Promoting quality in TVET using technology
A Practical Guide
UNESCO-UNEVOC - Technology has altered almost every aspect of life, including education and training. Because of technological developments, education and training have become more accessible to students who would otherwise struggle to be physically present at learning sites. The quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digital-rich environments, improving learning outcomes. Learners can also use technology as tools to learn new skills and to collaborate and interact with teachers and trainers.
Purpose of the Guideline
This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice.
About this practical guide
In the face of the COVID-19 pandemic, learning disruptions have occurred. School closures have become inevitable and the delivery of learning in the ordinary way has become impossible. This has forced school systems and institutions to undertake a rapid assessment of the capacity and readiness of the system as a whole, but also to review the technology infrastructure, pedagogy and organization needed to offer technology-enabled and distance learning solutions. In addition, the pandemic has magnified inequalities in the provision of learning that uses technologies as tools, since connectivity, technology infrastructure and devices for learning are not accessible to everyone. Teachers are not well prepared to shift their delivery online and students have yet to adopt new modes of learning.
Indeed, the adoption of technology in education and training poses a number of challenges. There are important questions to raise and consider when planning to use information and communication technologies (ICTs) in education and training:
- Teachers and trainers who possess digital literacy skills and knowledge have the potential to use and apply technology in the planning and delivery of content and curricula and in the assessment of learning objectives. The continuous use of digital technologies can help to enrich teaching practices and improve pedagogical techniques.
|√||Do teachers in your school/institution possess the necessary digital literacy?|
|√||Do they have the relevant skills required to apply ICTs in the classroom, or do they need further professional training?|
- The use of technology in the classroom can support teachers effectively in managing the required tasks. To be successful in using ICTs in the classroom, teachers must ensure that the right technology is put to use to enhance students’ learning experiences and they must effectively support students’ learning needs.
|√||Is there an adequate provision of ICTs for teachers to use?|
|√||Do teachers know how to use them?|
|√||Can the use of ICTs meet the objectives and outcomes of the curriculum?|
- The use of technology in the classroom can support learning to the extent that learners have the necessary digital literacy skills. Learners need to be familiar with the specific digital tools that are used in the learning process. Efforts to create a technology-enabled learning environment will not work as planned if there are barriers to the use of ICTs in the learning process.
|√||Do learners have the necessary digital literacy skills?|
|√||Can the use of ICTs meet individual learning needs?|
- Institutions can provide the tools and platforms needed to establish an ICT-enabled learning environment. In this environment, teachers receive support to apply their pedagogical approaches and to continue improving their own digital technology competences. This is possible when relevant ICT solutions are available in the classroom or other learning sites where teachers and learners can use technology to enhance the learning experience. ICTs can therefore improve the quality of teaching, which is a crucial factor in the success of high-performing education systems (UNESCO, 2011).
|√||Does the institution provide technology-enabled environments?|
|√||Do ICTs enable the provision of quality education and training?|