ICT Competency Standards for Teachers

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ICT Competency Standards for Teachers

• DETYA project by
• ACSA, ACCE, TEFA and UWS

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Main Tasks

• identify commonalities, differences and issues
  in approaches to teacher ICT competencies across
  the various Australian systems and sectors
• outline proposals for
• a teacher ICT competency framework in the area of
  ICT that could inform the work of teacher
  education faculties and education authorities
  and
• ways in which this work can be supported and
  shared at a national level through participation
  in online networks and services such as EdNA
  Online.

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Timeline

• July - October- prepare the opening review
  report
• October- conduct a 2 day national workshop
• January 2002- final project report including a
  proposal for a Teacher ICT Competency Framework

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Opening Review Paper

• comprises 3 documents
• - an issues paper
• - a mapping of standards developments in
• Australia
• - a mapping of standards developments in
• selected overseas countries

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In the beginning

• National Goals for Schooling (1999)
• Goal 1.6 states students should be confident,
  creative and productive users of new
  technologiesand understand the impact of those
  technologies on society

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then came

• Learning in an online world (1999)
• all teachers will be competent users of ICTs
  and able to apply these technologies to improve
  student learning

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along with

• develop teacher competency standards in using
  ICT in curriculum practice and incorporate
  teacher ICT standards into human resource
  management within education authorities and
  individual schools, including recruitment and
  promotion practices

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together with

• a high priority on professional development
• and
• Models of Teacher Professional Development for
  the Integration of ICT into Classroom Practices
  Project

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and

• a range of other Commonwealth sponsored projects
  in relation to Teacher Professional Standards-
  SPIRT projects- Australian College of Ed.
  workshops- MCEETYA Taskforces- QTP

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all with

• a shared, nationally agreed vision and commitment
  from all Australian education authorities

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The Research - overseas

• Overseas developments - New Zealand - Canada
  - USA - UK - Denmark

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The Research - overseas

• a number of different approaches
• common acknowledgement of the imperative for
  effective ICT use in schools - to improve
  student learning outcomes - to change the nature
  of schooling - to have ICT literate citizens

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within Australia
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The Issues
Nature of Competence problems of
terminology the ability to combine and apply
relevant attributes to particular tasks in
particular contexts not a check list

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Issues
Technical Competence or a Comprehensive View A
comprehensive view of competence including
technical and higher order cognitive knowledge,
skills and attitudes

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Issues
A Performance Management or Professional
Development Model ICT Competency Standards
Framework can accommodate both models
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Issues
Separate or Embedded ICT Standards there is a
need to have both separate for current
prominence embedding is the preferred longer
term strategy
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Issues
Generic vs Subject Specific Standards both
evident in the literature standards must have
a context standards developed from
exemplars exemplars are context rich
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Issues
Mandatory or Voluntary only systems can
mandate need to convince teachers of the
imperative could be mandated for beginning
teachers
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Issues
Standards for particular levels of teachers a
continuum of development not linear
multiple pathways to competence
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Issues
Minimum set of standards as a starting point a
minimum level of competence for all beginning
teachers what is that minimum? need
agreement of universities
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Issues
Education Authorities need for national
approach standards interpreted at a local
level link to existing standards
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Issues
Who develops, implements and assesses the
standards? by the profession, for the
profession role of professional
associations credentialing
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Issues
Multiple sets of standards for different target
groups evident in the literature catered
for by exemplars generic with specialisation
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Issues
Multiple sets of standards for teachers in
different levels of schooling evident in the
literature catered for by exemplars
generic with specialisation
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Issues
Standards for Teacher Educators same as for
teachers/students understanding of potential
of ICT role model
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Issues
The dynamic nature of ICT framework needs to
be flexible have a futures perspective
regular review process
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Issues
ICT Standards Framework and Curriculum need
for ICT-rich student outcomes statements
embedded in course frameworks, course documents
and student profile statements
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Issues
Relationship between teacher and student ICT
standards student ICT standards need to be
developed in concert with teacher standards
MCEETYA Taskforce work
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Issues
Supporting Capabilities leadership and school
capabilities curriculum and PD leader
capabilities system capabilities
(infrastructure) TE institutional capabilities
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Issues
Vision for educational leaders and decision
makers strategy is needed to convince the
education community at all levels of the
imperative to realise the potential of ICTs in
teaching and learning how?
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Where to next
up to DETYA or the profession