Teacher ICT Competencies

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Teacher ICT Competencies

• What expectations and benchmarks exist for you as
  a professional expected to engage with and use
  ICT?

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Benchmarks (Kirchner Davis 2003)

• Personal ICT competencies
• ICT as mindtool
• Educational/pedagogical use of ICT
• ICT as a tool for teaching
• Social aspects of ICT use in education

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Personal ICT CompetenciesTeachers should have
the basic competencies in the use of

• office applications (WPs, spreadsheets, DBs,
  drawing packages, basic web editors)
• resource tools (CD-Roms/DVDs, the internet, web
  portals, search engines)
• communications tools (email, listservs,
  synchronous chat)

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2. ICT as MindtoolTeachers should be able to use
ICT as mindtools to facilitate professional
learning

• Mindtools help users
• Represent what they know
• Transform information into knowledge
• Engage in and facilitate critical thinking and
  higher-order learning
• Collaborate with others (e.g. peers,
  instructional designers, experts .. ) on
  pedagogical projects

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3. Educational/Pedagogical Use of ICTTeachers
should be able to use ICT in many educational
settings to not just adapt learning to ICT, but
adopt ICT in professional learning and practice

• Collaboration/cooperation in asynchronous
  environments - email, discussion lists, Blogs,
  web-forums, listservs
• Collaboration/cooperation in synchronous
  environments - video, chat, whiteboard,
  file-sharing, remote desktop
• Transforming teaching - authentic learning
  activities, diverse learning styles, autonomous
  self-regulated learning, situated learning

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4. ICT as a Tool for TeachingICT used to extend
and enhance teaching practice and the curriculum.
Develop competencies in

• Facilitating practice (facilitative ICTs)
• Adapting technologies to teaching
• Planning for activities
• Designing and producing teaching materials
• Teaching learning specialist subjects e.g.
• grammar/text editing in English
• drawing in Art
• graphing in Maths
• calculations in Science
• primary sources in History
• Google Earth in Geography

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5. Social Aspects of ICTICT is transforming
society, learning and social discourse. Teachers
must be able to engage participate (or they
will be left behind by their students). Teachers
should

• Engage as a member of a wired (school) community
• Provide a role model for good ICT practice
• Learn to share and build knowledge
• Understand and accommodate the implications of
  the Information Age on schools and schooling
• Understand and discuss the impact of ICT on
  society and people