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Teacher competencies for ICT integration

The following list of competencies have been developed after analysis of educator competencies developed by major organisations such as ISTE (USA), ICAA(UK) and UNESCO, major approaches to professional development in ICT integration and the definition of levels of professional competency in ICT use .

Professional competence with ICT

  1. Draw on appropriate ICT applications to enhance personal and professional effectiveness
    • Fulfilling 7 roles of educator
    • Fulfilling school and district management roles
  2. Access and use electronic information and communications resources such as the Internet and e-mail, for the benefit of both the manager, educator and the learner
    • Participate and contribute to professional online communities
    • Facilitate collaborative learning between classes
  3. Reflect on practice with ICT in learning, then plan and implement appropriate and manageable change in practice
  4. Nurture the development of learner ICT competence in the context of educational use of ICT as a tool

    Integration of ICT with Curriculum
  5. Be aware and model best practice in current health, legal and ethical issues regarding the use of ICT in the classroom.
  6. Apply outcomes based assessment strategies using the contribution ICT can bring to the process.
  7. Identify and use ICT resources that could most benefit teaching and learning in the learning area and phase
    • Evaluation of learning resources
    • Achieving learning outcomes
    • Apply teaching strategies where ICT supports teaching and learning.
  8. Organise the class and the classroom when making use of ICT to achieve learning outcomes.
  9. Display a knowledge and understanding of the characteristics of information and its role in learning
  10. Be aware of and plan for both diversity and uniqueness of learners through the use of ICT in learning
    • Inclusive education
    • Relevance to age range and phase
    • Diverse backgrounds

    Management and leadership with ICT

  11. Apply knowledge and understanding of ICT integration when appropriate in fulfilling roles as an educator
  12. Provide a facilitative and mentoring role to other educators regarding the integration of ICT
  13. Participate in the development and evaluation of educational ICT policy at institutional/district level
  14. Embrace opportunities to make innovative use of ICT in one or more roles as an educator

 

Assessment of competencies

 

  1. Draw on appropriate ICT applications to enhance personal and professional effectiveness

    We will know that the educators have achieved this competency when they:
    • confidently use a word processor for preparing basic documents associated with their roles as educators e.g. exam papers, reports and letters
    • confidently use a spreadsheet for processing documents that require number processing, e.g. mark sheets, budgets
    • use presentation software to support presentation of reports and talks to gatherings
    • use ICT to support administration, record-keeping, analysis and reporting

  2. Access and use electronic information and communications resources such as the Internet and e-mail, for the benefit of both the manager, educator and the learner

    We will know that the educators have achieved this competency when they:
    • use e-mail to communicate with other educators on professional matters
    • participate and contribute to professional online communities
    • facilitate the use of e-mail by learners for educational use
    • use the Worldwide Web to find information that may inform and enhance their roles as educators
    • evaluate the credibility of web-based information

  3. Reflect on practice with ICT in learning, then plan and implement appropriate and manageable change in practice

    We will know that the educators have achieved this competency when they:
    • express how they feel about a lesson involving ICT, or the effectiveness of any other use of ICT in their roles as educators
    • identify factors that should change as a result of reflecting on practice
    • identify strategies to change practice as a result of reflection
    • reflect and plan in such a way that it sound principles of practice in ICT integration can be implemented

  4. Nurture the development of learner ICT competence in the context of educational use of ICT as a tool

    We will know that the educators have achieved this competency when they:
    • provide opportunities for learners to use ICT in the contexts of both curricular and extra-curricular activities
    • teach learners basic word processor and spreadsheet skills, e-mail skills and Web search techniques
    • provide support or arrange advanced support for learners working with ICT
    • are willing to facilitate learners who are working with ICT
    • use terminology which arises from the use of ICT in the learning area accurately and appropriately
    • model and give guidance to learners about the most appropriate ICT use for a specific purpose

  5. Be aware and model best practice in current health, legal and ethical issues regarding the use of ICT in the classroom.

    We will know that the educators have achieved this competency when they:
    • model good ergonomics when using ICT
    • make learners aware of child safety on the Internet
    • implement measures to affect child safety on the Internet
    • take measures to avoid computer virus infection
    • take strict measures to avoid software piracy
    • ensure that learners are not able to plagiarise when working with information
    • ensure that they and learners implement "fair use" principles
    • insist on permissions and acknowledgements of the use of intellectual property of others as required
    • teach learners good "netiquette"
    • value the privacy of information
    • clearly define what information is inappropriate socially or morally

  6. Apply outcomes based assessment strategies using the contribution ICT can bring to the process.

    We will know that the educators have achieved this competency when they:
    • assess developmental and critical outcomes that incorporate, directly or indirectly, the use of ICT as a tool
    • assess the specific contribution that ICT has made to learning
    • use ICT to produce assessment tools
    • use ICT-based assessment tools
    • assess the levels of attainment of individual learners when working collaboratively with ICT

  7. Identify and use ICT resources that could most benefit teaching and learning in the learning area and phase

    We will know that the educators have achieved this competency when they:
    • explain why they have decided to use an ICT tool for a specific purpose on a specific occasion
    • explain how the use of ICT is beneficial to achieve learning outcomes apply evaluation tools to digital learning resources
    • plan a unit of work deciding in advance when and how ICT will be used and assessed
    • emphasise the quality of content when learners use ICT productivity tools
    • know when and what inter-class collaboration is most beneficial
    • select tools and pedagogy that allow learners to manage their own learning
    • integrate ICT based and non-ICT base media into learning programmes
    • ask key questions that stimulate thinking

  8. Organise the class and the classroom when making use of ICT to achieve learning outcomes.

    We will know that the educators have achieved this competency when they:
    • schedule ICT-integrated lessons in locations where ICT is available
    • manage learning environments that contribute to the use of different ICT tools and pedagogy
    • prepare equipment, content and pedagogy appropriately when ICT is to be used with learning
    • manage group work with ICT
    • manage large computer-learner ratios when working with ICT
    • manage variable learner competencies with ICT in learning situations
    • know what kind of intervention is most appropriate in the class in order to best facilitate learning
    • know when and what inter-class collaboration is most beneficial
    • select tools and pedagogy that allow learners to manage their own learning
    • manage technical breakdowns in such a way that on planned lesson outcomes is minimal

  9. Display a knowledge and understanding of the characteristics of information and its role in learning

    We will know that the educators have achieved this competency when they:
    • prepare learners to find, compare, analyse and/or synthesise information from the Internet and other sources
    • phrase tasks in such a way that learners need to manage and present information using appropriate ICT tools
    • evaluate information in terms of its accuracy, validity, reliability and bias
    • choose and use appropriate tools to communicate with other sources of information
    • ask key questions that stimulate thinking
    • focus on information production by learners (with the support of ICT resources) rather than information transfer by teachers
    • manage information storage systems efficiently
    • make use of the dynamic nature of information, rather than just static information
    • link information between applications
    • share information with others

  10. Be aware of and plan for both diversity and uniqueness of learners through the use of ICT in learning

    We will know that the educators have achieved this competency when they:
    • select and use ICT tools and pedagogy that is appropriate to the gender, age level and phase of learners
    • select and use ICT tools and pedagogy that is appropriate for learners with disabilities
    • design learning activities with ICT that cater for diversity of learners
    • vary the presentation, documentation and media supporting lessons
    • teach appropriate basic skills for handling input devices for Foundation Phase learners
    • use ICT to support the development of numeracy and literacy
    • use ICT to support the learners' creative development

  11. Apply knowledge and understanding of ICT integration when appropriate in fulfilling roles as an educator

    We will know that the educators have achieved this competency when they:
    • participate actively in groups working about the use of ICT in education
    • use ICT tools to collaborate in the improvement of teaching and learning and management of the learning process
    • collaborate with management and administration regarding the implementation of ICT policy

  12. Provide a facilitative and mentoring role to other educators regarding the integration of ICT

    We will know that the educators have achieved this competency when they:
    • propose learning pathways for learners and colleagues for development of ICT integration skills
    • sharing knowledge and experiences of ICT integration with other educators either in the school, district or nationally at conference or online
    • accompany and support colleagues in their individual learning with ICT or with their ICT integration in class
    • encourage independent learning with ICT by helping colleagues to solve problems themselves, and not solving problems for them

  13. Participate in the development, evaluation and implementation of educational ICT policy at institutional/district level

    We will know that the educators have achieved this competency when they:
    • participate in ICT policy meetings, planning and implementation procedures of ICT policy
    • promote ICT integration within the school or district
    • take responsibility for the availability and usability of the ICT resources
    • mediate between the school/office and hardware and software providers
    • seek to improve their own ICT integration skills

  14. Embrace opportunities to make innovative use of ICT in one or more roles as an educator

    We will know that the educators have achieved this competency when they:
    • experiment with innovative ideas gleaned from global sources on ICT in education
    • inform management of innovative use of ICT and publish the results of such experimentation widely
    • use ICT to model relationships, analyse data, make predictions
 

 

What is the EDN?

Background

Approach

Modules

Research and Evaluation

Accreditation

The CD

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