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Educator Development for ICT Framework


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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Last updated: 29 May 2000