Knowledge Acquisition in the UNESCO ICT-CFT

Introduction

Knowledge Acquisition is the first level of the UNESCO ICT Competency Framework for Teachers, often called UNESCO ICT-CFT. It describes the foundational stage of ICT use in education. At this level, teachers and learners begin using digital tools to support basic curriculum learning, classroom instruction, assessment, administration, and professional development.

In simple terms, Knowledge Acquisition asks:

How can teachers use ICT to help learners understand the standard curriculum and develop basic digital literacy?

This level is especially important because many teachers begin their ICT integration journey here. They may use a projector to explain a concept, prepare worksheets on a computer, search for teaching materials online, show an educational video, create a short quiz, or keep marks in a spreadsheet. These activities may seem basic, but they are not unimportant. They build the confidence and foundation needed for more advanced ICT-supported learning.

UNESCO ICT-CFT Version 3 organises teacher competencies across three levels: Knowledge Acquisition, Knowledge Deepening, and Knowledge Creation. It also organises them across six aspects of teachers’ professional practice: Understanding ICT in Education Policy, Curriculum and Assessment, Pedagogy, Application of Digital Skills, Organisation and Administration, and Teacher Professional Learning. UNESCO’s Version 3 publication identifies Knowledge Acquisition as the first level of the matrix, linked with basic knowledge, ICT-improved teaching, digital literacy, standard classroom use, and teacher learning.

What Knowledge Acquisition Means

Knowledge Acquisition means that ICT is used to help teachers and learners access, understand, practise, and remember knowledge from the standard curriculum. It is closely linked with basic digital literacy and classroom support.

At this level, ICT usually helps teachers to:

• present information clearly;
• provide learning resources;
• prepare lesson materials;
• support practice and revision;
• conduct simple assessments;
• keep classroom records;
• communicate basic information;
• develop students’ basic digital skills.

Knowledge Acquisition is often the first practical step in ICT integration. A teacher does not need to begin with complex online projects or advanced software. The first goal is to use available technology responsibly and meaningfully to support ordinary teaching and learning.

However, Knowledge Acquisition should not be misunderstood as “technology for decoration.” A slideshow full of text is not automatically better than a chalkboard explanation. A video does not automatically create understanding. A digital quiz does not automatically improve learning. At this level, teachers must still plan carefully and ask how the technology supports the lesson objective.

Knowledge Acquisition in the ICT-CFT Matrix

The table below shows how Knowledge Acquisition appears across the six aspects of teacher practice.

This table shows that Knowledge Acquisition is not limited to one tool or one subject. It includes policy understanding, teaching, assessment, digital skills, classroom organisation, and teacher learning.

Why Knowledge Acquisition Matters

Knowledge Acquisition matters because it provides the foundation for meaningful ICT integration. Teachers and students cannot easily move into complex problem-solving, digital collaboration, or knowledge creation if they do not first have basic access, confidence, and digital skills.

For example, students cannot create a digital portfolio if they do not know how to save and organise files. They cannot analyse data in a spreadsheet if they do not understand basic data entry. They cannot participate safely in an online learning space if they do not understand responsible digital behaviour. Similarly, teachers cannot design ICT-supported projects if they are not comfortable with basic digital tools and classroom routines.

This level also matters because many schools and teacher education institutions are still building basic ICT capacity. In some contexts, teachers may have limited devices, unreliable internet, or little previous training. Knowledge Acquisition provides a realistic starting point.

It is important to respect this starting point. Teachers should not be criticised for beginning with basic ICT uses. The key question is whether those uses are purposeful and whether they create a foundation for further growth.

ICT and the Standard Curriculum

At the Knowledge Acquisition level, ICT is often used to support the existing curriculum. The teacher begins with the curriculum goal and then chooses a digital tool that can help learners understand or practise that goal.

For example:

The key principle is alignment. ICT should help learners achieve the curriculum objective. If the digital activity is interesting but unrelated to the learning outcome, it may waste time.

Basic Digital Literacy

A major part of Knowledge Acquisition is basic digital literacy. Digital literacy means the ability to use digital tools effectively, safely, responsibly, and appropriately. At the first level, this does not mean advanced coding or complex media production. It means learners and teachers develop the basic skills needed to participate in digital learning.

Basic digital literacy may include:

• turning devices on and off properly;
• using a keyboard, mouse, touchscreen, or assistive device;
• opening, naming, saving, and organising files;
• typing and editing text;
• using a word processor;
• creating simple slides;
• searching for information;
• identifying reliable and unreliable sources at a basic level;
• using email or a learning platform responsibly;
• understanding passwords and privacy;
• using educational software;
• practising respectful digital behaviour.

For younger learners, digital literacy may begin with simple routines: handling devices carefully, following instructions, listening to audio, using educational games responsibly, or drawing with a simple digital tool.

For older learners, it may include document formatting, spreadsheet basics, online searching, citation awareness, digital communication, and file management.

For student-teachers, basic digital literacy also includes the ability to prepare lesson materials, use classroom presentation tools, and manage digital teaching resources.

Presentation Tools and Teacher Explanation

One common Knowledge Acquisition use of ICT is presentation. Teachers may use slides, images, videos, animations, digital boards, document cameras, or projected examples to support explanation.

Presentation tools are useful when they make learning clearer. For example:

• A geography teacher can show satellite images or digital maps.
• A science teacher can show an animation of digestion.
• A language teacher can display a poem and annotate it.
• A mathematics teacher can show step-by-step graph construction.
• A teacher educator can model lesson planning using a projected template.

However, presentation tools should not turn students into passive viewers. Good teachers combine presentation with questioning, discussion, practice, and feedback.

For example, instead of only showing a video about the water cycle, the teacher can pause the video and ask:

• What is happening here?
• Which stage of the water cycle is shown?
• What evidence do you see?
• How is this connected to rainfall in our area?
• Can you draw the cycle after watching?

In this way, ICT supports pedagogy rather than replacing it.

Flashcard

What is basic digital literacy at the Knowledge Acquisition level?

Tap to reveal

Answer

Basic digital literacy means that teachers and learners can use common digital tools safely and effectively for simple educational tasks, such as typing, saving files, searching, communicating, and using learning resources.

Educational Videos and Visual Resources

Educational videos can be powerful at the Knowledge Acquisition level, especially when learners need to see a process, event, place, or demonstration that is difficult to show directly in the classroom.

Examples include:

• a video showing volcanic eruption processes;
• a demonstration of a science experiment;
• pronunciation examples in a language class;
• historical footage or documentary clips;
• a recorded teaching demonstration for student-teachers;
• a short animation explaining fractions.

Teachers should use videos carefully. A video should be short enough to maintain attention and should be connected to a clear task. Learners should know what to watch for.

A simple video-based lesson may include:

1. A short introduction by the teacher.
2. A viewing question.
3. A pause for explanation.
4. A short student activity.
5. A summary or assessment question.

For example, before showing a video on seed germination, a primary teacher may ask: “Watch carefully. What changes do you see first: the root or the shoot?” After the video, learners can draw and label the stages.

Word Processors and Writing Tasks

Word processors are basic but useful tools at the Knowledge Acquisition level. They can support writing, editing, formatting, and presentation of work.

Teachers may use word processors to:

• prepare worksheets;
• create reading passages;
• design lesson plans;
• write letters to parents;
• prepare assessment papers;
• support student writing and editing.

Students may use word processors to:

• type essays;
• practise spelling and grammar;
• edit drafts;
• format headings and paragraphs;
• insert images;
• submit assignments.

A language teacher, for example, may ask students to type a short paragraph and use the spell-check function to identify possible errors. The teacher should explain that spell-check is a support tool, not a replacement for thinking. Students still need to understand vocabulary, grammar, and meaning.

In teacher education, student-teachers may use word processors to prepare lesson plans using a standard template. This helps them organise objectives, materials, teaching steps, assessment strategies, and reflections.

Spreadsheets and Basic Data Handling

Spreadsheets are often introduced at the Knowledge Acquisition level for simple data entry, calculation, and record keeping. Teachers may use spreadsheets to manage marks, attendance, homework completion, or classroom resources.

Students may also use spreadsheets for basic learning activities. For example:

• entering daily temperature readings;
• calculating class survey results;
• creating a simple bar chart;
• recording plant growth;
• comparing prices in a mathematics lesson;
• organising vocabulary lists.

At this level, the goal is not advanced data analysis. The goal is to help teachers and students understand that digital tools can organise information efficiently.

A secondary mathematics teacher may use a spreadsheet to show how changing values affects totals or averages. A science teacher may record experiment results and generate a simple chart. A teacher educator may ask student-teachers to create a marks sheet and calculate percentages.

Basic Assessment Tools

Assessment is an important part of Knowledge Acquisition. ICT can help teachers check whether students have understood basic content.

Common tools include:

• digital quizzes;
• multiple-choice questions;
• short answer forms;
• polling tools;
• simple learning management system quizzes;
• digital worksheets;
• automatically marked practice exercises;
• spreadsheet-based marks records.

At this level, assessment often focuses on recall, understanding, and basic application. For example, after teaching the parts of speech, a teacher may use a digital quiz to check whether students can identify nouns, verbs, adjectives, and adverbs. After a science lesson, students may answer short questions on key terms.

The advantage of digital quizzes is that they can provide quick feedback. Teachers can see which questions many students answered incorrectly and reteach those areas. Students can also receive immediate results and practise again.

However, teachers should use digital assessment thoughtfully. A quiz should not be used only because it is easy to mark. It should be matched to the lesson objective and followed by feedback or improvement.

Classroom Records and Administration

Knowledge Acquisition also includes basic classroom organisation and administration. Teachers often use ICT to manage information more efficiently.

Examples include:

• attendance records;
• marks sheets;
• lesson plans;
• timetables;
• seating plans;
• parent communication lists;
• lists of learning resources;
• homework records;
• assessment results;
• student progress notes.

A teacher may use a spreadsheet to record test scores and identify students who need support. Another teacher may use a folder system to organise lesson plans by subject and grade. A teacher educator may use a shared drive to store course outlines, readings, and assignments.

These administrative uses may not look exciting, but they matter. Good organisation helps teachers save time, track learning, and plan support.

Knowledge Acquisition and Classroom Management

ICT use requires classroom routines. Even at the basic level, teachers need to manage devices, attention, behaviour, and time.

Teachers should consider:

• How will devices be distributed and collected?
• What should students do if a device does not work?
• Can students work in pairs if devices are limited?
• What websites or applications are allowed?
• How will the teacher keep learners focused?
• How will learners save or submit work?
• What is the backup plan if electricity or internet fails?

For example, in a classroom with one projector, the teacher may use whole-class presentation. In a classroom with a few tablets, students may rotate through stations. In a computer lab, the teacher may assign pairs and provide clear instructions on the board.

Classroom management is part of ICT competence. Technology can support learning only when the teacher organises its use effectively.

Primary Classroom Examples

Example 1: Learning Animal Groups

A primary science teacher wants students to identify mammals, birds, reptiles, fish, and insects. The teacher uses a digital slideshow with pictures and short video clips. Students classify animals using a worksheet. At the end, the teacher uses a simple quiz to check understanding.

This is Knowledge Acquisition because ICT supports presentation, practice, and basic assessment of curriculum knowledge.

Example 2: Reading Fluency

A primary language teacher plays an audio recording of a short story. Students follow the text as they listen. The teacher then asks students to read selected lines aloud. If devices are available, students may record themselves reading and listen back.

This supports basic literacy and helps learners hear pronunciation, rhythm, and expression.

Example 3: Number Practice

A primary mathematics teacher uses an interactive counting game to practise addition facts. The teacher first explains the concept using physical objects, then allows students to practise digitally in pairs.

The ICT activity supports practice, but the teacher still provides explanation and guidance.

Secondary Classroom Examples

Example 1: Graphs in Mathematics

A secondary mathematics teacher uses graphing software to show how the equation of a line changes when the gradient changes. Students observe the graph and answer questions. The teacher then asks them to draw graphs in their notebooks.

The digital tool helps students visualise the concept. The teacher still guides interpretation and practice.

Example 2: Science Demonstration

A secondary science teacher shows a simulation of particles in solids, liquids, and gases. Students watch how particles move differently in each state. The teacher pauses the simulation and asks students to describe the differences.

This supports basic conceptual understanding and helps learners visualise something they cannot see directly.

Example 3: History Source Introduction

A history teacher shows digitised images of historical photographs. Students identify what they see and answer basic questions: Who is shown? What objects are visible? What might be happening?

At this level, students are beginning to use digital sources to acquire historical knowledge.

Teacher Education Examples

Knowledge Acquisition is also important in teacher education. Student-teachers need basic digital skills before they can design advanced ICT-supported lessons.

Example 1: Digital Lesson Planning

A teacher educator provides a lesson plan template in a word processor. Student-teachers complete sections on objectives, materials, teaching methods, assessment, and reflection. They learn how to format and store lesson plans.

Example 2: Microteaching with Slides

Student-teachers prepare a short microteaching lesson using slides. The teacher educator discusses slide design, clarity, image use, questioning, and avoiding too much text.

Example 3: Basic Digital Assessment

Student-teachers create a short online quiz matched to a lesson objective. They discuss how quiz results can help identify misconceptions.

These examples show that Knowledge Acquisition is not only for school learners. It is also a foundation for teacher preparation.

Teacher Training at the Knowledge Acquisition Level

Teacher training at this level should focus on confidence, safety, basic tool use, and curriculum connection. Training should not overwhelm teachers with too many tools at once. It should help teachers use a small number of tools well.

A useful training programme may include:

Teacher training should be practical. Teachers should leave with materials they can actually use in class.

Safe, Responsible, and Ethical ICT Use

Even at the Knowledge Acquisition level, teachers should introduce safe and responsible digital behaviour.

Important topics include:

• keeping passwords private;
• not sharing personal information;
• respecting others in digital spaces;
• using images and resources responsibly;
• avoiding plagiarism;
• checking information sources;
• reporting inappropriate content;
• using school devices carefully;
• balancing screen time with other learning activities.

Teachers should model responsible behaviour. For example, when using an image in a presentation, the teacher can briefly mention that digital resources should be used legally and ethically. When students search online, the teacher can explain that not all websites are equally reliable.

UNESCO’s official ICT-CFT resources also connect teacher digital competence with broader educational aims, including the responsible and effective use of technologies for teaching and learning. The ICT-CFT/OER project describes the framework as consisting of 18 digital competencies organised across six aspects of teacher professional practice and three levels of pedagogical use of technologies.

Choosing Tools at the Knowledge Acquisition Level

Teachers should choose tools that are simple, reliable, and matched to learning goals. A basic tool used well is better than a complex tool used poorly.

A teacher can ask:

1. What do I want students to learn?
2. Will this tool help them understand, practise, or remember?
3. Is the tool appropriate for their age and skill level?
4. Can all learners access it?
5. Do I know how to manage it in class?
6. What will I do if the tool fails?
7. How will I check learning after using it?

This decision-making process prevents technology from becoming a distraction.

Limitations of Knowledge Acquisition

Knowledge Acquisition is necessary, but it has limitations if teachers remain only at this level.

Possible limitations include:

• students may become passive if ICT is used only for presentation;
• digital quizzes may focus too much on memorisation;
• teachers may use technology without changing pedagogy;
• learners may not develop problem-solving or creativity;
• ICT use may remain teacher-centred;
• digital skills may stay basic and disconnected from real-life tasks.

For this reason, teachers should see Knowledge Acquisition as a foundation, not the final destination. Once teachers and learners are comfortable with basic tools, they can gradually move toward Knowledge Deepening, where ICT supports problem-solving, inquiry, collaboration, and application.

Moving from Knowledge Acquisition to Knowledge Deepening

A teacher can move gradually from Knowledge Acquisition to Knowledge Deepening by modifying familiar activities.

Small changes can make ICT use more active and meaningful.

Flashcard

Why is Knowledge Acquisition not the final goal of ICT integration?

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Answer

Knowledge Acquisition builds basic confidence and digital literacy, but teachers should gradually move toward deeper uses of ICT that support problem-solving, collaboration, creativity, and knowledge creation.

Further Reading

For accurate study and citation, readers should consult UNESCO’s official resources:

• UNESCO. UNESCO ICT Competency Framework for Teachers, Version 3. Paris: UNESCO, 2018.
• UNESCO official page on the ICT Competency Framework for Teachers.
• UNESCO ICT-CFT and OER resources for teacher digital skills development.

These sources explain the official structure of the framework, including the Knowledge Acquisition level, the six aspects of teacher professional practice, and the broader purpose of guiding teacher training and ICT integration.

Key Takeaways

• Knowledge Acquisition is the first level of the UNESCO ICT-CFT.
• It focuses on using ICT to support standard curriculum learning, basic teaching, simple assessment, classroom records, and digital literacy.
• This level is foundational and should be respected as an important starting point.
• Teachers at this level commonly use presentation tools, videos, word processors, spreadsheets, digital quizzes, and basic educational software.
• ICT should support pedagogy. The teacher’s learning objective, explanation, questioning, feedback, and classroom guidance remain essential.
• Basic digital literacy includes safe, responsible, and effective use of common digital tools.
• Teacher training at this level should be practical, confidence-building, and connected to real classroom needs.
• Knowledge Acquisition prepares teachers and learners for Knowledge Deepening and Knowledge Creation.

Reflection Questions

1. Which Knowledge Acquisition tools do you already use in your teaching or teacher education context?
2. Do your digital presentations encourage student thinking, or do they mainly deliver information?
3. How do you currently use ICT for basic assessment and feedback?
4. What basic digital literacy skills do your learners need most?
5. How do you manage devices, files, records, and digital routines in your classroom?
6. What is one simple ICT-supported activity you could improve by adding better questioning or feedback?
7. How could one of your current Knowledge Acquisition activities be developed into a Knowledge Deepening activity?