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Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Information and Communication
Technologies
Teacher Competency
It is intended that this document be used as a guide for teachers, and other interested staff, when developing personal learning and development
plans that incorporate ICTs. It needs to be recognised that is will represent an individual’s ICTs journey and it is not expected that a teacher will
progress at the same rate across the key areas.
As a general guide:
• Minimum (COMPETENT) represents basic, functional use of ICTs in the classroom (Level 4 – Year 6/7 level) * FOCUS 2010*
• Developmental represents delivering curriculum activities through ICTs and sharing these practices within the school.
• Innovator represents someone who has an impact on the integration of ICTs in the curriculum on a whole school level.
• Leader represents someone who has an impact at a district, state, national or international level. (Smart Classrooms – PD Framework)
The development of the ICT Teacher Competency and ICT Certificate is due to a need to recognise quality teaching and professionalism within our
community and beyond. It will also recognise that many teachers are already operating at the various points along the continua. The continua’s focus
is on learning and teaching, not skills.
In 2010 Junior School teachers will reflect on their ICT learning journey and evaluation their skills and pedagogical development in relation to the ICT
Teacher Competency document.
ICT TEACHER COMPETENCY = VALUES, RELATIONSHIPS, KNOWLEDGE & PRACTICE
Adapted from ICTs for Learning -
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
COMPETENT – Lutheran Education Queensland
INQUIRING CREATING COMMUNICATING ETHICS, ISSUES & ICT OPERATING
Teachers facilitate
learning opportunities
that require students to
design, construct and
refine searches.
Teachers Plan, Design &
Develop a range of ICT
products and facilitate
learning opportunities.
Teachers use a variety of
ICT’s to present
information, make
connections and
collaborate locally and
globally.
Teachers promote the use
of ICTs in a safe, moral
and ethical manner.
Teachers maintain an
understanding of trends
and impacts.
Teachers maintain their
operational ICT skills
required to perform as
they inquire, create and
operate.
PE
DA
GO
GY
Decision making,
Planning, Conditions
for success,
Environment,
Preparation
Successfully planning the
appropriate use of ICTs in the
Learning Environment,
considering the diversity of the
learners, curriculum resources
and lifelong qualities
Planning the
engagement of digital
Inquiry in meaningfully
ways, that facilitate
effective search
strategies
Planning for the creation
of meaningful ICT
products/solns to
enhance learning.
Planning for effective
communication and
collaboration through the
use of digital
technologies.
Planning for the
engagement by students
in developing an
understanding of the
social and ethical issues in
ICT.
planning for the
engagement by students
in operating ICT in an
effective and purposeful
way to enhance their
learning
Processes Competently implementing ICTs
in Learning Environments
Active engagement of
students in meaningful
digital enquiries
providing opportunities
for higher level thinking
skills
Active, authentic and
critical engagement of
students in the creation of
a range of ICT products
and solutions.
Active, authentic and
critical engagement of
students to effectively
communicate through the
use of ICTs.
Active Authentic and
critical engagement of
students in understanding
the social issues in ICT,
and the ethical use of
digital technologies.
Active Authentic and
critical engagement of
students in autonomously
and purposefully
operating ICT
Assessment,
Evaluation,
Monitoring and
Review
Critical Evaluation and
Refinement of the Learning Cycle
Actively monitor and
evaluate inquiry process
learning events and
modify or manage
accordingly
Actively monitor, reflect
and refine upon the
creation cycle
Actively monitor and
evaluate learning events
which engage students in
a process of digital
communication and
collaboration
Actively monitor and
evaluate the students'
understanding of the
social and ethical issues
surrounding the use of
ICTs and modify
accordingly.
Actively monitor and
evaluate the students'
utilisation of ICT and their
comprehensive
knowledge of its functions
Skills Teach skills which are necessary
for teachers to competently
operate within the learning
environment
Competent in digital
search techniques
Competent in the creation
of digital products and
solutions
Competent in using digital
technology to enhance
communication and
collaboration
Competent in
understanding the social
and ethical issues
surrounding ICTs.
Competent in the function
and knowledge of a
variety of ICT and its
relevant purposeful
application
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Productive pedagogies through the use of ICT (Sourced
http://education.qld.gov.au/smartclassrooms/pdf/keyarea-prodped.pdf
ICTs and curriculum integration, classroom planning and management
Outcome: The teacher develops learning plans which reflect an understanding of the way ICTs may be used to support and enhance student learning across a range
of teaching and learning activities, using a variety of management strategies.
Outcome: The teacher, school and community actively participate in achieving a wide variety of learning outcomes using ICTs to transform learning environments.
Decision making, Planning, Conditions for success, Environment, Preparation: Successfully planning the appropriate use of ICTs in the Learning Environment,
considering the diversity of the learners, curriculum resources and lifelong qualities
� Planning the engagement of digital inquiry in meaningfully ways, that facilitate effective search strategies
� Planning for the creation of meaningful ICT products/solutions to enhance learning.
� Planning for effective communication and collaboration through the use of digital technologies.
� Planning for the engagement by students in developing an understanding of the social and ethical issues in ICT.
� Planning for the engagement by students in operating ICT in an effective and purposeful way to enhance their learning
Processes: Competently implementing ICTs in Learning Environments
� Active engagement of students in meaningful digital enquiries providing opportunities for higher level thinking skills
� Active, authentic and critical engagement of students in the creation of a range of ICT products and solutions.
� Active, authentic and critical engagement of students to effectively communicate through the use of ICTs.
� Active, authentic and critical engagement of students in understanding the social issues in ICT, and the ethical use of digital technologies.
� Active, authentic and critical engagement of students in autonomously and purposefully operating ICT
Assessment, Evaluation, Monitoring and Review: Critical Evaluation and Refinement of the Learning Cycle
� Monitor and evaluate inquiry process learning events and modify or manage accordingly
� Actively monitor, reflect and refine upon the creation cycle
� Actively monitor and evaluate learning events which engage students in a process of digital communication and collaboration
� Actively monitor and evaluate the students' understanding of the social and ethical issues surrounding the use of ICTs and modify accordingly
� Actively monitor and evaluate the students' utilisation of ICT and their comprehensive knowledge of its functions
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Skills ICTs knowledge, skills, processes and attitudes
Outcome: The teachers will be a lifelong learner who continually develops and expands operational skills, conceptual knowledge and appropriate attitudes towards
the uses of ICTs in educational settings and society.
Decision making and planning
Outcome: The teacher actively participates in the planning and management of ICTs at a school level that reflects systemic priorities and a shared vision within the
school setting.
Teach skills which are necessary for teachers to competently operate within the learning environment
� Competent in digital search techniques
� Competent in the creation of digital products and solutions
� Competent in using digital technology to enhance communication and collaboration Competent in understanding the social and ethical issues surrounding
ICTs.
� Competent in the function and knowledge of a variety of ICT and its relevant purposeful application
Teachers would be expected to use the St Andrews Junior School ICT Scope and Sequence documents as a starting point for
analysis of their ICT Teacher Competency, being aware that this is one aspect of their personal and professional growth in their
ICT journey.
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
ICT Teacher Competency Certificate ICT Teacher Competency Certificate provides a base level for teacher ICT practice. This includes some core skills, knowledge and abilities as well as ICT
in a pedagogical context.
ICT Certificate indicators
The ICT Teacher Competency Certificate indicators outline foundational level capabilities with ICT in a learning context.
Teachers seeking ICT Teacher Competency Certificate accreditation with St Andrews Lutheran College (recognised by Lutheran Education Queensland –
LEQ) need to demonstrate that their pedagogy aligns with these indicators.
(Indicators sourced from the Smart Classrooms ICT Certificate http://education.qld.gov.au/smartclassrooms/pdframework/ictc/indicators.html)
Professional Values
� I identify and participate in professional development to effectively implement planning where ICT is integrated
� I select ICT resources appropriate for learning in a range of contexts and for a diversity of learners
� I operate safely, legally, ethically and in accordance with departmental policy when using digital resources, technologies and online
environments.
� I model these practices with students
Professional Relationships
� I use ICT to communicate with others for professional purposes.
Professional Knowledge
� I understand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not as an end
itself.
Professional Practice
When planning, I incorporate the use of ICT in achieving curriculum goals.
� I provide opportunities for students to use ICT as part of their learning.
� I provide opportunities for students to use ICT to gather information and to communicate with a known audience.
� I manage the access to and use of ICT resources in meeting student learning needs.
� I use a range of ICT resources and devices for professional purposes.
� I use ICT to locate, create and record information and resources.
� I can store, organise and retrieve digital resources.
� I use ICT to access and manage information about student learning.
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Performance Indicators An example In practice Mentor, observed
Professional
Values
� I identify and participate in
professional development
to effectively implement
planning where ICT is
integrated
Active participation in PD, with the desire in
implement change and new ICTs into the
classroom/pedagogy.
Attendance at an ICT session using IWBs,
identifying tools and strategies to embed in the
classrooms
Stephen Dalby –
Use of Smart Board
software, and
other interactive
tools
� I select ICT resources
appropriate for learning in
a range of contexts and for
a diversity of learners
The incorporation of a variety of Web 2.0
tools and online collaborative environments.
Through exposure with external communities, an
opportunity to explore online technologies is
possible.
Sharon Sciasi –
Skype with
Yokohama
International
School
Voicethread, wiki
� I operate safely, legally,
ethically and in accordance
with departmental policy
when using digital
resources, technologies and
online environments.
The selection and promotion of resources
which are suitable for educational use such as
Creative Commons materials and Wikimedia.
The use of tools such as bibliographies and
promotion of ownership of materials.
When using search engines and online resources,
identifying the owner of the materials, and allow
students to develop understanding of the rights
of the creator.
Brenda Moore –
Use of
bibliographies with
younger students.
Modelling
searching
strategies and
incidental
discussions when
using the internet.
� I model these practices
with students
Teacher created materials and resources have
attribution to owner.
Creation of a PPT, or other digital presentation
and the owner of the material is clearly evident.
Julia Boulton, all
teachers
Professional
Relationships
Performance Indicators An example In practice Mentor, observed
� I use ICT to communicate
with others for professional
purposes.
Use of EDMODO to reflect on ICT practices Group ID:JS ICT 2010
The code to access the group is: kdx508
JS 2010
Use of listserves, user groups
MOODLE
Email, blogs, wikis, chatrooms…
OZTL Teacher Listserve
EDNA User groups - MyEDNA
Lyn Gibson – use of
JS blog
Kirsten Lange –
student/teacher
blog
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Professional
Knowledge
Performance Indicators An example In practice Mentor, observed
� I understand that ICT can be
used to benefit teaching and
learning and is most
effective when used in the
context of learning and not
as an end itself.
Incorporation of ICTs in the UOI, in the
design of the student task/assessment
allowing for student inquiry choice and
differentiation.
VARIOUS VARIOUS
Professional
Practice
When planning, I
incorporate the
use of ICT in
achieving
curriculum goals.
Performance Indicators An example In practice Mentor, observed
� I provide opportunities for
students to use ICT as part of
their learning.
� I provide opportunities for
students to use ICT to gather
information and to
communicate with a known
audience.
� I manage the access to and
use of ICT resources in
meeting student learning
needs.
The effective use of an IWB environment –
multimedia, interactive sites, use of
SCOOTLE/Learning Objects.
The use of ICTs as a reflection tool – use of
Web2.0 tools to post responses.
Through the use of MOODLE as a means for
students to access age appropriate
resources, to communicate in a secure
environment.
The use of any suitable medium
(PRESENTATION & CREATION tools).
Utilising research tools/ MOODLE to support
the UOI.
In the selection of the most appropriate ICT
tool to demonstrate student learning via
multimedia (PPT, Alternatives to PPT, Movie
Maker, Photostory..)
VARIOUS
Students Exploring Environmental issues – Yr 5
posting in Junior Library Chatroom and
WALLWISHER.
Sharing the Planet – exhibition UOI
Support the research process through selection
of age appropriate internet sources and
resources (including the use of SCOOTLE)
VARIOUS
Year 5 Teachers
Year 6 Teachers
Paula Humphrey
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Professional
Practice
(con’t)
When
planning, I
incorporate
the use of ICT
in achieving
curriculum
goals.
Performance Indicators An example In practice Mentor, observed
� I use a range of ICT
resources and devices
for professional
purposes.
� I use ICT to locate,
create and record
information and
resources
� I can store, organise
and retrieve digital
resources.
� I use ICT to access and
manage information
about student learning.
Through the use of online communities such as EDNA,
Twitter, EDMODO.
Through the use of online social bookmarking tools.
Use of COMMON DRIVE, MEDIA DRIVE (IWB resources,
digital media – photos, video).
Management of data/spreadsheets, or MOODLE as a
means to record and record student progress.
Resources suggested, and links to
professional reading are followed and
incorporated as appropriate into current use.
Julia Boulton –
EDNA, Twitter,
JSSALC, JS Library
and JS Blog
Julia Boulton
All teachers
All teachers
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Using your ICT Survey from 2009 and the ICT Teacher
Competency document prioritise your learning journey for
2010.
What are your pedagogical goals 2010 for the embedding of
ICTs to improve the learning outcomes of your students?
ICT TEACHER COMPETENCY = VALUES, RELATIONSHIPS, KNOWLEDGE & PRACTICE
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Performance Indicators
Work sample, evidence
Professional
Values
� I identify and
participate in
professional
development to
effectively implement
planning where ICT is
integrated
� I select ICT resources
appropriate for
learning in a range of
contexts and for a
diversity of learners
� I operate safely,
legally, ethically and in
accordance with
departmental policy
when using digital
resources,
technologies and
online environments.
� I model these
practices with
students.
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Professional
Relationships
Performance Indicators
Work sample, evidence
� I use ICT to
communicate with
others for professional
purposes.
Professional
Knowledge
Performance Indicators Work sample, evidence
� I understand that ICT
can be used to benefit
teaching and learning
and is most effective
when used in the
context of learning and
not as an end itself.
Junior School ICT TEACHER COMPETENCY DRAFT - December 2009
Professional
Practice
When
planning, I
incorporate
the use of ICT
in achieving
curriculum
goals.
Performance Indicators
Work sample, evidence
� I provide opportunities
for students to use ICT
as part of their learning.
� I provide opportunities
for students to use ICT
to gather information
and to communicate
with a known audience.
� I manage the access to
and use of ICT resources
in meeting student
learning needs.
� I use a range of ICT
resources and devices
for professional
purposes.
� I use ICT to locate,
create and record
information and
resources.
� I can store, organise and
retrieve digital
resources.
� I use ICT to access and
manage information
about student learning.