ICT Competency Standards for Teachers

ICT Competency Standards for Teachers DETYA project by ACSA, ACCE, TEFA and UWS

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.

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

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

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

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”

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”

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

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

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

The Research - overseas… • Overseas developments… - New Zealand - Canada - USA - UK - Denmark

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

within Australia…

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

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

…Issues… • A Performance Management or Professional Development Model • • ICT Competency Standards Framework can accommodate both models

…Issues… • Separate or Embedded ICT Standards • • there is a need to have both… • • separate for current prominence • • embedding is the preferred longer term strategy

…Issues… • Generic vs Subject Specific Standards • • both evident in the literature • • standards must have a context • • standards developed from exemplars • • exemplars are context rich

…Issues… • Mandatory or Voluntary • • only systems can mandate • • need to convince teachers of the imperative • • could be mandated for beginning teachers

…Issues… • Standards for particular levels of teachers • • a continuum of development • • not linear • • multiple pathways to competence

…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

…Issues… • Education Authorities • • need for national approach • • standards interpreted at a local level • • link to existing standards

…Issues… • Who develops, implements and assesses the standards? • • by the profession, for the profession • • role of professional associations • • credentialing

…Issues… • Multiple sets of standards for different target groups • • evident in the literature • • catered for by exemplars • • generic with specialisation

…Issues… • Multiple sets of standards for teachers in different levels of schooling • • evident in the literature • • catered for by exemplars • • generic with specialisation

…Issues… • Standards for Teacher Educators • • same as for teachers/students • • understanding of potential of ICT • • role model

…Issues… • The dynamic nature of ICT • • framework needs to be flexible • • have a futures perspective • • regular review process

…Issues… • ICT Standards Framework and Curriculum • • need for ICT-rich student outcomes statements • • embedded in course frameworks, course documents and student profile statements

…Issues… • Relationship between teacher and student ICT standards • • student ICT standards need to be developed in concert with teacher standards • • MCEETYA Taskforce work

…Issues… • Supporting Capabilities • • leadership and school capabilities • • curriculum and PD leader capabilities • • system capabilities (infrastructure) • • TE institutional capabilities

…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?

Where to next… • • up to DETYA or the profession

ICT Competency Standards for Teachers