NPBKTCET (national plan for building-up K-12 teachers’ competence of educational technology). The constant change in the working conditions of teachers and an increased impact of Information and Communication Technologies (ICT) in education both lead to a need for teachers to engage in professional development activities. Therefore, Teacher Professional Development (TPD) is a dynamic area of constant change, and teachers’ knowledge and skills are in constant need of improvement. In April of 2005, the china ministry of education (MOE) issued the notice of the launch of NPBKTCET, to apply ICT to teaching and learning in K-12 schools. It aims to markedly improve K-12 teachers’ competencies of educational technology, promote the effective use of ICT in teaching, help teachers change their pedagogies and teaching methods, improve the quality of teaching and learning and thereby develop basic education in China. To investigate, analyze and understand teacher’s skills, teacher trainees, and respective teacher trainers ‘attitudes, experiences, and understanding of their learning and professional development about the integration of ICT. In July of 2005, the MOE launched a pilot project of new curriculum reform in nine provinces including Liaoning, Jiangsu, Henan, Guangxi, Hainan, Chongqing, Sichuan, Yunnan, and Ningxia. From July of 2006, new curriculum reform has been carried out in all-round in the whole nation. NPBKTCET can be divided into two parts: train and examination. The examination of CETS (competence of educational technology) was organized and implemented by the National Test Center under the MOE. In August of 2006, the NPBKTCET’s official Website was launched, and its office was established by MOE in September (MOE, 2005). Training activities were organized and the first national test was held in November. From then on, this kind of test is held twice a year. The NPBKTCET is a top-down project. The stakeholders of NPBKTCET are the central government and local educational authorities. All K-12 teachers are required to participate in its training activities including face-to-face sessions and online sessions, and pass its national test. Its supporting Website both at the national level and the provincial level has been designed and developed. It is a one-fits-all model for TPD. After understanding the above case study, answer the following given questions: Q.2: (a) What are the main stakeholders of this NPBKTCET competence model, and which requirement elicitation techniques you will prefer to gather requirements from the given stakeholders and why? (5) (b) Write down the functional and non-functional requirements of the above competence model and which requirement validation technique you will apply in order to validation requirement specification document? (c) Which SDLC model will be suitable for the development of this competence model and why? Justify your answer.
NPBKTCET (national plan for building-up K-12 teachers’ competence of
educational technology).
The constant change in the working conditions of teachers and an increased impact of Information
and Communication Technologies (ICT) in education both lead to a need for teachers to engage in
professional development activities. Therefore, Teacher Professional Development (TPD) is a
dynamic area of constant change, and teachers’ knowledge and skills are in constant need of
improvement. In April of 2005, the china ministry of education (MOE) issued the notice of the
launch of NPBKTCET, to apply ICT to teaching and learning in K-12 schools. It aims to markedly
improve K-12 teachers’ competencies of educational technology, promote the effective use of ICT
in teaching, help teachers change their pedagogies and teaching methods, improve the quality of
teaching and learning and thereby develop basic education in China. To investigate, analyze and
understand teacher’s skills, teacher trainees, and respective teacher trainers ‘attitudes, experiences,
and understanding of their learning and professional development about the integration of ICT. In
July of 2005, the MOE launched a pilot project of new curriculum reform in nine provinces
including Liaoning, Jiangsu, Henan, Guangxi, Hainan, Chongqing, Sichuan, Yunnan, and Ningxia.
From July of 2006, new curriculum reform has been carried out in all-round in the whole nation.
NPBKTCET can be divided into two parts: train and examination. The examination of CETS
(competence of educational technology) was organized and implemented by the National Test
Center under the MOE. In August of 2006, the NPBKTCET’s official Website was launched, and
its office was established by MOE in September (MOE, 2005). Training activities were organized
and the first national test was held in November. From then on, this kind of test is held twice a
year. The NPBKTCET is a top-down project. The stakeholders of NPBKTCET are the central
government and local educational authorities. All K-12 teachers are required to participate in its
training activities including face-to-face sessions and online sessions, and pass its national test. Its
supporting Website both at the national level and the provincial level has been designed and
developed. It is a one-fits-all model for TPD.
After understanding the above case study, answer the following given questions:
Q.2: (a) What are the main stakeholders of this NPBKTCET competence model, and
which requirement elicitation techniques you will prefer to gather requirements
from the given stakeholders and why?
(5)
(b) Write down the functional and non-functional requirements of the above
competence model and which requirement validation technique you will apply in order to validation requirement specification document?
(c) Which SDLC model will be suitable for the development of this competence
model and why? Justify your answer.
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