Mi colega Hugo Martínez me avisa que se han dado a conocer los estándares de la UNESCO sobre uso de las NTIC en la sala de clases. Por el momento, estos estándares se han dado a conocer solamente en inglés. Los principales mensajes que acompañan el lanzamiento de los estándares son los siguientes:
* A key aspect of UNESCO’s mandate is to support teachers to transform teaching and enable all students to benefit from high quality education, serving to advance countries’ economic and social development.
UNESCO is the lead UN agency for building capacity in education and for sharing knowledge on improving teachers’ practices in all areas of their work, as part of its overarching mandate to help build inclusive knowledge societies through communication and information.
* ICT enables better education by enabling a more student-centered learning model, facilitating knowledge creation and helping young people develop the necessary skills to compete in the 21st century.
Within a sound educational setting, technology can enable students to become capable information technology users, information seekers and analyzers, problem solvers, creative users of productivity tools, effective communicators, and informed citizens.
* The UNESCO ICT Competency Standards for Teachers project was made possible as a result of the close collaboration between the public, private and academic sectors, leveraging their respective areas of expertise.
The joint work between UNESCO, IT industry leaders Cisco, Intel and Microsoft and the International Society for Technology in Education (ISTE) and the Virginia Polytechnic Institute and State University (Virginia Tech) have resulted in a set of standards that define the range of skills needed for teachers to effectively integrate ICT in the teaching/learning processes. The standards also incorporate the most advanced knowledge in education, development and information technology.
Ver una introducción y guía de presentación más abajo.
Ver el marco de política en se inscriben los estándares aquí
Ver texto completo de los estándares aquí
Ver las orientaciones de implementación aquí

Standards on Incorporating ICT into the Classroom
Recognizing the need to provide standards to help the education sector leverage ICT, UNESCO teamed up with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE) and the Virginia Polytechnic Institute and State University (Virginia Tech), to set up the ‘ICT Competency Standards for Teachers’ (CST) project.
The goal of the CST project is to provide guidance on how to improve teachers’ practice through ICT and giving a new dimension to their skills, regardless of where the classroom is located – resulting in better education and highly skilled students.
More specifically, the CST project objectives are to:
Constitute a common set of guidelines that professional development providers can use to identify, develop or evaluate curriculum or teacher training programs in the use of ICT in teaching and learning;
Provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties;
Extend teachers’ professional development to advance their skills in pedagogy, collaboration, leadership and innovative school development using ICT;
Harmonize different views and vocabulary regarding the uses of ICT in teacher education.
Launch of the Competency Standards for Teachers
The first phase of the CST project was completed in late 2007 and the Competency Standards for Teachers launched in London on 8 January 2008 at the Moving Young Minds conference, an international seminar hosted by the UK government for education ministers and policy makers to discuss the use of technology in enhancing education.
At the conference, UNESCO and its collaborators introduced the ICT Competency Standards for Teachers, a set of three booklets including:
A Policy Framework explaining the rationale, structure and approach of the ICT-CST project;
A Competency Standards Modules’ Structure which crosses the components of educational reform with various policy approaches to generate a matrix of skill sets for teachers;
Implementation Guidelines providing a detailed syllabus of the specific skills to be acquired by teachers within each skill set/module.
The technology companies contributed valuable perspective and background on the skills required for the effective use of ICT in education, combined with UNESCO’s expertise in education. Cisco’s Networking Academy instructor training, the Intel® Teach Program Curriculum and Microsoft’s Unlimited Potential, Digital Literacy and Partners in Learning curricula, represent some of today’s teacher training options, which are consistent with the emerging standards.
The syllabus is the key reference for training providers, listing guidelines on what teachers should know to apply ICT to education in their own creative ways, and examples of how to train them to achieve this. The guidelines cover policy, curriculum and assessment, pedagogy, the use of technology in the classroom, school organization and administration, and teacher professional development.
While the Standards specify the competencies needed to bring ICT into education, it remains up to approved governmental, non-governmental, and private providers to deliver the curriculum and training programmes for these competencies. Providers interested in participating in the ICT-CST framework are allowed a considerable flexibility in their implementation. To ensure their trainings meet with CST guidelines, they must submit an application describing and justifying their course offerings for approval by the ICT-CST Endorsement Board.
Professional development providers are not expected to comprehensively address all of the competencies listed.
Rather, they can design offerings for approval that address only certain phases of professional development, certain components of the educational system, or certain approaches to educational reform.
The documents, constituting the standards, as well as more information on how to participate in the ICT-CST framework will be made available to training providers and policy makers on UNESCO’s website dedicated to this project:
http://www.unesco.org/en/competency-standards-teachers
Future Vision
A second phase of the ICT-CST project will involve the establishment of a UNESCO mechanism to endorse training programs for compliance with the UNESCO standards. The complete guidelines for submission, evaluation and endorsement will also be published on UNESCO’s website.
In addition, UNESCO plans to develop a mapping of existing teacher training standards and training programs to the ICT-CST matrix of skill sets in an attempt to streamline the global efforts in this general area. This work will seek to contribute to the development of appropriate training programs for ICT skills of teachers with a global recognition.
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Lead Organization / Sector / Office UNESCO (CI/INF/ICT, ED/HED)
Contact First Name Tarek
Contact Last Name Shawki