Guidelines for Teacher Training and Professional Development in icT · 2013-03-12 · Guidelines for Teacher Training and Professional Development in icT Section 1: Background 1.1

Guidelines for

Teacher Training and ProfessionalDevelopment in icT

2007

Guidelines for Teacher Training and Professional Development in icT

Foreword by the Director-GeneralThe Guidelines for Teacher Training and Professional Development in ICT is one of the initiatives undertaken by the Department of Education to implement the White Paper on e-Education. Information and communication technology (ICT) is fundamental to the implementation of e-education and offers greater opportunities to access learning, redress inequalities and improve the quality of teaching and learning. ICT also makes it possible for teachers to offer learners unprecedented opportunities for development and lifelong learning.

e-Education requires that teachers, managers and administrators in public schools and colleges have the knowledge, skills and support necessary to integrate ICT into teaching and learning. ICT has brought new possibilities into the education sector, but at the same time, has placed more demands on the skills' level of teachers.

The Guidelines for Teacher Training and Professional Development in ICT is a step towards guiding the development of the ICT knowledge and skills of teachers to enhance the educational experiences of learners in the implementation of the National Curriculum Statement. The Framework is an attempt to provide direction in addressing the ICT training needs of teachers and attempts to move away from imposing a narrow vision of the appropriate use of ICT in teaching and learning.

I trust that the Guidelines for Teacher Training and Professional Development in ICT will contribute towards the meaningful use of ICT in education. As teachers become more conversant with ICT and learn to harness its potential, I believe that new perspectives will unfold and these will enrich their own teaching practices as well as the educational experiences of learners.

Mr. D HindleDirector-GeneralDate: 23 November 2007


Section 1: Background

1.1 Introduction

The White Paper on e-Education, published in 2004, guides the Department of Education's approach to e-education and the integration of information and communication technologies (ICT) into teaching and learning. Among other things, ICT is to be used to create greater access to learning opportunities, redress inequalities, improve the quality of teaching and learning, and provide personalised learning experiences.

The White Paper characterises schools that implement e-Education as institutions that have:learners who utilise ICT to enhance learning;•qualified and competent leaders who use ICT for planning and management;•qualified and competent teachers who use ICT to enhance teaching and learning;•access to ICT resources that support the curriculum; and•connections to ICT infrastructure.•

All teachers will thus require the knowledge, skills, values and attitudes, as well as the necessary support, to integrate ICT into teaching and learning, and to support them in their various roles as mediators of learning, interpreters and designers of learning programmes, leaders, administrators, scholars, assessors and subject specialists.

In terms of the White Paper on e-Education, a national framework for teacher development in ICT has to be developed. The framework should provide an understanding of the interrelationship between different components of teacher development in order to assist teachers, managers, policy makers and service providers.

This document sets out the ICT knowledge, skills, values and attitudes needed by teachers to implement the National Curriculum Statement effectively. Competencies for the administration of education will be dealt with separately.

1.2 Approach to teacher development in ICT

By incorporating certain essential principles, this document reflects a holistic approach to teacher development in ICT. It acknowledges that ICT skills cannot be practised in isolation from their context. It also acknowledges that the development of ICT skills and knowledge for teachers should be an integral part of initial and continuing teacher development programmes, as reflected in the National Policy Framework for Teacher Education and Development in South Africa.

1 Department of Education

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Guidelines for Teacher Training and Professional Development in icTGuidelines for Teacher Training and Professional Development in icT

The holistic approach to teacher development has the following three dimensions (adapted from the European Union's T3 Core Curriculum for Telematics in Teacher Training):

1.2.1 A pedagogical dimension, which implies an understanding and application of the opportunities of the use of ICT for teaching and learning in a local curriculum context.

1.2.2 A technical dimension, which implies an ability to select, use and support a range of ICT resources as appropriate to enhance •personal and professional effectiveness; andthe willingness to update skills and knowledge in the light of new developments. •

1.2.3 A collaboration and networking dimension, which includes a critical understanding of the added value of learning networks and collaboration •within and between partners; and the ability to create and participate in communities of practice.•

These dimensions are embedded in the national and local infrastructure, culture and context.

1.3 e-Education and implementation of the National Curriculum Statement

The concept of e-Education revolves around the use of ICT to accelerate the achievement of national education goals. These goals underpin the development and implementation of the National Curriculum Statement (NCS), and are as follows:

The social transformation of post-apartheid South African society.• The imperative to transform South African society by making use of various transformative tools stems from a need to address the legacy of apartheid in all areas of human activity, particularly education. Social transformation in education is needed to ensure that the educational imbalances of the past are redressed and that equal educational opportunities are provided for all sections of the population.The implementation of an outcomes-based approach to education. • Outcomes-based education is a shift towards a developmental, learner-centred and activity-based approach to learning. It is also designed to promote problem-solving and critical thinking skills, which form the basis of 21st Century skills. The development of high levels of knowledge and skills.• Social justice requires the empowerment of those sections of the population previously disempowered by the lack of knowledge and skills. The integration and applied competence across subjects and fields of learning.• The NCS seeks to promote the integrated learning of theory, practice and reflection.The valuing of indigenous knowledge systems. • Indigenous knowledge systems in the South African context refer to a body of knowledge embedded in African philosophical thinking and social practices that have evolved over thousands of years and which have to be nurtured.Increasing the credibility, quality and efficiency of education in South Africa.•

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e-Education strongly supports the principles underpinning the NCS. In particular, it supports the problem-solving and critical thinking aspects of the NCS by developing the ability of learners to:

apply ICT skills to access, analyse, evaluate, integrate, present and communicate information;•create knowledge and new information by adapting, applying, designing, inventing and •authoring; and function effectively in a knowledge society by using appropriate ICT and mastering •communication and collaboration skills.

Furthermore, when ICT is successfully integrated into teaching and learning, it can ensure a more meaningful interaction of learners with information. ICT can promote the development of advanced cognitive skills such as comprehension, reasoning, problem-solving and creative thinking, as well as the ability of learners to:

identify and solve problems and make decisions using critical and creative thinking strategies;•work effectively with others as members of a team, group, organisation and community;•organise and manage themselves and their activities responsibly and effectively;•collect, analyse, organise and critically evaluate information;•communicate effectively using visual, symbolic and/or language skills in various modes;•use science and technology effectively and critically, showing responsibility towards the •environment and the health of others; anddemonstrate an understanding of the world as a set of related systems by recognising that •problems cannot be separated from their contexts.

1.4 Teacher ICT knowledge, skills, values and attitudes

Teachers are central to the implementation of the NCS. The challenge for teacher development in ICT is to provide teachers with the necessary knowledge, skills and understanding to successfully integrate ICT into everyday educational practices in a meaningful way.

The White Paper on e-Education views ICT development as a process that takes teachers and learners through learning about ICT, learning with ICT and learning through the use of ICT.

Learning about ICT refers to exploring what can be done with ICT. This is an operational dimension that refers to skills that are necessary for the use of ICT.

Learning with ICT refers to using ICT to supplement normal teaching processes and resources. It involves stepping into a culture and mindset that supports the practice of using ICT for educational purposes, regardless of one's level of expertise. ICT should be used to support new ways of teaching and learning, not simply as an educational extra, but as an effective means to support curriculum delivery and achieve educational outcomes.

Learning through the use of ICT refers to utilising ICT to support new ways of teaching and learning. This requires a critical dialogue, analysis among teachers, and research resources to expand teachers' perspectives on the benefits of ICT.

Teacher development should, however, maintain a balance between developing effective teaching and learning strategies and increasing the knowledge and skills of teachers in the use of ICT. This document will focus on maintaining this balance in the components of the framework.

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Section 2: Introduction to the Teacher Development Framework

2.1 Definitions

For the purposes of this document, the following definitions apply to the ICT development of teachers:

2.1.1 ICT literacy

The Programme for International Student Assessment defines ICT literacy as "the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge and communicate with each other in order to participate effectively in society" (Partnership for 21st Century Skills, 2003). ICT literacy is the ability to use practical ICT skills in a particular context.

2.1.2 ICT integration

ICT integration into curriculum delivery is not simply about acquiring ICT competency. It is about the "appropriate selection, use, mix, fusion and integration of many sets of competencies including, but not exclusively, those in pedagogy and technology" (Information and Communication Technology in Education, UNESCO; 2003:18). These competencies, once achieved and contextualised, create new learning environments in which learners take decisions about their own learning while teachers facilitate the process.

ICT integration into curriculum delivery requires understanding from the teacher and requires some changes in classroom practices. It is a multi-dimensional concept that requires a wide base of understanding and an exploration of the many opportunities that ICT offers. It requires creativity and imagination from both teachers and learners, and teachers should believe that learners can also contribute to the learning experience.

Inevitably, this will change the way that teaching and learning take place and the way they are organised and managed. It can offer flexible-learning contexts in terms of how, when and where learning takes place. This can have an impact on the way a school is managed and administered.

2.2 Principles for ICT in teacher development

The following are key principles to be followed in the professional development programmes for teachers:

Educational goals should be primary. The focus should not be on providing technical ICT •skills only, but on the use of ICT to achieve learning outcomes.Teacher development programmes should provide teachers with situated/contextualised •learning experiences. Programmes should be subject-specific and relevant to the learning areas.


Teacher development programmes should be needs driven. Programmes should respond to the •requirements of subjects such as Computer Application Technology, Information Technology, Geography, Design and Accounting.Ongoing support should be consistently available. This includes pedagogic support (particularly •from subject advisers), technical support and creating communities of practice.Teacher development should be ongoing, due to the changing nature of ICT. Programmes •should reflect new technologies and applications.

2.3 Implementation

The White Paper on e-Education requires that the use of ICT, as a set of flexible tools for teaching and learning, be integrated into the Initial Professional Education of Teachers and Continuing Professional Teacher Development. This implies that all teachers should acquire relevant and appropriate ICT knowledge and skills, and be able to integrate ICT appropriately in teaching, learning and administration.

The purpose of this document is to identify the ICT knowledge and skills that teachers require to integrate ICT into the curriculum to support curriculum delivery in specific contexts. The development of teachers' ICT knowledge, skills, values and attitudes is therefore a personalised activity that depends on each teacher's unique ICT experience. This development cannot be a rigid linear progression. The approach should be customised to respond to particular needs, interests and contexts within which teachers will use ICT. Providers should be mindful of individual differences and provide flexible, responsive training programmes and modules.

The following guidelines should be taken into consideration when implementing development programmes:

There is no single best practice or general recipe for success.•Teacher development programmes should be flexible in access, modes of delivery and •content in order to make learning possible in meaningful and equitable ways.Teaching practice, including classroom organisation, will change if ICT is integrated effectively •in teaching and learning.Teacher development should be managed.•Programmes need not necessarily provide training in advance of requirements, but can •concentrate on giving essential training as the need arises.Development programmes should not take teachers out of classrooms during normal •school hours, so flexible delivery modes for training will be required.ICT development for teaching and learning does not happen in isolation, it also impacts on the •management and administration of a school.ICT development has an impact on whole-school development. This implies that •teachers at a school should develop a community of practice and support one another in developing ICT skills.Teacher needs and interests should be the driving force for their professional growth.•

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2.4 Development levels

The White Paper on e-Education outlines the following ICT development levels that are to be included in the framework:

Entry level.• The teacher is computer literate and is able to use computers. However, frustrations and insecurities are common in the introduction of ICT. At this level, teachers are likely to lack confidence.Adoption level. • The teacher is able to use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT.Adaptation level.• The teacher is able to use ICT to support everyday classroom activities at an appropriate NCS level, assess the learning that takes place and ensure progression. He/she is able to reflect critically on how ICT changes the teaching and learning processes and to use ICT systems for management and administration. Productivity increases at this level.Appropriation level.• The teacher has a holistic understanding of the ways in which ICT contributes to teaching and learning. He/she has an understanding of the developing nature of ICT, and an awareness that it is integral to the structure and purposes of the NCS. He/she has the experience and confidence to reflect on how ICT can influence teaching and learning strategies, and to use new strategies.Innovation level. • The teacher is able to develop entirely new learning environments that use ICT as a flexible tool, so that learning becomes collaborative and interactive. ICT is integrated as a flexible tool for whole-school development through redefining classroom environments and creating learning experiences that leverage the power of technology.

The adaptation, appropriation and innovation phases should not, however, be seen as exclusive descriptors of a teacher's skills level.

The following are the essential skills levels for the integration of ICT into curriculum delivery:Basic ICT knowledge and skills. These are the knowledge and skills to use ICT at a basic level, •and correspond to the entry and adoption levels of the framework.Integrative ICT knowledge and skills. These are the knowledge, skills and values to integrate •ICT into the design and practice of teaching and learning, and correspond to the adaptation and appropriation levels of the framework.Specialised ICT knowledge and skills. These focus on the transformational use of ICT to •redefine the role of the teacher and classroom environments, and correspond to the innovation level of the framework.


2.5 Targets for initial and continuing teacher development

The following targets are set for ICT skills development for practising and student teachers:All students leaving higher education for the teaching profession should have reached at •least the adoption level. This means that they should have the knowledge and skills to use a computer and application software. Furthermore, they should have the ability to use various ICT, including a computer, to support traditional management, administration, teaching and learning, and be able to teach learners how to use ICT.All practising teachers that have access to ICT should, as a minimum, be trained to the •adoption level.The adaptation and appropriation levels focus on the knowledge, skills and values to integrate •ICT into teaching and learning. At least 60% of teachers with access to ICT should reach the adaptation level and 20% should reach the appropriation level. Continuing professional development and advanced certificate of education programmes should respond to this target.The innovation level focuses on the transformational use of ICT to redefine the role of the •teacher and classroom environments. At this level, entirely new learning environments that use ICT as a flexible tool for whole-school development and for collaborative and interactive learning are developed. The innovation level is a specialisation level and is suited for study at advanced postgraduate levels. At least 10% of practising teachers should reach this level.

The Teacher Development Framework can be presented as follows:

Appropriation

Adaptation

Adoption

Entry

Innovation

Inter

grate

ICT in

to

Teach

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nd L

earn

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Basic

Spec

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The following approaches should be adopted in ICT skills development for student and practising teachers:

All higher education institutions should offer compulsory ICT in teaching and learning in •teacher development courses (up to appropriation level).Students currently in higher education institutions should be fast-tracked to bring them to at •least the adoption level by the end of their studies.From 2008, all students leaving higher education for the teaching profession should have •reached at least the adaptation level.All practising teachers who have access to ICT should, as a minimum, be trained to the •adaptation level by 2010.Subject advisors are to be trained up to appropriation level through a focused intervention •from the national Department of Education. Once trained, they will be able to assist teachers to utilise access to computers.

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and

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each

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and

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proc

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to u

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syste

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or

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at t

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teac

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take

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to c

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soc

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ethi

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ppro

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s in

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in te

achi

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and

is a

ble

to t

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fer

the

know

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lear

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;

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each

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to su

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and

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able

to te

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learn

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to u

se IC

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teac

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belie

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that

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cont

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and

can

cha

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teac

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min

istr

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she

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to:

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thic

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in

usin

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teac

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and

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pply

sim

ple

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add

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the

se.

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each

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com

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use

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teac

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to v

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to u

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hi

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an a

war

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sic

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term

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1.1

Kno

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sk

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valu

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and

attit

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to I

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Guid

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Inno

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The

teac

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w a

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nova

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uses

for

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and

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sh

are

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lic f

ora

(com

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of

prac

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.

The

teac

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is a

ble

to:

deve

lop,

set

up

and

man

age

•in

tegr

ated

IC

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yste

ms

in t

he

scho

ol e

nvir

onm

ent;

teac

h te

chni

cal s

kills

to o

ther

•

teac

hers

.

App

ropr

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on l

evel

nurt

ure

the

deve

lopm

ent

•of

lear

ner

ICT

com

pete

nce

in

the

cont

ext o

f th

e ed

ucat

iona

l us

e of

IC

T.

The

teac

her

is a

ble

to c

reat

e re

sour

ces

by u

sing

the

adva

nced

fe

atur

es o

f ap

plic

atio

n

prog

ram

s.

The

teac

her

is a

ble

to:

use

and

man

age

a ra

nge

•

of I

CT

res

ourc

es f

or in

form

a-tio

n ac

cess

, dev

elop

men

t and

pr

esen

tatio

n of

mat

eria

ls,

com

mun

icat

ion

and

man

agem

ent;

oper

ate

a lo

cal a

rea

netw

ork;

•m

anag

e da

ta a

nd in

form

atio

n •

secu

rity

on t

he n

etw

ork;

set u

p an

d m

anag

e •

appr

opri

ate

tech

nica

l sys

tem

s on

the

sch

ool n

etw

ork.

Ada

ptat

ion

leve

l

prov

ides

opp

ortu

nitie

s

•fo

r le

arne

rs to

use

IC

T;m

akes

info

rmed

dec

isio

ns

•co

ncer

ning

the

use

of

op

en-s

ourc

e an

d pr

opri

etar

y so

ftw

are.

The

teac

her

is a

ble

to:

use

inte

grat

ed f

eatu

res

of

•ap

plic

atio

ns, i

nclu

ding

dat

a an

alys

is to

ols,

dat

a tr

ansf

er

betw

een

prog

ram

s an

d

mul

tim

edia

pre

sent

atio

n pr

ogra

ms;

mon

itor

and

eval

uate

•

lear

ner

prog

ress

by

usin

g IC

T

appl

icat

ion

prog

ram

s;un

ders

tand

the

pri

ncip

les

•

of m

ulti-

med

ia s

elec

tion

fo

r pr

esen

tatio

ns.

The

teac

her

is a

ble

to:

use

emer

ging

com

mun

icat

ion

•an

d ot

her

tech

nolo

gies

for

te

achi

ng a

nd le

arni

ng, e

.g.

inte

ract

ive

whi

tebo

ards

, ha

nd-h

eld

devi

ces,

etc

.;ke

ep h

im/h

erse

lf up

-to-

date

•

with

dev

elop

men

ts in

the

IC

T f

ield

and

rec

ogni

se t

he

rele

vanc

e of

new

har

dwar

e an

d so

ftw

are

appl

icat

ions

for

ed

ucat

ion;

unde

rsta

nd t

he n

eed

for,

•

and

oper

atio

n of

, a lo

cal

area

net

wor

k;

Ado

ptio

n le

vel

The

teac

her

is a

ble

to:

use

the

adva

nced

•

func

tiona

litie

s of

app

licat

ion

soft

war

e to

enh

ance

ele

men

ts

of t

radi

tiona

l man

agem

ent,

adm

inis

trat

ion

and

cl

assr

oom

act

iviti

es;

prov

ide

help

and

sup

port

to

•ot

her

teac

hers

and

lear

ners

.

The

teac

her

is a

ble

to:

conf

iden

tly in

stal

l a

•co

mpu

ter

and

peri

pher

als;

carr

y ou

t fir

st-le

vel t

roub

le-

•sh

ooti

ng;

rem

edy

com

mon

tech

nica

l •

prob

lem

s;pr

ovid

e fi

rst-

leve

l end

-use

r •

supp

ort.

Ent

ry l

evel

The

teac

her

is a

ble

to:

conf

iden

tly u

se b

asic

•

func

tions

in a

pplic

atio

n

prog

ram

s;ap

ply

know

ledg

e of

IC

T

•ap

plic

atio

n pr

ogra

ms

in

adm

inis

trat

ion

and

less

on

plan

ning

;ca

rry

out f

irst

-leve

l •

trou

bles

hoot

ing

in

prog

ram

s;us

e IC

T h

elp

func

tions

.• The

teac

her

is a

ble

to:

oper

ate

a co

mpu

ter

and

•pe

riph

eral

s co

nfid

ently

; id

entif

y IC

T h

ardw

are

•re

sour

ces,

e.g

. co

mpu

ters

, in

tera

ctiv

e w

hite

boar

ds, e

tc.;

carr

y ou

t fir

st-le

vel

•tr

oubl

esho

otin

g in

com

pute

r la

bora

tori

es;

iden

tify

min

or te

chni

cal

•pr

oble

ms

and

com

mun

icat

e th

ese

effe

ctiv

ely

to

supp

ort p

erso

nnel

.

Ele

men

t

1.2

Util

isat

ion

of

IC

T

appl

icat

ion

prog

ram

s

1.3

Tech

nica

l sk

ills

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

1111

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Inno

vati

on l

evel

The

teac

her

is a

ble

to:

deve

lop

colla

bora

tion

•to

ols;

publ

ish

on t

he I

nter

net;

•cr

eate

and

fac

ilita

te

•on

line

disc

ussi

on g

roup

s an

d vi

rtua

l co

mm

uniti

es.

App

ropr

iati

on l

evel

The

teac

her

is a

ble

to:

com

mun

icat

e w

ith o

ther

•

prof

essi

onal

s an

d

orga

nisa

tions

;cr

eate

onl

ine

disc

ussi

on

•gr

oups

reg

ardi

ng t

he u

se o

f IC

T f

or te

achi

ng

and

lear

ning

;en

cour

age

lear

ners

to

•us

e e-

mai

l for

str

uctu

red

educ

atio

nal s

ituat

ions

;fa

cilit

ate

inte

ract

ion

•be

twee

n le

arne

rs t

hrou

gh

the

use

of e

-mai

l and

the

In

tern

et;

crea

te in

form

atio

n an

d

•co

mm

unic

atio

n re

sour

ces

and

shar

e th

ese

with

oth

er

teac

hers

.

Ada

ptat

ion

leve

l

anal

yse

the

tech

nica

l ski

lls

•de

velo

pmen

t nee

ds o

f

indi

vidu

al le

arne

rs;

teac

h sk

ills

as a

nd w

hen

they

•

are

need

ed a

nd in

the

rig

ht

cont

ext;

iden

tify

tech

nica

l and

oth

er

•re

quir

emen

ts n

eede

d fo

r th

e ef

fect

ive

use

of d

igita

l co

nten

t.

The

teac

her

is a

ble

to:

com

mun

icat

e in

form

atio

n •

effe

ctiv

ely

usin

g a

vari

ety

of

com

mun

icat

ion

mod

es a

nd

tool

s;en

cour

age

lear

ners

to

•us

e e-

mai

l for

str

uctu

red

ed

ucat

iona

l tas

ks;

part

icip

ate

in o

nlin

e •

com

mun

ities

of

prac

tice;

find

app

ropr

iate

and

div

erse

•

elec

tron

ic r

esou

rces

and

use

th

em a

s an

inte

gral

par

t of

less

ons;

assi

st le

arne

rs to

do

•as

sign

men

ts/p

roje

cts

usin

g IC

T r

esou

rces

in t

heir

tas

ks.

Ado

ptio

n le

vel

The

teac

her:

fa

cilit

ates

inte

ract

ion

betw

een

•

lear

ners

thr

ough

the

use

of

e-m

ail;

unde

rsta

nds

the

Inte

rnet

and

e-m

ail

•co

mm

unic

atio

n pr

otoc

ols;

know

s ho

w to

use

the

tech

nica

l •

feat

ures

of

e-m

ail a

nd b

row

sing

pr

ogra

ms

for

educ

atio

nal b

enef

it;kn

ows

of t

he m

ajor

IC

T r

esou

rces

•

avai

labl

e fo

r th

e su

bjec

t/le

arni

ng a

rea;

can

dow

nloa

d in

form

atio

n an

d us

e •

file

s of

flin

e in

his/

her

clas

sroo

m;

can

sear

ch, f

ind

and

eval

uate

•

info

rmat

ion

for

use

in t

he c

lass

room

;ca

n sh

are

idea

s w

ith o

ther

teac

hers

•

usin

g e-

mai

l and

att

ach

docu

men

ts to

e-

mai

ls;

can

part

icip

ate

in d

iscu

ssio

n gr

oups

;•

can

subs

crib

e to

e-n

ewsl

ette

rs;

•ca

n ap

ply

digi

tal p

rese

ntat

ion

•

tech

niqu

es.

Ent

ry l

evel

The

teac

her:

ha

s an

aw

aren

ess

of t

he

•po

ssib

le u

ses

of t

he I

nter

net

in te

achi

ng a

nd le

arni

ng;

can

do s

impl

e se

arch

es o

n •

the

Inte

rnet

;ca

n id

entif

y so

urce

s of

•

info

rmat

ion

and

disc

rim

inat

e be

twee

n th

em;

can

com

mun

icat

e w

ith

•ot

her

teac

hers

usi

ng e

-mai

l;ca

n se

nd a

nd r

ecei

ve

•in

form

atio

n us

ing

e-m

ail.

Ele

men

t

1.4

Acc

essi

ng

and

usin

g el

ectr

onic

in

form

atio

n an

d co

mm

u-ni

catio

n re

sour

ces

and

ICT

sk

ills

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

12

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

12

Inno

vati

on l

evel

2. I

nteg

rati

on o

f IC

T in

to t

he C

urri

culu

m

The

teac

her

is a

ble

to:

use

ICT

to d

evel

op c

ritic

al

•th

inki

ng, i

nfor

med

de

cisi

on-m

akin

g,

colla

bora

tive

and

expe

rien

tial l

earn

ing;

use

ICT

to d

evel

op h

ighe

r •

leve

ls o

f co

gniti

ve p

roce

ssin

g.

App

ropr

iati

on l

evel

The

teac

her

is a

ble

to:

use

ICT

as

a re

sour

ce f

or

•hi

gher

-leve

l cog

nitiv

e sk

ills;

effe

ctiv

ely

use

ICT

to e

ngag

e •

in le

arni

ng p

ract

ices

tha

t lea

d to

sou

nd in

form

atio

n m

anag

emen

t;de

velo

p le

arne

rs' k

now

ledg

e •

man

agem

ent s

kills

;st

ruct

ure

the

use

of I

CT

•

to a

llow

for

gre

ater

leve

ls

of e

nqui

ry, a

naly

sis,

inte

rest

, co

llabo

ratio

n an

d cr

eativ

ity;

use

inte

ract

ive,

sub

ject

- •

spec

ific

sof

twar

e th

at

enco

urag

es s

imul

atio

n,

expe

rim

enta

l enq

uiry

, de

cisi

on m

akin

g, e

tc.

Ada

ptat

ion

leve

l

The

teac

her

is a

ble

to:

unde

rsta

nd t

he r

ole

of

•IC

T a

s a

reso

urce

for

le

arne

r-ce

ntre

d ac

tiviti

es;

use

a ra

nge

of in

form

atio

n •

reso

urce

s to

con

stru

ct

know

ledg

e;de

velo

p st

rate

gies

to

•as

cert

ain

the

accu

racy

, va

lidity

, rel

iabi

lity

and

bi

as o

f in

form

atio

n;us

e IC

T f

or k

now

ledg

e-•

build

ing

stra

tegi

es r

athe

r th

an f

or in

form

atio

n tr

ansf

er o

nly.

Ado

ptio

n le

vel

The

teac

her

is a

ble

to:

fin

•d

rele

vant

info

rmat

ion

on

the

Int

erne

t for

use

in t

he

clas

sroo

m;

criti

cally

ana

lyse

info

rmat

ion

•fo

und

to d

eter

min

e its

qu

ality

and

acc

urac

y;or

gani

se a

nd p

roce

ss

•in

form

atio

n in

var

ious

fo

rmat

s;us

e ex

isti

ng s

trat

egie

s

•to

asc

erta

in t

he a

ccur

acy,

va

lidity

, rel

iabi

lity

and

bi

as o

f in

form

atio

n;pr

esen

t and

com

mun

icat

e •

info

rmat

ion;

unde

rsta

nd t

he s

ocia

l,

•ec

onom

ic a

nd e

thic

al is

sues

as

soci

ated

with

IC

T u

se,

e.g.

cop

yrig

ht a

nd in

telle

ctua

l pr

oper

ty r

ight

s, li

cenc

e ag

reem

ents

, etc

.;id

entif

y po

tent

ial s

ourc

es

•of

dig

ital c

onte

nt, i

nclu

ding

ed

ucat

ion

port

als,

and

the

co

st im

plic

atio

ns o

f va

rious

sou

rces

.

Ent

ry l

evel

The

teac

her:

is a

ble

to o

btai

n di

gita

l •

info

rmat

ion

for

his/

her

us

e in

the

cla

ssro

om;

know

s of

the

soc

ial,

•

econ

omic

and

eth

ical

issu

es

asso

ciat

ed w

ith I

CT

use

, e.

g. c

opyr

ight

and

inte

llect

ual

prop

erty

rig

hts,

lice

nce

agre

emen

ts, e

tc.

Ele

men

t

2.1

Info

rmat

ion

man

agem

ent

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

1313

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Inno

vati

on l

evel

The

teac

her:

has

a so

und

•

know

ledg

e an

d un

ders

tand

ing

of t

he

char

acte

rist

ics

of

ICT

and

its

role

in

lear

ning

;co

ntri

bute

s re

sear

ch

•fi

ndin

gs

to o

nlin

e co

mm

uniti

es.

The

teac

her

is a

ble

to:

prov

ide

lead

ersh

ip in

•

inte

grat

ing

ICT

into

te

achi

ng a

nd

lear

ning

;un

ders

tand

•

diff

eren

t IC

T

lear

ning

en

viro

nmen

ts, a

nd

adap

t fle

xibl

y to

th

em.

App

ropr

iati

on l

evel

The

teac

her

is a

ble

to:

inte

grat

e IC

T s

eam

less

ly in

to t

he

•re

sear

ch p

roce

ss in

the

cla

ssro

om;

expl

ore

new

res

ourc

es a

nd

•op

port

uniti

es f

or t

he le

arne

rs to

use

IC

T in

res

earc

h;fa

cilit

ate

a le

arni

ng p

roce

ss in

whi

ch

•IC

T is

inte

grat

ed in

to t

he r

esea

rch

proc

ess

in t

he c

lass

room

and

whi

ch

refl

ects

crit

ical

and

cre

ativ

e th

inki

ng a

s w

ell a

s pr

oble

m-s

olvi

ng;

crea

te r

esea

rch

docu

men

ts w

ith c

orre

ct

•w

eb b

iblio

grap

hies

and

hyp

erlin

ks to

or

igin

al U

RL

s.

The

teac

her:

ha

s th

e ab

il•

ity to

tak

e a

criti

cal v

iew

of

the

pers

onal

and

edu

catio

nal u

se o

f IC

T

and

an u

nder

stan

ding

of

wha

t co

nstit

utes

app

ropr

iate

use

;ca

n in

itiat

e in

ter-

clas

sroo

m

•te

le-c

olla

bora

tion;

can

max

imis

e th

e ef

fect

iven

ess

of t

he

•us

e of

IC

T in

rel

atio

n to

cur

ricu

lum

ob

ject

ives

;ca

n re

flec

t on

and

adap

t the

ir te

achi

ng

•in

the

ligh

t of

his/

her

know

ledg

e,

unde

rsta

ndin

g an

d ex

peri

ence

in t

he

use

of I

CT

for

teac

hing

and

lear

ning

;ca

n de

velo

p hi

s/he

r ow

n pr

actic

es

•in

inte

grat

ing

ICT

into

teac

hing

an

d le

arni

ng;

can

plan

, del

iver

and

sup

port

lear

ning

•

activ

ities

invo

lvin

g th

e us

e of

IC

T t

hat

are

appr

opri

ate

to t

he u

nder

stan

ding

an

d ab

ility

of

user

s;

Ada

ptat

ion

leve

l

The

teac

her

is a

ble

to:

inte

grat

e IC

T in

to t

he r

esea

rch

•pr

oces

s in

the

cla

ssro

om;

faci

litat

e a

lear

ning

pro

cess

in w

hich

•

ICT

is u

sed

in r

esea

rch

proc

esse

s in

th

e cl

assr

oom

;us

e IC

T in

his/

her

own

rese

arch

.• The

teac

her:

un

ders

tand

s w

hen

the

use

of

•IC

T is

app

ropr

iate

to t

he te

achi

ng

and

lear

ning

str

ateg

y be

ing

appl

ied;

can

adap

t tra

ditio

nal t

each

ing

•

met

hods

to in

tegr

ate

ICT

into

te

achi

ng a

nd le

arni

ng;

is p

repa

red

to le

t lea

rner

s us

e IC

T

•ev

en w

hen

he/s

he is

not

fam

iliar

w

ith a

par

ticul

ar a

pplic

atio

n/us

e;is

aw

are

of a

nd m

odel

s be

st

•pr

actic

es in

inte

grat

ing

ICT

in

to te

achi

ng a

nd le

arni

ng;

iden

tifie

s an

d us

es I

CT

res

ourc

es

•th

at c

ould

mos

t ben

efit

teac

hing

and

le

arni

ng b

y

ºev

alua

ting

lear

ning

res

ourc

es

ºac

hiev

ing

lear

ning

out

com

es

ºap

plyi

ng te

achi

ng s

trat

egie

s in

w

hich

IC

T s

uppo

rts

teac

hing

and

le

arni

ng;

Ado

ptio

n le

vel

The

teac

her

is a

ble

to:

unde

rsta

nd s

ocia

l, ec

onom

ic

•an

d et

hica

l iss

ues

asso

ciat

ed

with

IC

T u

se in

the

res

earc

h pr

oces

s;us

e IC

T to

sup

port

the

•

trad

ition

al r

esea

rch

proc

ess

in

the

clas

sroo

m;

eval

uate

the

res

earc

h pr

oces

s •

in t

he c

lass

room

usi

ng I

CT.

The

teac

her

is a

ble

to:

use

vario

us I

CT,

incl

udin

g •

the

com

pute

r, to

sup

port

tr

aditi

onal

teac

hing

and

le

arni

ng;

desi

gn a

ser

ies

of le

sson

s •

mak

ing

use

of I

CT

to e

nric

h th

e le

arni

ng e

nvir

onm

ent;

teac

h le

arne

rs h

ow to

use

•

ICT;

use

new

res

ourc

es a

nd

•op

port

uniti

es f

or te

achi

ng

and

lear

ning

.

Ent

ry l

evel

The

teac

her

is a

ble

to

appl

y ba

sic

ICT

lit

erac

y sk

ills

to

rese

arch

pro

cess

es in

th

e cl

assr

oom

.

The

teac

her

is a

ble

to:

use

ICT

to c

reat

e •

basi

c do

cum

ents

su

ch a

s w

orks

heet

s,

test

s, e

tc.,

and

uses

th

ese

docu

men

ts

in t

he c

lass

room

;us

e in

form

atio

n •

obta

ined

thr

ough

el

ectr

onic

mea

ns

to e

nhan

ce te

achi

ng

and

lear

ning

.

Ele

men

t

2.2

Res

earc

h pr

oces

s

2.3

Teac

hing

an

d le

arni

ng

envi

ronm

ent

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

14

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

14

Inno

vati

on l

evel

The

teac

her

is a

ble

to:

refl

ect o

n th

e

•ef

fect

iven

ess

of

ICT

ass

essm

ent

stra

tegi

es;

impr

ove

on

•IC

T a

sses

smen

t st

rate

gies

;ad

apt a

nd c

reat

e

•ne

w I

CT

ass

essm

ent

stra

tegi

es.

App

ropr

iati

on l

evel

is a

war

e of

and

pla

ns f

or b

oth

the

•

dive

rsity

and

uni

quen

ess

of le

arne

rs

(incl

usiv

e ed

ucat

ion)

thr

ough

the

use

of

IC

T in

lear

ning

;ta

kes

the

age

of le

arne

rs in

to a

ccou

nt;

•ca

n en

cour

age

and

dem

onst

rate

goo

d •

clas

sroo

m p

ract

ice

thro

ugh

the

use

of

ICT,

e.g

. co

llabo

rativ

e w

orki

ng,

reso

urce

-bas

ed te

achi

ng a

nd le

arni

ng,

prob

lem

-sol

ving

, que

stio

ning

, etc

.;ex

peri

men

ts w

ith e

mer

ging

IC

T;•

ensu

res

that

IC

T p

lays

a s

uppo

rtiv

e

•ro

le, r

athe

r th

an d

omin

atin

g a

less

on/

task

;us

es I

CT

eff

ectiv

ely

to p

rom

ote

•

colla

bora

tive

grou

p w

ork;

impl

emen

ts p

roje

ct-b

ased

lear

ning

; •

publ

ishe

s qu

ality

pre

sent

atio

ns o

nlin

e;•

is a

ble

to r

efle

ct o

n te

achi

ng m

etho

ds

•an

d re

cogn

ise

whe

n th

ey a

re n

ot b

eing

en

hanc

ed b

y IC

T.

The

teac

her

is a

ble

to:

deve

lop

asse

ssm

ent t

echn

ique

s

•to

man

age

onlin

e le

arni

ng;

eval

uate

the

impa

ct I

CT

has

had

•

on le

arne

r pe

rfor

man

ce u

sing

op

en-e

nded

, pro

ject

-bas

ed a

sses

smen

t.

Ada

ptat

ion

leve

l

orga

nise

s th

e cl

ass

and

•

clas

sroo

m w

hen

mak

ing

us

e of

IC

T to

ach

ieve

le

arni

ng o

utco

mes

;de

velo

ps p

roje

ct-b

ased

•

lear

ning

ski

lls;

can

choo

se t

he m

ost s

uita

ble

•re

sour

ces

from

a r

ange

of

gene

ric

and

subj

ect s

peci

fic

soft

war

e fo

r us

e in

teac

hing

an

d le

arni

ng;

enco

urag

es le

arne

rs to

use

•

ICT

for

pre

sent

atio

ns.

The

teac

her

is a

ble

to:

use

soft

war

e ap

plic

atio

ns to

•

crea

te a

sses

smen

t ins

trum

ents

;m

onito

r, ev

alua

te a

nd a

sses

s •

the

use

of I

CT

in te

achi

ng

and

lear

ning

.

Ado

ptio

n le

vel

The

teac

her

is a

ble

to:

crea

te a

nd u

se a

sses

smen

t too

ls

•lik

e ru

bric

s, te

st

gene

rato

rs a

nd it

em b

anks

;re

gist

er a

nd p

roce

ss

•ev

alua

tion/

asse

ssm

ent

data

and

pas

s th

is o

n to

th

e sc

hool

adm

inis

trat

ion

sy

stem

.

Ent

ry l

evel

The

teac

her

is a

ble

to:

crea

te in

stru

men

ts

•(e

.g. t

able

s) f

or

asse

ssm

ent a

nd

reco

rd-k

eepi

ng;

use

ICT

app

licat

ions

•

to r

ecor

d as

sess

men

ts.

Ele

men

t

2.4

Ass

essm

ent

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

1515

Guid

elin

es fo

r Tea

cher

Tra

inin

g an

d Pr

ofes

siona

l Dev

elop

men

t in

icT

Depa

rtmen

t of E

duca

tion

Inno

vati

on l

evel

The

teac

her

is c

apab

le

of s

peci

alis

ing

in th

e m

anag

emen

t of

ICT

in

edu

catio

n.

The

teac

her

is a

ble

to

cont

ribut

e to

edu

catio

nal

inno

vatio

n w

ith h

is/h

er

in-d

epth

kno

wle

dge

of

the

lear

ning

pro

cess

and

th

e ro

le o

f IC

T in

this.

App

ropr

iati

on l

evel

The

teac

her

is a

ble

to:

deve

lop

and

faci

litat

e th

e •

impl

emen

tatio

n of

a s

choo

l pol

icy

on

ICT

and

Int

erne

t usa

ge;

desi

gn a

nd m

anag

e ac

tiviti

es s

o th

at

•le

arne

rs t

ake

resp

onsi

bilit

y fo

r th

eir

own

lear

ning

;de

mon

stra

te I

CT

lead

ersh

ip s

kills

.• The

teac

her

is a

ble

to c

ontr

ibut

e to

ed

ucat

iona

l inn

ovat

ion.

Ada

ptat

ion

leve

l

The

teac

her

is a

ble

to:

orga

nise

IC

T r

esou

rces

•

effe

ctiv

ely

in t

he c

lass

room

;pl

an a

nd im

plem

ent l

esso

ns

•in

whi

ch t

he p

urpo

se o

f IC

T

is c

lear

, the

nee

ds, e

xper

ienc

es

and

abili

ties

of le

arne

rs a

re

cons

ider

ed a

nd t

heir

pro

gres

s is

re

gula

rly m

onito

red,

and

th

e co

urse

of

the

less

on

is t

aken

into

acc

ount

;ef

fect

ivel

y in

tegr

ate

ICT

into

•

lear

ning

, tak

ing

issu

es o

f ac

cess

in

to a

ccou

nt;

prov

ide

supp

ort s

truc

ture

s an

d •

oppo

rtun

ities

com

men

sura

te

with

the

nee

ds a

nd a

bilit

ies

of

the

lear

ners

;m

onito

r an

d ev

alua

te t

he

•pr

ogre

ss o

f le

arne

rs in

usi

ng

ICT

eff

ectiv

ely;

plan

lear

ning

to id

entif

y

•w

ays

of u

sing

, man

agin

g

and

asse

ssin

g IC

T.

The

teac

her

has

a re

ason

able

un

ders

tand

ing

of in

nova

tion

in

IC

T in

edu

catio

n.

Ado

ptio

n le

vel

The

teac

her

is a

ble

to:

inte

grat

e re

sour

ces

foun

d

•on

the

Int

erne

t in

plan

ning

le

sson

s;us

e IC

T to

cre

ate

file

s an

d •

docu

men

ts to

ass

ist i

n pe

rson

al

plan

ning

, les

son

plan

ning

, as

wel

l as

clas

sroo

m a

dmin

istr

a-tio

n an

d m

anag

emen

t;ap

ply

child

onl

ine

safe

ty

•m

easu

res

and

teac

h

lear

ners

onl

ine

safe

ty s

kills

;ca

rry

out a

nee

ds a

naly

sis

on

•IC

T in

fras

truc

ture

and

ski

lls

requ

irem

ents

in t

heir

sch

ool.

Ent

ry l

evel

The

teac

her:

know

s th

at I

CT

can

•

impr

ove

clas

sroo

m

man

agem

ent;

atte

mpt

s to

use

IC

T

•to

man

age

clas

sroo

m

activ

ities

.

Ele

men

t

3. M

anag

emen

t

4.

Inno

vatio

n

16


16


Notes


Notes

18


18


Notes

Guidelines for Teacher Training and Professional Development in icT · 2013-03-12 · Guidelines for Teacher Training and Professional Development in icT Section 1: Background 1.1

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