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Guidelines for Teacher Training and Professional Development in icT
Foreword by the Director-GeneralThe Guidelines for Teacher Training and Professional Development in ICT is one of the initiatives undertaken by the Department of Education to implement the White Paper on e-Education. Information and communication technology (ICT) is fundamental to the implementation of e-education and offers greater opportunities to access learning, redress inequalities and improve the quality of teaching and learning. ICT also makes it possible for teachers to offer learners unprecedented opportunities for development and lifelong learning.
e-Education requires that teachers, managers and administrators in public schools and colleges have the knowledge, skills and support necessary to integrate ICT into teaching and learning. ICT has brought new possibilities into the education sector, but at the same time, has placed more demands on the skills' level of teachers.
The Guidelines for Teacher Training and Professional Development in ICT is a step towards guiding the development of the ICT knowledge and skills of teachers to enhance the educational experiences of learners in the implementation of the National Curriculum Statement. The Framework is an attempt to provide direction in addressing the ICT training needs of teachers and attempts to move away from imposing a narrow vision of the appropriate use of ICT in teaching and learning.
I trust that the Guidelines for Teacher Training and Professional Development in ICT will contribute towards the meaningful use of ICT in education. As teachers become more conversant with ICT and learn to harness its potential, I believe that new perspectives will unfold and these will enrich their own teaching practices as well as the educational experiences of learners.
Mr. D HindleDirector-GeneralDate: 23 November 2007
Guidelines for Teacher Training and Professional Development in icT
Section 1: Background
1.1 Introduction
The White Paper on e-Education, published in 2004, guides the Department of Education's approach to e-education and the integration of information and communication technologies (ICT) into teaching and learning. Among other things, ICT is to be used to create greater access to learning opportunities, redress inequalities, improve the quality of teaching and learning, and provide personalised learning experiences.
The White Paper characterises schools that implement e-Education as institutions that have:learners who utilise ICT to enhance learning;•qualified and competent leaders who use ICT for planning and management;•qualified and competent teachers who use ICT to enhance teaching and learning;•access to ICT resources that support the curriculum; and•connections to ICT infrastructure.•
All teachers will thus require the knowledge, skills, values and attitudes, as well as the necessary support, to integrate ICT into teaching and learning, and to support them in their various roles as mediators of learning, interpreters and designers of learning programmes, leaders, administrators, scholars, assessors and subject specialists.
In terms of the White Paper on e-Education, a national framework for teacher development in ICT has to be developed. The framework should provide an understanding of the interrelationship between different components of teacher development in order to assist teachers, managers, policy makers and service providers.
This document sets out the ICT knowledge, skills, values and attitudes needed by teachers to implement the National Curriculum Statement effectively. Competencies for the administration of education will be dealt with separately.
1.2 Approach to teacher development in ICT
By incorporating certain essential principles, this document reflects a holistic approach to teacher development in ICT. It acknowledges that ICT skills cannot be practised in isolation from their context. It also acknowledges that the development of ICT skills and knowledge for teachers should be an integral part of initial and continuing teacher development programmes, as reflected in the National Policy Framework for Teacher Education and Development in South Africa.
1 Department of Education
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Guidelines for Teacher Training and Professional Development in icTGuidelines for Teacher Training and Professional Development in icT
The holistic approach to teacher development has the following three dimensions (adapted from the European Union's T3 Core Curriculum for Telematics in Teacher Training):
1.2.1 A pedagogical dimension, which implies an understanding and application of the opportunities of the use of ICT for teaching and learning in a local curriculum context.
1.2.2 A technical dimension, which implies an ability to select, use and support a range of ICT resources as appropriate to enhance •personal and professional effectiveness; andthe willingness to update skills and knowledge in the light of new developments. •
1.2.3 A collaboration and networking dimension, which includes a critical understanding of the added value of learning networks and collaboration •within and between partners; and the ability to create and participate in communities of practice.•
These dimensions are embedded in the national and local infrastructure, culture and context.
1.3 e-Education and implementation of the National Curriculum Statement
The concept of e-Education revolves around the use of ICT to accelerate the achievement of national education goals. These goals underpin the development and implementation of the National Curriculum Statement (NCS), and are as follows:
The social transformation of post-apartheid South African society.• The imperative to transform South African society by making use of various transformative tools stems from a need to address the legacy of apartheid in all areas of human activity, particularly education. Social transformation in education is needed to ensure that the educational imbalances of the past are redressed and that equal educational opportunities are provided for all sections of the population.The implementation of an outcomes-based approach to education. • Outcomes-based education is a shift towards a developmental, learner-centred and activity-based approach to learning. It is also designed to promote problem-solving and critical thinking skills, which form the basis of 21st Century skills. The development of high levels of knowledge and skills.• Social justice requires the empowerment of those sections of the population previously disempowered by the lack of knowledge and skills. The integration and applied competence across subjects and fields of learning.• The NCS seeks to promote the integrated learning of theory, practice and reflection.The valuing of indigenous knowledge systems. • Indigenous knowledge systems in the South African context refer to a body of knowledge embedded in African philosophical thinking and social practices that have evolved over thousands of years and which have to be nurtured.Increasing the credibility, quality and efficiency of education in South Africa.•
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3 Department of Education
e-Education strongly supports the principles underpinning the NCS. In particular, it supports the problem-solving and critical thinking aspects of the NCS by developing the ability of learners to:
apply ICT skills to access, analyse, evaluate, integrate, present and communicate information;•create knowledge and new information by adapting, applying, designing, inventing and •authoring; and function effectively in a knowledge society by using appropriate ICT and mastering •communication and collaboration skills.
Furthermore, when ICT is successfully integrated into teaching and learning, it can ensure a more meaningful interaction of learners with information. ICT can promote the development of advanced cognitive skills such as comprehension, reasoning, problem-solving and creative thinking, as well as the ability of learners to:
identify and solve problems and make decisions using critical and creative thinking strategies;•work effectively with others as members of a team, group, organisation and community;•organise and manage themselves and their activities responsibly and effectively;•collect, analyse, organise and critically evaluate information;•communicate effectively using visual, symbolic and/or language skills in various modes;•use science and technology effectively and critically, showing responsibility towards the •environment and the health of others; anddemonstrate an understanding of the world as a set of related systems by recognising that •problems cannot be separated from their contexts.
1.4 Teacher ICT knowledge, skills, values and attitudes
Teachers are central to the implementation of the NCS. The challenge for teacher development in ICT is to provide teachers with the necessary knowledge, skills and understanding to successfully integrate ICT into everyday educational practices in a meaningful way.
The White Paper on e-Education views ICT development as a process that takes teachers and learners through learning about ICT, learning with ICT and learning through the use of ICT.
Learning about ICT refers to exploring what can be done with ICT. This is an operational dimension that refers to skills that are necessary for the use of ICT.
Learning with ICT refers to using ICT to supplement normal teaching processes and resources. It involves stepping into a culture and mindset that supports the practice of using ICT for educational purposes, regardless of one's level of expertise. ICT should be used to support new ways of teaching and learning, not simply as an educational extra, but as an effective means to support curriculum delivery and achieve educational outcomes.
Learning through the use of ICT refers to utilising ICT to support new ways of teaching and learning. This requires a critical dialogue, analysis among teachers, and research resources to expand teachers' perspectives on the benefits of ICT.
Teacher development should, however, maintain a balance between developing effective teaching and learning strategies and increasing the knowledge and skills of teachers in the use of ICT. This document will focus on maintaining this balance in the components of the framework.
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Guidelines for Teacher Training and Professional Development in icT
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Guidelines for Teacher Training and Professional Development in icT
Section 2: Introduction to the Teacher Development Framework
2.1 Definitions
For the purposes of this document, the following definitions apply to the ICT development of teachers:
2.1.1 ICT literacy
The Programme for International Student Assessment defines ICT literacy as "the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge and communicate with each other in order to participate effectively in society" (Partnership for 21st Century Skills, 2003). ICT literacy is the ability to use practical ICT skills in a particular context.
2.1.2 ICT integration
ICT integration into curriculum delivery is not simply about acquiring ICT competency. It is about the "appropriate selection, use, mix, fusion and integration of many sets of competencies including, but not exclusively, those in pedagogy and technology" (Information and Communication Technology in Education, UNESCO; 2003:18). These competencies, once achieved and contextualised, create new learning environments in which learners take decisions about their own learning while teachers facilitate the process.
ICT integration into curriculum delivery requires understanding from the teacher and requires some changes in classroom practices. It is a multi-dimensional concept that requires a wide base of understanding and an exploration of the many opportunities that ICT offers. It requires creativity and imagination from both teachers and learners, and teachers should believe that learners can also contribute to the learning experience.
Inevitably, this will change the way that teaching and learning take place and the way they are organised and managed. It can offer flexible-learning contexts in terms of how, when and where learning takes place. This can have an impact on the way a school is managed and administered.
2.2 Principles for ICT in teacher development
The following are key principles to be followed in the professional development programmes for teachers:
Educational goals should be primary. The focus should not be on providing technical ICT •skills only, but on the use of ICT to achieve learning outcomes.Teacher development programmes should provide teachers with situated/contextualised •learning experiences. Programmes should be subject-specific and relevant to the learning areas.
5 Department of Education
Teacher development programmes should be needs driven. Programmes should respond to the •requirements of subjects such as Computer Application Technology, Information Technology, Geography, Design and Accounting.Ongoing support should be consistently available. This includes pedagogic support (particularly •from subject advisers), technical support and creating communities of practice.Teacher development should be ongoing, due to the changing nature of ICT. Programmes •should reflect new technologies and applications.
2.3 Implementation
The White Paper on e-Education requires that the use of ICT, as a set of flexible tools for teaching and learning, be integrated into the Initial Professional Education of Teachers and Continuing Professional Teacher Development. This implies that all teachers should acquire relevant and appropriate ICT knowledge and skills, and be able to integrate ICT appropriately in teaching, learning and administration.
The purpose of this document is to identify the ICT knowledge and skills that teachers require to integrate ICT into the curriculum to support curriculum delivery in specific contexts. The development of teachers' ICT knowledge, skills, values and attitudes is therefore a personalised activity that depends on each teacher's unique ICT experience. This development cannot be a rigid linear progression. The approach should be customised to respond to particular needs, interests and contexts within which teachers will use ICT. Providers should be mindful of individual differences and provide flexible, responsive training programmes and modules.
The following guidelines should be taken into consideration when implementing development programmes:
There is no single best practice or general recipe for success.•Teacher development programmes should be flexible in access, modes of delivery and •content in order to make learning possible in meaningful and equitable ways.Teaching practice, including classroom organisation, will change if ICT is integrated effectively •in teaching and learning.Teacher development should be managed.•Programmes need not necessarily provide training in advance of requirements, but can •concentrate on giving essential training as the need arises.Development programmes should not take teachers out of classrooms during normal •school hours, so flexible delivery modes for training will be required.ICT development for teaching and learning does not happen in isolation, it also impacts on the •management and administration of a school.ICT development has an impact on whole-school development. This implies that •teachers at a school should develop a community of practice and support one another in developing ICT skills.Teacher needs and interests should be the driving force for their professional growth.•
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Guidelines for Teacher Training and Professional Development in icT
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Guidelines for Teacher Training and Professional Development in icT
2.4 Development levels
The White Paper on e-Education outlines the following ICT development levels that are to be included in the framework:
Entry level.• The teacher is computer literate and is able to use computers. However, frustrations and insecurities are common in the introduction of ICT. At this level, teachers are likely to lack confidence.Adoption level. • The teacher is able to use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT.Adaptation level.• The teacher is able to use ICT to support everyday classroom activities at an appropriate NCS level, assess the learning that takes place and ensure progression. He/she is able to reflect critically on how ICT changes the teaching and learning processes and to use ICT systems for management and administration. Productivity increases at this level.Appropriation level.• The teacher has a holistic understanding of the ways in which ICT contributes to teaching and learning. He/she has an understanding of the developing nature of ICT, and an awareness that it is integral to the structure and purposes of the NCS. He/she has the experience and confidence to reflect on how ICT can influence teaching and learning strategies, and to use new strategies.Innovation level. • The teacher is able to develop entirely new learning environments that use ICT as a flexible tool, so that learning becomes collaborative and interactive. ICT is integrated as a flexible tool for whole-school development through redefining classroom environments and creating learning experiences that leverage the power of technology.
The adaptation, appropriation and innovation phases should not, however, be seen as exclusive descriptors of a teacher's skills level.
The following are the essential skills levels for the integration of ICT into curriculum delivery:Basic ICT knowledge and skills. These are the knowledge and skills to use ICT at a basic level, •and correspond to the entry and adoption levels of the framework.Integrative ICT knowledge and skills. These are the knowledge, skills and values to integrate •ICT into the design and practice of teaching and learning, and correspond to the adaptation and appropriation levels of the framework.Specialised ICT knowledge and skills. These focus on the transformational use of ICT to •redefine the role of the teacher and classroom environments, and correspond to the innovation level of the framework.
7 Department of Education
2.5 Targets for initial and continuing teacher development
The following targets are set for ICT skills development for practising and student teachers:All students leaving higher education for the teaching profession should have reached at •least the adoption level. This means that they should have the knowledge and skills to use a computer and application software. Furthermore, they should have the ability to use various ICT, including a computer, to support traditional management, administration, teaching and learning, and be able to teach learners how to use ICT.All practising teachers that have access to ICT should, as a minimum, be trained to the •adoption level.The adaptation and appropriation levels focus on the knowledge, skills and values to integrate •ICT into teaching and learning. At least 60% of teachers with access to ICT should reach the adaptation level and 20% should reach the appropriation level. Continuing professional development and advanced certificate of education programmes should respond to this target.The innovation level focuses on the transformational use of ICT to redefine the role of the •teacher and classroom environments. At this level, entirely new learning environments that use ICT as a flexible tool for whole-school development and for collaborative and interactive learning are developed. The innovation level is a specialisation level and is suited for study at advanced postgraduate levels. At least 10% of practising teachers should reach this level.
The Teacher Development Framework can be presented as follows:
Appropriation
Adaptation
Adoption
Entry
Innovation
Inter
grate
ICT in
to
Teach
ing a
nd L
earn
ing
Basic
Spec
ialisa
tion a
nd In
nova
tion
in IC
T in E
duca
tion
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Guidelines for Teacher Training and Professional Development in icT
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
8
Guidelines for Teacher Training and Professional Development in icT
The following approaches should be adopted in ICT skills development for student and practising teachers:
All higher education institutions should offer compulsory ICT in teaching and learning in •teacher development courses (up to appropriation level).Students currently in higher education institutions should be fast-tracked to bring them to at •least the adoption level by the end of their studies.From 2008, all students leaving higher education for the teaching profession should have •reached at least the adaptation level.All practising teachers who have access to ICT should, as a minimum, be trained to the •adaptation level by 2010.Subject advisors are to be trained up to appropriation level through a focused intervention •from the national Department of Education. Once trained, they will be able to assist teachers to utilise access to computers.
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
99
Depa
rtmen
t of E
duca
tion
Sect
ion
3: T
each
er D
evel
opm
ent
Fra
mew
ork
Inno
vati
on l
evel
The t
each
er is
abl
e to
deve
lop en
tirely
ne
w lea
rnin
g en
viron
men
ts th
at u
se IC
T as
a fl
exib
le to
ol, so
that
lea
rnin
g be
com
es co
llabo
rativ
e and
in
terac
tive.
IC
T is
integ
rated
as a
fle
xibl
e too
l for
who
le-sch
ool
deve
lopm
ent t
hrou
gh r
edefi
ning
cla
ssroo
m en
viron
men
ts an
d cr
eatin
g lea
rnin
g ex
perie
nces
that
leve
rage
the
powe
r of
techn
ology
.
1. I
CT
Pro
fess
iona
l Apt
itud
e
The
teac
her
has
the
conf
iden
ce,
flexi
bilit
y an
d vi
sion
to d
evel
op
new
lear
ning
app
roac
hes
that
us
e IC
T, a
nd u
nder
stan
ds
that
IC
T is
ess
entia
l for
w
hole
-sch
ool d
evel
opm
ent.
App
ropr
iati
on l
evel
The t
each
er h
as a
holi
stic
unde
rsta
ndin
g of
the w
ays i
n wh
ich
ICT
cont
ribut
es to
teac
hing
and
lea
rnin
g. H
e/sh
e has
an
unde
rsta
nd-
ing
of th
e dev
elopi
ng n
atur
e of
ICT
and
an a
ware
ness
that
it is
integ
ral t
o th
e stru
cture
and
pur
poses
of
the
NC
S. H
e/sh
e has
the e
xper
ience
and
conf
iden
ce to
refl
ect o
n ho
w IC
T
can
influ
ence
teach
ing
and
learn
ing
str
ateg
ies, a
nd to
use
new
strat
egies
.
The
teac
her
appr
oach
es o
ppor
-tu
nitie
s to
inte
grat
e IC
T in
to
teac
hing
and
lear
ning
pos
itive
ly
and
with
con
fiden
ce, a
nd
unde
rsta
nds
the
educ
atio
nal
valu
e an
d po
tent
ial o
f IC
T in
te
achi
ng a
nd le
arni
ng.
He/
she
is a
ble
to:
und
•er
stan
d th
e ro
le o
f IC
T in
co
mm
unic
atio
n, c
oope
ratio
n an
d co
llabo
ratio
n in
te
achi
ng a
nd le
arni
ng;
seek
out
info
rmat
ion
and
•op
port
uniti
es f
or u
pdat
ing
ICT
ski
lls;
use
ICT
fea
ture
s to
sup
port
•
teac
hing
and
lear
ning
;re
flec
t on
prac
tice
with
IC
T
•in
lear
ning
, the
n pl
an a
nd
impl
emen
t app
ropr
iate
an
d m
anag
eabl
e ch
ange
in
pra
ctic
e;
Ada
ptat
ion
leve
l
The t
each
er is
abl
e to
use I
CT
to
supp
ort e
very
day
classr
oom
acti
vities
at
an
appr
opria
te N
CS
level,
asse
ss th
e lea
rnin
g th
at ta
kes p
lace
and
ensu
re p
rogr
ession
. H
e/sh
e is
able
to r
eflect
criti
cally
on
how
ICT
chan
g-es
the t
each
ing
and
learn
ing
proc
esses
and
to u
se I
CT
syste
ms f
or
man
agem
ent a
nd a
dmin
istra
tion.
Pr
oduc
tivity
incr
eases
at t
his l
evel.
The
teac
her
has
the
open
- m
inde
dnes
s, fle
xibi
lity
and
visi
on to
exp
lore
the
pote
ntia
l of
IC
T a
nd it
s ap
plic
atio
ns in
th
e cu
rric
ulum
.
He/
she:
kn
ows
whe
n an
d w
hen
•
not t
o us
e IC
T to
ach
ieve
te
achi
ng a
nd le
arni
ng
outc
omes
;re
flec
ts o
n an
d ad
apts
•
teac
hing
str
ateg
ies
in t
he
light
of
his/
her
know
ledg
e,
unde
rsta
ndin
g an
d
expe
rien
ce o
f us
ing
ICT;
take
s in
to c
onsi
dera
tion
•he
alth
, saf
ety,
soc
ial a
nd
ethi
cal a
ppro
ache
s in
usi
ng
ICT
in te
achi
ng a
nd le
arni
ng
and
is a
ble
to t
rans
fer
the
know
ledg
e to
lear
ners
;
Ado
ptio
n le
vel
The t
each
er is
abl
e to
use v
ariou
s IC
T, in
cludi
ng co
mpu
ters,
to su
ppor
t tra
ditio
nal m
anag
emen
t, ad
min
istra
tion,
teac
hing
and
lear
ning
, an
d is
able
to te
ach
learn
ers h
ow
to u
se IC
T.
The
teac
her
belie
ves
that
IC
T
cont
ribut
es to
and
can
cha
nge
teac
hing
, lea
rnin
g an
d ad
min
istr
atio
n.
He/
she
is a
ble
to:
dist
ingu
ish
betw
een
the
•
diff
eren
t use
s an
d va
lue
of
diff
eren
t app
licat
ions
;un
ders
tand
the
val
ue o
f
•pr
ofes
sion
al-lo
okin
g do
cum
enta
tion/
pres
enta
tions
;id
entif
y cr
itica
l hea
lth, s
afet
y •
soci
al a
nd e
thic
al is
sues
in
usin
g IC
T in
teac
hing
and
le
arni
ng, a
nd a
pply
sim
ple
stra
tegi
es to
add
ress
the
se.
Ent
ry l
evel
The t
each
er is
com
puter
liter
ate a
nd is
ab
le to
use
com
puter
s.
The
teac
her
is w
illin
g an
d ea
ger
to v
entu
re in
to u
sing
IC
T in
hi
s/he
r te
achi
ng a
nd le
arni
ng.
He/
she
has
an a
war
enes
s of
: th
e di
ffer
ent a
pplic
atio
ns
•of
IC
T in
edu
catio
n;ba
sic
ICT
term
inol
ogy;
•th
e av
aila
bilit
y of
con
tent
•
from
var
ious
sou
rces
;ef
fici
ent s
earc
h st
rate
gies
;•
heal
th, s
ocia
l, sa
fety
and
•
ethi
cal i
ssue
s.
Ele
men
t
1.1
Kno
wle
dge,
sk
ills,
valu
es
and
attit
ude
to I
CT
Guid
elin
es fo
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cher
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inin
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ofes
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Depa
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Guid
elin
es fo
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inin
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d Pr
ofes
siona
l Dev
elop
men
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icT
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tion
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Guid
elin
es fo
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cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
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tion
10
Inno
vati
on l
evel
The
teac
her
is a
ble
to c
reat
e ne
w a
nd in
nova
tive
uses
for
ap
plic
atio
n pr
ogra
ms
in
teac
hing
and
lear
ning
and
sh
are
thes
e in
pub
lic f
ora
(com
mun
ities
of
prac
tice)
.
The
teac
her
is a
ble
to:
deve
lop,
set
up
and
man
age
•in
tegr
ated
IC
T s
yste
ms
in t
he
scho
ol e
nvir
onm
ent;
teac
h te
chni
cal s
kills
to o
ther
•
teac
hers
.
App
ropr
iati
on l
evel
nurt
ure
the
deve
lopm
ent
•of
lear
ner
ICT
com
pete
nce
in
the
cont
ext o
f th
e ed
ucat
iona
l us
e of
IC
T.
The
teac
her
is a
ble
to c
reat
e re
sour
ces
by u
sing
the
adva
nced
fe
atur
es o
f ap
plic
atio
n
prog
ram
s.
The
teac
her
is a
ble
to:
use
and
man
age
a ra
nge
•
of I
CT
res
ourc
es f
or in
form
a-tio
n ac
cess
, dev
elop
men
t and
pr
esen
tatio
n of
mat
eria
ls,
com
mun
icat
ion
and
man
agem
ent;
oper
ate
a lo
cal a
rea
netw
ork;
•m
anag
e da
ta a
nd in
form
atio
n •
secu
rity
on t
he n
etw
ork;
set u
p an
d m
anag
e •
appr
opri
ate
tech
nica
l sys
tem
s on
the
sch
ool n
etw
ork.
Ada
ptat
ion
leve
l
prov
ides
opp
ortu
nitie
s
•fo
r le
arne
rs to
use
IC
T;m
akes
info
rmed
dec
isio
ns
•co
ncer
ning
the
use
of
op
en-s
ourc
e an
d pr
opri
etar
y so
ftw
are.
The
teac
her
is a
ble
to:
use
inte
grat
ed f
eatu
res
of
•ap
plic
atio
ns, i
nclu
ding
dat
a an
alys
is to
ols,
dat
a tr
ansf
er
betw
een
prog
ram
s an
d
mul
tim
edia
pre
sent
atio
n pr
ogra
ms;
mon
itor
and
eval
uate
•
lear
ner
prog
ress
by
usin
g IC
T
appl
icat
ion
prog
ram
s;un
ders
tand
the
pri
ncip
les
•
of m
ulti-
med
ia s
elec
tion
fo
r pr
esen
tatio
ns.
The
teac
her
is a
ble
to:
use
emer
ging
com
mun
icat
ion
•an
d ot
her
tech
nolo
gies
for
te
achi
ng a
nd le
arni
ng, e
.g.
inte
ract
ive
whi
tebo
ards
, ha
nd-h
eld
devi
ces,
etc
.;ke
ep h
im/h
erse
lf up
-to-
date
•
with
dev
elop
men
ts in
the
IC
T f
ield
and
rec
ogni
se t
he
rele
vanc
e of
new
har
dwar
e an
d so
ftw
are
appl
icat
ions
for
ed
ucat
ion;
unde
rsta
nd t
he n
eed
for,
•
and
oper
atio
n of
, a lo
cal
area
net
wor
k;
Ado
ptio
n le
vel
The
teac
her
is a
ble
to:
use
the
adva
nced
•
func
tiona
litie
s of
app
licat
ion
soft
war
e to
enh
ance
ele
men
ts
of t
radi
tiona
l man
agem
ent,
adm
inis
trat
ion
and
cl
assr
oom
act
iviti
es;
prov
ide
help
and
sup
port
to
•ot
her
teac
hers
and
lear
ners
.
The
teac
her
is a
ble
to:
conf
iden
tly in
stal
l a
•co
mpu
ter
and
peri
pher
als;
carr
y ou
t fir
st-le
vel t
roub
le-
•sh
ooti
ng;
rem
edy
com
mon
tech
nica
l •
prob
lem
s;pr
ovid
e fi
rst-
leve
l end
-use
r •
supp
ort.
Ent
ry l
evel
The
teac
her
is a
ble
to:
conf
iden
tly u
se b
asic
•
func
tions
in a
pplic
atio
n
prog
ram
s;ap
ply
know
ledg
e of
IC
T
•ap
plic
atio
n pr
ogra
ms
in
adm
inis
trat
ion
and
less
on
plan
ning
;ca
rry
out f
irst
-leve
l •
trou
bles
hoot
ing
in
prog
ram
s;us
e IC
T h
elp
func
tions
.• The
teac
her
is a
ble
to:
oper
ate
a co
mpu
ter
and
•pe
riph
eral
s co
nfid
ently
; id
entif
y IC
T h
ardw
are
•re
sour
ces,
e.g
. co
mpu
ters
, in
tera
ctiv
e w
hite
boar
ds, e
tc.;
carr
y ou
t fir
st-le
vel
•tr
oubl
esho
otin
g in
com
pute
r la
bora
tori
es;
iden
tify
min
or te
chni
cal
•pr
oble
ms
and
com
mun
icat
e th
ese
effe
ctiv
ely
to
supp
ort p
erso
nnel
.
Ele
men
t
1.2
Util
isat
ion
of
IC
T
appl
icat
ion
prog
ram
s
1.3
Tech
nica
l sk
ills
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
1111
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Inno
vati
on l
evel
The
teac
her
is a
ble
to:
deve
lop
colla
bora
tion
•to
ols;
publ
ish
on t
he I
nter
net;
•cr
eate
and
fac
ilita
te
•on
line
disc
ussi
on g
roup
s an
d vi
rtua
l co
mm
uniti
es.
App
ropr
iati
on l
evel
The
teac
her
is a
ble
to:
com
mun
icat
e w
ith o
ther
•
prof
essi
onal
s an
d
orga
nisa
tions
;cr
eate
onl
ine
disc
ussi
on
•gr
oups
reg
ardi
ng t
he u
se o
f IC
T f
or te
achi
ng
and
lear
ning
;en
cour
age
lear
ners
to
•us
e e-
mai
l for
str
uctu
red
educ
atio
nal s
ituat
ions
;fa
cilit
ate
inte
ract
ion
•be
twee
n le
arne
rs t
hrou
gh
the
use
of e
-mai
l and
the
In
tern
et;
crea
te in
form
atio
n an
d
•co
mm
unic
atio
n re
sour
ces
and
shar
e th
ese
with
oth
er
teac
hers
.
Ada
ptat
ion
leve
l
anal
yse
the
tech
nica
l ski
lls
•de
velo
pmen
t nee
ds o
f
indi
vidu
al le
arne
rs;
teac
h sk
ills
as a
nd w
hen
they
•
are
need
ed a
nd in
the
rig
ht
cont
ext;
iden
tify
tech
nica
l and
oth
er
•re
quir
emen
ts n
eede
d fo
r th
e ef
fect
ive
use
of d
igita
l co
nten
t.
The
teac
her
is a
ble
to:
com
mun
icat
e in
form
atio
n •
effe
ctiv
ely
usin
g a
vari
ety
of
com
mun
icat
ion
mod
es a
nd
tool
s;en
cour
age
lear
ners
to
•us
e e-
mai
l for
str
uctu
red
ed
ucat
iona
l tas
ks;
part
icip
ate
in o
nlin
e •
com
mun
ities
of
prac
tice;
find
app
ropr
iate
and
div
erse
•
elec
tron
ic r
esou
rces
and
use
th
em a
s an
inte
gral
par
t of
less
ons;
assi
st le
arne
rs to
do
•as
sign
men
ts/p
roje
cts
usin
g IC
T r
esou
rces
in t
heir
tas
ks.
Ado
ptio
n le
vel
The
teac
her:
fa
cilit
ates
inte
ract
ion
betw
een
•
lear
ners
thr
ough
the
use
of
e-m
ail;
unde
rsta
nds
the
Inte
rnet
and
e-m
ail
•co
mm
unic
atio
n pr
otoc
ols;
know
s ho
w to
use
the
tech
nica
l •
feat
ures
of
e-m
ail a
nd b
row
sing
pr
ogra
ms
for
educ
atio
nal b
enef
it;kn
ows
of t
he m
ajor
IC
T r
esou
rces
•
avai
labl
e fo
r th
e su
bjec
t/le
arni
ng a
rea;
can
dow
nloa
d in
form
atio
n an
d us
e •
file
s of
flin
e in
his/
her
clas
sroo
m;
can
sear
ch, f
ind
and
eval
uate
•
info
rmat
ion
for
use
in t
he c
lass
room
;ca
n sh
are
idea
s w
ith o
ther
teac
hers
•
usin
g e-
mai
l and
att
ach
docu
men
ts to
e-
mai
ls;
can
part
icip
ate
in d
iscu
ssio
n gr
oups
;•
can
subs
crib
e to
e-n
ewsl
ette
rs;
•ca
n ap
ply
digi
tal p
rese
ntat
ion
•
tech
niqu
es.
Ent
ry l
evel
The
teac
her:
ha
s an
aw
aren
ess
of t
he
•po
ssib
le u
ses
of t
he I
nter
net
in te
achi
ng a
nd le
arni
ng;
can
do s
impl
e se
arch
es o
n •
the
Inte
rnet
;ca
n id
entif
y so
urce
s of
•
info
rmat
ion
and
disc
rim
inat
e be
twee
n th
em;
can
com
mun
icat
e w
ith
•ot
her
teac
hers
usi
ng e
-mai
l;ca
n se
nd a
nd r
ecei
ve
•in
form
atio
n us
ing
e-m
ail.
Ele
men
t
1.4
Acc
essi
ng
and
usin
g el
ectr
onic
in
form
atio
n an
d co
mm
u-ni
catio
n re
sour
ces
and
ICT
sk
ills
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
12
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
12
Inno
vati
on l
evel
2. I
nteg
rati
on o
f IC
T in
to t
he C
urri
culu
m
The
teac
her
is a
ble
to:
use
ICT
to d
evel
op c
ritic
al
•th
inki
ng, i
nfor
med
de
cisi
on-m
akin
g,
colla
bora
tive
and
expe
rien
tial l
earn
ing;
use
ICT
to d
evel
op h
ighe
r •
leve
ls o
f co
gniti
ve p
roce
ssin
g.
App
ropr
iati
on l
evel
The
teac
her
is a
ble
to:
use
ICT
as
a re
sour
ce f
or
•hi
gher
-leve
l cog
nitiv
e sk
ills;
effe
ctiv
ely
use
ICT
to e
ngag
e •
in le
arni
ng p
ract
ices
tha
t lea
d to
sou
nd in
form
atio
n m
anag
emen
t;de
velo
p le
arne
rs' k
now
ledg
e •
man
agem
ent s
kills
;st
ruct
ure
the
use
of I
CT
•
to a
llow
for
gre
ater
leve
ls
of e
nqui
ry, a
naly
sis,
inte
rest
, co
llabo
ratio
n an
d cr
eativ
ity;
use
inte
ract
ive,
sub
ject
- •
spec
ific
sof
twar
e th
at
enco
urag
es s
imul
atio
n,
expe
rim
enta
l enq
uiry
, de
cisi
on m
akin
g, e
tc.
Ada
ptat
ion
leve
l
The
teac
her
is a
ble
to:
unde
rsta
nd t
he r
ole
of
•IC
T a
s a
reso
urce
for
le
arne
r-ce
ntre
d ac
tiviti
es;
use
a ra
nge
of in
form
atio
n •
reso
urce
s to
con
stru
ct
know
ledg
e;de
velo
p st
rate
gies
to
•as
cert
ain
the
accu
racy
, va
lidity
, rel
iabi
lity
and
bi
as o
f in
form
atio
n;us
e IC
T f
or k
now
ledg
e-•
build
ing
stra
tegi
es r
athe
r th
an f
or in
form
atio
n tr
ansf
er o
nly.
Ado
ptio
n le
vel
The
teac
her
is a
ble
to:
fin
•d
rele
vant
info
rmat
ion
on
the
Int
erne
t for
use
in t
he
clas
sroo
m;
criti
cally
ana
lyse
info
rmat
ion
•fo
und
to d
eter
min
e its
qu
ality
and
acc
urac
y;or
gani
se a
nd p
roce
ss
•in
form
atio
n in
var
ious
fo
rmat
s;us
e ex
isti
ng s
trat
egie
s
•to
asc
erta
in t
he a
ccur
acy,
va
lidity
, rel
iabi
lity
and
bi
as o
f in
form
atio
n;pr
esen
t and
com
mun
icat
e •
info
rmat
ion;
unde
rsta
nd t
he s
ocia
l,
•ec
onom
ic a
nd e
thic
al is
sues
as
soci
ated
with
IC
T u
se,
e.g.
cop
yrig
ht a
nd in
telle
ctua
l pr
oper
ty r
ight
s, li
cenc
e ag
reem
ents
, etc
.;id
entif
y po
tent
ial s
ourc
es
•of
dig
ital c
onte
nt, i
nclu
ding
ed
ucat
ion
port
als,
and
the
co
st im
plic
atio
ns o
f va
rious
sou
rces
.
Ent
ry l
evel
The
teac
her:
is a
ble
to o
btai
n di
gita
l •
info
rmat
ion
for
his/
her
us
e in
the
cla
ssro
om;
know
s of
the
soc
ial,
•
econ
omic
and
eth
ical
issu
es
asso
ciat
ed w
ith I
CT
use
, e.
g. c
opyr
ight
and
inte
llect
ual
prop
erty
rig
hts,
lice
nce
agre
emen
ts, e
tc.
Ele
men
t
2.1
Info
rmat
ion
man
agem
ent
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
1313
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Inno
vati
on l
evel
The
teac
her:
has
a so
und
•
know
ledg
e an
d un
ders
tand
ing
of t
he
char
acte
rist
ics
of
ICT
and
its
role
in
lear
ning
;co
ntri
bute
s re
sear
ch
•fi
ndin
gs
to o
nlin
e co
mm
uniti
es.
The
teac
her
is a
ble
to:
prov
ide
lead
ersh
ip in
•
inte
grat
ing
ICT
into
te
achi
ng a
nd
lear
ning
;un
ders
tand
•
diff
eren
t IC
T
lear
ning
en
viro
nmen
ts, a
nd
adap
t fle
xibl
y to
th
em.
App
ropr
iati
on l
evel
The
teac
her
is a
ble
to:
inte
grat
e IC
T s
eam
less
ly in
to t
he
•re
sear
ch p
roce
ss in
the
cla
ssro
om;
expl
ore
new
res
ourc
es a
nd
•op
port
uniti
es f
or t
he le
arne
rs to
use
IC
T in
res
earc
h;fa
cilit
ate
a le
arni
ng p
roce
ss in
whi
ch
•IC
T is
inte
grat
ed in
to t
he r
esea
rch
proc
ess
in t
he c
lass
room
and
whi
ch
refl
ects
crit
ical
and
cre
ativ
e th
inki
ng a
s w
ell a
s pr
oble
m-s
olvi
ng;
crea
te r
esea
rch
docu
men
ts w
ith c
orre
ct
•w
eb b
iblio
grap
hies
and
hyp
erlin
ks to
or
igin
al U
RL
s.
The
teac
her:
ha
s th
e ab
il•
ity to
tak
e a
criti
cal v
iew
of
the
pers
onal
and
edu
catio
nal u
se o
f IC
T
and
an u
nder
stan
ding
of
wha
t co
nstit
utes
app
ropr
iate
use
;ca
n in
itiat
e in
ter-
clas
sroo
m
•te
le-c
olla
bora
tion;
can
max
imis
e th
e ef
fect
iven
ess
of t
he
•us
e of
IC
T in
rel
atio
n to
cur
ricu
lum
ob
ject
ives
;ca
n re
flec
t on
and
adap
t the
ir te
achi
ng
•in
the
ligh
t of
his/
her
know
ledg
e,
unde
rsta
ndin
g an
d ex
peri
ence
in t
he
use
of I
CT
for
teac
hing
and
lear
ning
;ca
n de
velo
p hi
s/he
r ow
n pr
actic
es
•in
inte
grat
ing
ICT
into
teac
hing
an
d le
arni
ng;
can
plan
, del
iver
and
sup
port
lear
ning
•
activ
ities
invo
lvin
g th
e us
e of
IC
T t
hat
are
appr
opri
ate
to t
he u
nder
stan
ding
an
d ab
ility
of
user
s;
Ada
ptat
ion
leve
l
The
teac
her
is a
ble
to:
inte
grat
e IC
T in
to t
he r
esea
rch
•pr
oces
s in
the
cla
ssro
om;
faci
litat
e a
lear
ning
pro
cess
in w
hich
•
ICT
is u
sed
in r
esea
rch
proc
esse
s in
th
e cl
assr
oom
;us
e IC
T in
his/
her
own
rese
arch
.• The
teac
her:
un
ders
tand
s w
hen
the
use
of
•IC
T is
app
ropr
iate
to t
he te
achi
ng
and
lear
ning
str
ateg
y be
ing
appl
ied;
can
adap
t tra
ditio
nal t
each
ing
•
met
hods
to in
tegr
ate
ICT
into
te
achi
ng a
nd le
arni
ng;
is p
repa
red
to le
t lea
rner
s us
e IC
T
•ev
en w
hen
he/s
he is
not
fam
iliar
w
ith a
par
ticul
ar a
pplic
atio
n/us
e;is
aw
are
of a
nd m
odel
s be
st
•pr
actic
es in
inte
grat
ing
ICT
in
to te
achi
ng a
nd le
arni
ng;
iden
tifie
s an
d us
es I
CT
res
ourc
es
•th
at c
ould
mos
t ben
efit
teac
hing
and
le
arni
ng b
y
ºev
alua
ting
lear
ning
res
ourc
es
ºac
hiev
ing
lear
ning
out
com
es
ºap
plyi
ng te
achi
ng s
trat
egie
s in
w
hich
IC
T s
uppo
rts
teac
hing
and
le
arni
ng;
Ado
ptio
n le
vel
The
teac
her
is a
ble
to:
unde
rsta
nd s
ocia
l, ec
onom
ic
•an
d et
hica
l iss
ues
asso
ciat
ed
with
IC
T u
se in
the
res
earc
h pr
oces
s;us
e IC
T to
sup
port
the
•
trad
ition
al r
esea
rch
proc
ess
in
the
clas
sroo
m;
eval
uate
the
res
earc
h pr
oces
s •
in t
he c
lass
room
usi
ng I
CT.
The
teac
her
is a
ble
to:
use
vario
us I
CT,
incl
udin
g •
the
com
pute
r, to
sup
port
tr
aditi
onal
teac
hing
and
le
arni
ng;
desi
gn a
ser
ies
of le
sson
s •
mak
ing
use
of I
CT
to e
nric
h th
e le
arni
ng e
nvir
onm
ent;
teac
h le
arne
rs h
ow to
use
•
ICT;
use
new
res
ourc
es a
nd
•op
port
uniti
es f
or te
achi
ng
and
lear
ning
.
Ent
ry l
evel
The
teac
her
is a
ble
to
appl
y ba
sic
ICT
lit
erac
y sk
ills
to
rese
arch
pro
cess
es in
th
e cl
assr
oom
.
The
teac
her
is a
ble
to:
use
ICT
to c
reat
e •
basi
c do
cum
ents
su
ch a
s w
orks
heet
s,
test
s, e
tc.,
and
uses
th
ese
docu
men
ts
in t
he c
lass
room
;us
e in
form
atio
n •
obta
ined
thr
ough
el
ectr
onic
mea
ns
to e
nhan
ce te
achi
ng
and
lear
ning
.
Ele
men
t
2.2
Res
earc
h pr
oces
s
2.3
Teac
hing
an
d le
arni
ng
envi
ronm
ent
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
14
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
14
Inno
vati
on l
evel
The
teac
her
is a
ble
to:
refl
ect o
n th
e
•ef
fect
iven
ess
of
ICT
ass
essm
ent
stra
tegi
es;
impr
ove
on
•IC
T a
sses
smen
t st
rate
gies
;ad
apt a
nd c
reat
e
•ne
w I
CT
ass
essm
ent
stra
tegi
es.
App
ropr
iati
on l
evel
is a
war
e of
and
pla
ns f
or b
oth
the
•
dive
rsity
and
uni
quen
ess
of le
arne
rs
(incl
usiv
e ed
ucat
ion)
thr
ough
the
use
of
IC
T in
lear
ning
;ta
kes
the
age
of le
arne
rs in
to a
ccou
nt;
•ca
n en
cour
age
and
dem
onst
rate
goo
d •
clas
sroo
m p
ract
ice
thro
ugh
the
use
of
ICT,
e.g
. co
llabo
rativ
e w
orki
ng,
reso
urce
-bas
ed te
achi
ng a
nd le
arni
ng,
prob
lem
-sol
ving
, que
stio
ning
, etc
.;ex
peri
men
ts w
ith e
mer
ging
IC
T;•
ensu
res
that
IC
T p
lays
a s
uppo
rtiv
e
•ro
le, r
athe
r th
an d
omin
atin
g a
less
on/
task
;us
es I
CT
eff
ectiv
ely
to p
rom
ote
•
colla
bora
tive
grou
p w
ork;
impl
emen
ts p
roje
ct-b
ased
lear
ning
; •
publ
ishe
s qu
ality
pre
sent
atio
ns o
nlin
e;•
is a
ble
to r
efle
ct o
n te
achi
ng m
etho
ds
•an
d re
cogn
ise
whe
n th
ey a
re n
ot b
eing
en
hanc
ed b
y IC
T.
The
teac
her
is a
ble
to:
deve
lop
asse
ssm
ent t
echn
ique
s
•to
man
age
onlin
e le
arni
ng;
eval
uate
the
impa
ct I
CT
has
had
•
on le
arne
r pe
rfor
man
ce u
sing
op
en-e
nded
, pro
ject
-bas
ed a
sses
smen
t.
Ada
ptat
ion
leve
l
orga
nise
s th
e cl
ass
and
•
clas
sroo
m w
hen
mak
ing
us
e of
IC
T to
ach
ieve
le
arni
ng o
utco
mes
;de
velo
ps p
roje
ct-b
ased
•
lear
ning
ski
lls;
can
choo
se t
he m
ost s
uita
ble
•re
sour
ces
from
a r
ange
of
gene
ric
and
subj
ect s
peci
fic
soft
war
e fo
r us
e in
teac
hing
an
d le
arni
ng;
enco
urag
es le
arne
rs to
use
•
ICT
for
pre
sent
atio
ns.
The
teac
her
is a
ble
to:
use
soft
war
e ap
plic
atio
ns to
•
crea
te a
sses
smen
t ins
trum
ents
;m
onito
r, ev
alua
te a
nd a
sses
s •
the
use
of I
CT
in te
achi
ng
and
lear
ning
.
Ado
ptio
n le
vel
The
teac
her
is a
ble
to:
crea
te a
nd u
se a
sses
smen
t too
ls
•lik
e ru
bric
s, te
st
gene
rato
rs a
nd it
em b
anks
;re
gist
er a
nd p
roce
ss
•ev
alua
tion/
asse
ssm
ent
data
and
pas
s th
is o
n to
th
e sc
hool
adm
inis
trat
ion
sy
stem
.
Ent
ry l
evel
The
teac
her
is a
ble
to:
crea
te in
stru
men
ts
•(e
.g. t
able
s) f
or
asse
ssm
ent a
nd
reco
rd-k
eepi
ng;
use
ICT
app
licat
ions
•
to r
ecor
d as
sess
men
ts.
Ele
men
t
2.4
Ass
essm
ent
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
1515
Guid
elin
es fo
r Tea
cher
Tra
inin
g an
d Pr
ofes
siona
l Dev
elop
men
t in
icT
Depa
rtmen
t of E
duca
tion
Inno
vati
on l
evel
The
teac
her
is c
apab
le
of s
peci
alis
ing
in th
e m
anag
emen
t of
ICT
in
edu
catio
n.
The
teac
her
is a
ble
to
cont
ribut
e to
edu
catio
nal
inno
vatio
n w
ith h
is/h
er
in-d
epth
kno
wle
dge
of
the
lear
ning
pro
cess
and
th
e ro
le o
f IC
T in
this.
App
ropr
iati
on l
evel
The
teac
her
is a
ble
to:
deve
lop
and
faci
litat
e th
e •
impl
emen
tatio
n of
a s
choo
l pol
icy
on
ICT
and
Int
erne
t usa
ge;
desi
gn a
nd m
anag
e ac
tiviti
es s
o th
at
•le
arne
rs t
ake
resp
onsi
bilit
y fo
r th
eir
own
lear
ning
;de
mon
stra
te I
CT
lead
ersh
ip s
kills
.• The
teac
her
is a
ble
to c
ontr
ibut
e to
ed
ucat
iona
l inn
ovat
ion.
Ada
ptat
ion
leve
l
The
teac
her
is a
ble
to:
orga
nise
IC
T r
esou
rces
•
effe
ctiv
ely
in t
he c
lass
room
;pl
an a
nd im
plem
ent l
esso
ns
•in
whi
ch t
he p
urpo
se o
f IC
T
is c
lear
, the
nee
ds, e
xper
ienc
es
and
abili
ties
of le
arne
rs a
re
cons
ider
ed a
nd t
heir
pro
gres
s is
re
gula
rly m
onito
red,
and
th
e co
urse
of
the
less
on
is t
aken
into
acc
ount
;ef
fect
ivel
y in
tegr
ate
ICT
into
•
lear
ning
, tak
ing
issu
es o
f ac
cess
in
to a
ccou
nt;
prov
ide
supp
ort s
truc
ture
s an
d •
oppo
rtun
ities
com
men
sura
te
with
the
nee
ds a
nd a
bilit
ies
of
the
lear
ners
;m
onito
r an
d ev
alua
te t
he
•pr
ogre
ss o
f le
arne
rs in
usi
ng
ICT
eff
ectiv
ely;
plan
lear
ning
to id
entif
y
•w
ays
of u
sing
, man
agin
g
and
asse
ssin
g IC
T.
The
teac
her
has
a re
ason
able
un
ders
tand
ing
of in
nova
tion
in
IC
T in
edu
catio
n.
Ado
ptio
n le
vel
The
teac
her
is a
ble
to:
inte
grat
e re
sour
ces
foun
d
•on
the
Int
erne
t in
plan
ning
le
sson
s;us
e IC
T to
cre
ate
file
s an
d •
docu
men
ts to
ass
ist i
n pe
rson
al
plan
ning
, les
son
plan
ning
, as
wel
l as
clas
sroo
m a
dmin
istr
a-tio
n an
d m
anag
emen
t;ap
ply
child
onl
ine
safe
ty
•m
easu
res
and
teac
h
lear
ners
onl
ine
safe
ty s
kills
;ca
rry
out a
nee
ds a
naly
sis
on
•IC
T in
fras
truc
ture
and
ski
lls
requ
irem
ents
in t
heir
sch
ool.
Ent
ry l
evel
The
teac
her:
know
s th
at I
CT
can
•
impr
ove
clas
sroo
m
man
agem
ent;
atte
mpt
s to
use
IC
T
•to
man
age
clas
sroo
m
activ
ities
.
Ele
men
t
3. M
anag
emen
t
4.
Inno
vatio
n
16
Guidelines for Teacher Training and Professional Development in icT
16
Guidelines for Teacher Training and Professional Development in icT
Notes