Ict Competency Standards for Teachers

International journal of environmental and science education, 2016

The paper deals with problems of working out a test framework for the assessment of teachers' ICT competency in line with the requirements of "Teacher" occupational standard. The authors have analyzed the known approaches to assessing teachers' ICT competency – ISTE Standards and UNESCO ICT CFT and have suggested their own approach to analyzing the pedagogical activity based on the requirements of "Teacher" occupational standard for assessing the ICT competency in teachers. The crosscutting principles of using the ICT are determined and observance of them underlies the assessment of teachers' ICT competency, in particular: the priority of health and safety of educational process participants; observance of ethic and moral interaction standards, including the IEE; cooperation and constructive interaction of all educational process participants, among them teachers, learners, parents, representatives of the administration. The authors have attempted to ...

Journal of Education and Learning (EduLearn), 2018

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EDULEARN22 Proceedings, 2022

The intensive development of the information society is changing the way many industries operate. Over the last few years, a particular type of transformation can be observed among educational institutions. It is educational institutions that are now making more efficient and courageous use of cyberspace resources and the potential of information and communication technology (ICT). Media-enhanced learning and teaching is mainly carried out by educators who, either intentionally or forced by circumstances, implement ICT in their school teaching. This is a natural and common process, though it is limited by many individual or macro-social factors (e.g. administrative, financial, cultural). This paper attempts to isolate the key factor responsible for the implementation of ICT in education, which is the possession of digital skills among future teaching staff. Given that each profession uses ICT differently and the style of use changes with the development of e-services and hardware performance, it is important to ask the question about the set of skills that a modern teacher should have. The aim of this text is to provide a phenomenological overview of the components of digital competence among the teachers of the future. Young students of the pedagogical sciences (i.e. students of pedagogical faculties) were asked to describe the necessary knowledge and skills that a teacher in an information society should have. The research was conducted in the period January-April 2022 in two Polish universities educating teachers. The research involved 1005 students who, using an online questionnaire, provided answers to the open question-What, in your opinion, should a teacher be able to do in order to successfully integrate digital technologies into their teaching activity? The students' responses were analysed and categorised using social research methodology. Based on the data collected, the complexity of the concept of the digital competence of teachers was shown in the following perspectives: basic digital competences, specialised digital competences, motivation, communication processes, knowledge and skills related to e-risk reduction, technical operation of equipment, data management, information retrieval, attitudes towards ICT and lifelong learning. The data collected show firstly the complexity of the concept of digital competence. Secondly, they enable practical implementation within academic courses related to preparation for the teaching profession.

This study presents survey findings about teacher educators’ perceptions about ICT integration into teacher education programs, their perceived ICT competencies and their ICT usage in their courses. The data were collected through a questionnaire from 111 teacher educators in 18 schools of teacher education (STE) and through interview with 6 teacher educators in 3 STE. The results indicated that most of the participants expressed positive perceptions about the integration of ICT into teacher education programs. Generally, their ICT competency was completely sufficient. They use the Internet as a supportive tool to their courses, and particularly search engines used by them.

Psychology and Education: A Multidisciplinary Journal, 2024

This study investigated the teacher's competence of technology on elementary school teachers' computer competence and its consequent effect on teaching effectiveness on the elementary school teachers within the Sierra Bullones district during the academic year 2023-2024. The research explores the demographic profile of teachers, their computer competencies, teaching effectiveness, the relationship between computer competencies and teaching effectiveness, and proposes action plans based on the findings. Findings from the study reveal that most respondents fall within the age range of 41 to 50 years, predominantly female, with moderate teaching experience, and lower educational attainment. Teachers demonstrated proficiency in using office and teaching productivity tools, facilitating equitable access to technology, and applying technology to foster higher-order thinking skills and creativity among students. Furthermore, the study establishes a strong positive relationship between technology use and computer competence, as well as a significant association between computer competence and teaching effectiveness. In conclusion, the research underscores the significant impact of technology on teachers' computer competence and subsequent teaching effectiveness. Recommendations include implementing ongoing professional development programs, ensuring access to resources and technical support, fostering collaboration among teachers, and establishing mechanisms for evaluating and providing feedback on computer competence. By adhering to these recommendations, educational institutions can effectively enhance teachers' computer competence and improve teaching effectiveness, ultimately enriching the learning experiences of students in the digital age.

The researcher is grateful for your participation and assistance in answering this questionnaire. We would like to know something about your computer experience, knowledge and skills. Your responses will be treated in strict confidence and individual teachers/schools will not be identified in any report or publication. Please answer all questions as accurately as you can. This questionnaire has two sections and consists of seven pages. For each item, please mark your responses with a check mark inside the box, unless otherwise indicated.

International Journal of Education, Science, Technology, and Engineering, 2020

The study described the extent of knowledge in ICT skills of 180 teachers as a basis for a training plan in a selected schools division in Region 3. A descriptive survey method was utilized having a weighted mean and standard deviation to treat the data collected. It was concluded that the teachers displayed a proficient extent of knowledge in basic ICT skills. However, some of the skills enumerated have a low mean and were close to the adjacent group scale of the lower level of knowledge. Furthermore, they showed limited knowledge in some advanced computer applications which are necessary for the construction of instructional materials. The self-assessment revealed that they are knowledgeable in ICT skills, but they do not know how to use it in complex applications. The skills for development based on the training needs assessment reiterated a combination of skills which further clarified that not all skills under a certain application are known. It is then recommended that trainin...

CITATIONS 6 READS 43 3 authors: Some of the authors of this publication are also working on these related projects: CAPPLE: Competencias para el aprendizaje permanente basado en el uso de PLEs (Entornos Personales de Aprendizaje) View project ABSTRACT ICT (Information and Communication Technologies) competences are an essential part of teachers' curricula in Spain. This paper presents an analysis of the technical skills in the use of ICT of future primary school teachers in the final year of teacher training at the University of Murcia (period 2008-2009

Information and Communication Technology and the Teacher of the Future, 2003

their ICT usage in their courses. The data were collected through a questionnaire from 111 teacher educators in 18 schools of teacher education (STE) and through interview with 6 teacher educators in 3 STE. The results indicated that most of the participants expressed positive perceptions about the integration of ICT into teacher education programs. Generally, their ICT competency was completely sufficient. They use the Internet as a supportive tool to their courses, and particularly search engines used by them.