-enhanced HAILEY
assessment results to plan
instruction.
21. Use digital resources to HAILEY
document teaching for
further analysis (e.g.,
digital recording of
lectures and class
interactions, digital logs of
interactions).
22. Plan homework or other PHIL
out of class work to sustain SPANCER
learners’ progress and to
extend and consolidate
their learning
23. Implement ICT in making
sure that the students are
doing what the teacher
want them to do and not
what they want to do
(relate to learning
objectives).
24. Use ICT has a different
style of pedagogy to a
number of other subjects.
25. Organize the preparation
in using ICT in the
teaching process
26. Organize the clear exercise
and set of instruction for
the students to follow
(clear instruction)
27. Demonstrate the student to
know exactly what they
have to do and what sites
they have to use to find the
data (specific ICT that will
 be used in teaching and
learning process).
28. Distinguish the use of the
teaching learning activities
network based on the
students’ needs.
29. Implement ICT to make
the process easier.
30. Construct the teaching
experience easier by
managing accessible task.
31. Facilitate students in DILEK
varying lesson presentation CAKIKI
styles to motivate their
various interests.
32. Implement the ICT tools in TOMEI
methods and strategies of
learning activity to
maximize students’
learning
33. Implement ICT tools to TOMEI
develop students’ higher
order skills and creativity.
34. Implement ICT tools to TOMEI
communicate and
collaborate with peers and
group.
35. Implement ICT tools TOMEI
resources for problem
solving, making informed
decision and sharing the
learning with peers.
36. Develop and apply UNESCO
knowledge- and
performance-based rubrics
that allow teachers to
assess students’
understanding of key
subject matter concepts,
skills, and processes.
37. Describe how UNESCO
collaborative, project-
based learning and ICT
can support student
thinking and social
interaction, as students
come to understand key
concepts, processes, and
skills in the subject matter
and use them to solve real-
world problems.
38. Design online materials UNESCO
that support students’ deep
understanding of key
concepts and their
application to real world
problems
39. Structure unit plans and UNESCO
classroom activities so that
open-ended tools and
subject-specific
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.
40. Place and organize UNESCO
computers and other
digital resources within the
classroom so as to support
and reinforce learning
activities and social
interactions.
41. Manage student project- UNESCO
based learning activities in
a technology-enhanced
environment.
42. Use ICT to access and UNESCO
share resources to support
their activities and their
own professional learning.
43. Use ICT to access outside UNESCO
experts and learning
communities to support
their activities and their
own
professional learning.
44. Use ICT to search for, UNESCO
manage, analyze, integrate
and evaluate information
that can be used to
support their professional
learning.
45. Place and organize UNESCO
computers and other
digital resources within the
classroom so as to support
and reinforce learning
activities and social
interactions.
46. Manage student project- UNESCO
based learning activities in
a technology-enhanced
environment.
47. Use ICT to access and UNESCO
share resources to support
their activities and their
own professional learning.
48. Use ICT to access outside UNESCO
experts and learning
communities to support
their activities and their
own
professional learning.
49. Use ICT to search for, UNESCO
manage, analyze, integrate
and evaluate information
that can be used to
support their professional
learning.