Appendix E - Educator Competencies for ICT
Practical Competencies - where the educator demonstrates the ability to make decisions about which course of action to follow and performs the chosen action.
Foundational Competencies - where the educator demonstrates an understanding of the knowledge and thinking which underpins the actions taken.
Reflexive Competencies - where the educator demonstrates the ability to integrate performance and decision-making with understanding and the ability to adapt to change and unforeseen circumstances and explain the reasons behind these actions.8
1. Draw on generic ICT applications in order to prepare for teaching.
| Practical |
Use the word processor to prepare documents such as notes, worksheets and test papers. |
Make use of graphics and tables to attractively display information in word processor documents |
Make use of desktop publishing tools or principles if this would help to make the document more authentic and meaningful |
Create simple graphics to illustrate a concept if this is necessary |
Use a spreadsheet to display graphic information if this is necessary |
Use presentation software or web publication when it is most appropriate |
Foundational |
Understand the value of professional-looking documentation presentation to the learners |
Knowledge of the main applications such as word processor and spreadsheet |
Knowledge of the options available should new needs arise |
Reflexive |
Defend the use of a particular application as the most appropriate tool |
Recognise when use of ICT is not the most appropriate option |
Reflect on how the use of ICT could be improved for lesson preparation |
2. General competency in those ICT resources that could most benefit their teaching and the learners' learning.
| Practical |
Identify sources of information and discriminate between them |
Use ICT when it is the most effective tool for the lesson situation |
Structure learners' work to focus on the educational task and use ICT unobtrusively |
Foundational |
Know when the use of ICT is beneficial to the lesson |
Know what resources are available |
Be prepared to let learners use ICT even when the educator is not familiar with an application |
Reflexive |
Justify the use of specific ICT tools in a lesson |
Judge what ICT resources add value to the lesson |
Analyse the effectiveness of the lesson once ICT has been used |
3. Access and use of electronic information and communications resources such as the Internet, for the benefit of both the educator and the learner.
| Practical |
Use e-mail for communication with other educators and professional organisations |
Encourage learners to use e-mail for structured educational tasks |
Facilitate interaction between learners through the use of e-mail and the Internet. |
Access the WWW for educational and professional information resources |
Use Web search strategies effectively |
Foundational |
Know how to use e-mail and a Web browser |
Know how to use technical features of e-mail and browsing programmes for maximum educational benefit |
Know how to use information as a resource for higher order thinking |
Understand how the Web can enhance the learning experience |
Know of the most important major information and communication resources available for the educators learning area |
Reflexive |
Reflect on the use of the information resources and the construction of knowledge taking place |
Adapt lessons to make most beneficial use of the time online |
Review the use of e-mail in structured situations and facilitate if necessary |
Recognise pitfalls in telecollaboration and be prepared to adapt to circumstances |
4. Use of ICT to improve their professional and administrative efficiency.
Practical |
Use the spreadsheet for marks administration |
Use the spreadsheet or database for customised record-keeping |
Maintain communication with other professionals and organisations in the educators' field |
Use with school administration package, if applicable |
Foundational |
Knowledge of the relevant applications |
Understand how ICT can help educators be more efficient |
Know when the use of ICT would improve efficiency |
Reflexive |
Reflect on efficiency of administrative procedures |
Reflect on how current professional knowledge is |
Recognise the opportunities that ICT offers for professional growth |
5. Development of learners' ICT skills within the context of the lessons being taught.
| Practical |
Prepare lessons that allow for ICT integration |
Allow the use of ICT by the learners for traditionally paper-bound tasks |
Use project-based learning style |
Demonstrate ways of using ICT to learners |
Be a teacher and a learner of new ICT skills |
Create opportunities for the use of ICT during lessons and for tasks |
| Explore new resources and opportunities for the learners to use ICT |
Foundational |
Know when ICT can enhance the learning experience |
Know the basic ICT terminology |
Reflexive |
Recognise opportunities for the use of ICT and encourage such use |
Adjust existing practice to allow for ICT integration |
Assess the use of ICT for its intrinsic value to the work and not predominantly for its aesthetic value |
Recognise when the use of ICT is not appropriate |
Reflect on and analyse the level of use of ICT and strive to reach higher levels |
6. Key learning strategies that influence the use of ICT to support teaching and learning.
| Practical |
Use knowledge building strategies rather than information transfer |
Use problem-solving activities |
Encourage a spirit of inquiry |
Encourage a spirit of collaboration |
Facilitate life-long skills development |
Use project and resource-based learning techniques |
Encourage independent thinking |
Foster information literacy |
Foundational |
Be information literate |
Know the difference between traditional and reformed learning strategies |
Understand the value of life-long learning skills |
Know how to effectively use ICT to engage in learning practices that lead to sound information management. |
Know how to assess the process of information management |
Reflexive |
Reflect on teaching methods and recognise when they are not being enhanced by ICT |
Reflect on the nature of learning and life-long skills development in class |
Reflect on the way in which ICT is being used |
Discern when the use of ICT is appropriate to the learning strategy being used |
7. Organisation of class and classroom when making use of ICT to achieve lesson outcomes.
| Practical |
Use well-structured collaborative group work |
Organise activities in a structured way |
Design activities so that learners take responsibility for their own learning |
Offer diversity of activities in the learning programme |
Play a facilitative role in the lesson |
Ensure that ICT plays a supportive role, rather than dominate the educational task |
Foundational |
Know how to assess processes in resource and project-based learning |
Know how to facilitate and make strategic decisions regarding options available |
Reflexive |
Reflect on the role of ICT during the lesson |
Analyse the impact of ICT on the learning process |
Recognise where and when facilitation of the groups is required |
8. The role of computer literacy, with particular reference to the educational use of computers as a tool in a diverse and developing country like South Africa.
| Practical |
Be computer literate |
Teach with the computers in a supportive role, and not about the computer and its applications |
Teach ICT skills in the context only if and when they are required |
Use integrated approach to ICT skills development - integrated with curriculum context |
Foundational |
Know what is meant by the integrated approach |
Know when ICT skills training courses are appropriate |
Reflexive |
Reflect on the role of ICT skills in the learning process |
Analyse the needs for skills development of the learners and teach appropriate skills when they are necessary and in context |
9. Knowledge and understanding of the characteristics of information and its role in learning
| Practical |
Use information as a resource in life-long learning skills development |
Evaluate information in terms of accuracy, validity, reliability, bias |
Plan search strategies |
Foundational |
Be able to ascertain the accuracy, validity, reliability, bias of information |
Know which search engines best suit specific needs |
Understand the role of information as a resource for learner-centred activities |
Reflexive |
Reflect on the development of information literacy in learners |
Reflect on the development of knowledge management skills in learners |
10. Awareness of current health, legal and ethical issues regarding the use of ICT in the classroom.
| Practical |
Respect copyright laws regarding software piracy |
Respect intellectual property by insisting on per citing of references |
Demonstrate sound ergonomics |
Foundational |
Knowledge of software piracy issues |
Know about copyright and intellectual property rights of information |
Knowledge of health issues |
Reflexive |
Recognise infringements of copyright |
Recognise poor ergonomics |
11. Assessment of the contribution of ICT to the process of learning.
Practical |
Use assessment rubrics |
Assess continuously |
Assess formatively |
Use integrated assessment |
Foundational |
Understand the role of ICT in the learning process as a supportive tool |
Knowledge of assessment techniques |
Reflexive |
Reflect on the assessment process |
Reflect on learners' use of ICT |
Analyse the nature and level of ICT use |
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