1.4

The UNESCO framework for teachers' ICT competency in teaching was first proposed in 2008 and revised and supplemented in 2018. This framework covers six dimensions of teachers' work (United Nations Educational Scientific and Cultural Organization, 2018):

(1) Understanding the role of ICT in education

(2) Curriculum and assessment

(3) Pedagogical methods

(4) Information and communication technology tools

(5) Organizational and management activities

(6) Professional development and capacity building.

Each dimension includes three proficiency levels, representing a continuous teacher competency development scale. UNESCO's proposed six competency areas are diverse, demanding both usage proficiency and theoretical policy knowledge and the practical application of these tools in specific teacher activities. Additionally, it emphasizes ICT competency not just in proficiently using existing tools but also in fostering creativity and innovation based on practical demands.

Read more about the framework here.

In 2008, the International Society for Technology in Education (ISTE) published the Technology Skills Standards for Teachers, comprising 5 standards, each with 4 indicators. This document defines the skills and pedagogical ideas educators need in the digital age. What is unique in this scale is that it goes beyond simply using technology skills in various fields; it emphasizes understanding theories, practices, and, more importantly, positive attitudes, ethical practices, and leadership abilities when using digital tools and resources.

1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 

2. Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. 

3. Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 

4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. 

The Ministry of Education and Training (2018) issued Directive 20/2018/TT-BGDĐT regulating professional standards for teachers in general education institutions. According to this directive, the professional standards for general education teachers include 5 specific standards: Teacher ethics, Professional and vocational development, Establishing educational environments, Developing relationships between schools, families, and society, Using foreign languages or ethnic languages, applying information technology, exploiting and using technology equipment in teaching and education.

International Society for Technology in Education (2008). ISTE Standards: For Educators.

Ministry of Education and Training (2018). Thông tư 20/2018/TT-BGDĐT ban hành quy định chuẩn nghề nghiệp giáo viên cơ sở giáo dục phổ thông [Directive 20/2018/TT-BGDĐT regulating professional standards for teachers in general education institutions].

Thai, H. M., & Trinh, V. B. (2016). Designing ICT competence framework for Chemistry pre-service teachers. Journal of Science, 7(85), 63-73.

United Nations Educational Scientific and Cultural Organization (2018). ICT Competency Framework for Teachers.