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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 -


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


students to effectively

communicate through the

use of ICTs.

Active Authentic and


students in understanding

the social issues in ICT,

and the ethical use of

digital technologies.

Active Authentic and


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


evaluate learning events

which engage students in

a process of digital

communication and

collaboration


evaluate the students'

understanding of the

social and ethical issues

surrounding the use of

ICTs and modify

accordingly.


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


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


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.


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.


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


� 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


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.

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.


� 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


Professional

Practice

(con’t)

When

planning, I

incorporate

the use of ICT

in achieving

curriculum

goals.


� 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


My Reflections and ICT

Journey


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


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.


Professional

Relationships



� 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.


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.

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