Information Technology Competence #2

According to Davis et al (1998), 'Information Technology is such an adaptable intellectual tool that it may be better visualized as many tools' ( p. 16). Davis includes the skill of communicating ideas and information as important in allowing the learning to, 'develop ideas and engage in a creative process'(p. 17).


Many computer based ICTs promote collaborative learning through simple discussion and collaboration of ideas into a single product. Integrating a blog into a learning experience where students upload group activities so others can view them independently in class as well as at home promotes self-directed learning and reflection on the previous lesson. These ease of inputting data, images and even videos allows students to be free to be more creative.


My own competence in ICT use will ensure my students will participate in socially and educationally rich learning experiences through collaborative learning exercises using various ICT tools and applications.


Reference
Davis, N. & Somekh, B. (1998). Using information technology effectively in teaching and learning. Routledge, London.

Information Technology Competence

The integration of technology into the 21st century classroom has become as routine as the notebooks and highlighter pens of generations gone by. Educators and students a like are being exposed to a variety of programs, tools and websites capable of enriching the learning experience with the click of a button. The Australian Curriculum dictates, however, that students develop ICT competence as they learn to use information and communication technology effectively and appropriately. The utilization of ICT's in learning design and implementation must adhere to the principle that it must be used 'effectively and appropriately'.

Being that competence in using ICTs is both a Graduate Attribute as well as a QCT professional skill, developing thorough knowledge and understanding of various methods of integrating digital tools into both my learning experiences and the learning experiences of students is important. Identifying the effectiveness of an ITC as a resource, implementing it to enhance a learning experience, and reflecting afterwards on its appropriateness ensures that using technology for the sake of using it does not become a habit. 


References
Australian Curriculum and Reporting Authority. (2011). The shape of the australian curriculum. Retrieved from www.acara.edu.au/curriclum

From the words of Gardener

Professionals must continually be willing to educate the public about the nature of their enterprises and about what is needed for good work to be done within their domains. Professionals have a right to resist foolish misunderstandings of their own enterprises and to fight for the uncensored pursuit of knowledge. At the same time, they must be willing to listen carefully to reservations about their work from nonprofessionals, to anticipate possible misapplications of the work, and to speak out forcefully about where they stand with respect to such reservations, uses, and misapplications. (Gardener 2001, p.7)

 As I have become more immersed in the educational culture of both university and secondary schooling, the knowledge I have have gained and reflected critically upon in regards to topics such as pedagogy, behavior management and futures orientated learning have been discussed (and debated) by peers and friends outside of university alike. As an educator, one must keep shareholders (students, parents, peers & the school community) informed and advised on why certain pedagogical and classroom management strategies have been implemented. They must stick to their guns when a plan of attack is criticized or written off without fair explanation, and they must strive to achieve their own teaching goals, as well as the goals of the school/educational system.

QCT Professional Skills/Standards

Commit to reflective practice and professional renewal

Practice

At a minimum graduates of approved pre-service teacher education programs will be able to:

• reflect critically on personal professional practice

• use professional standards to analyse professional strengths and weaknesses, set personal professional goals, and assess their capacity to meet the professional and ethical requirements of the Queensland College of Teachers

• identify and know how to access professional development opportunities for improving teaching practice and the performance of other aspects of the role of a teacher

• identify and access learning communities and professional networks

• perform teaching and non-teaching duties in a manner that is consistent with employing authority and school policies and procedures and legal and ethical obligations of teachers

• actively participate in mentoring, coaching and other professional learning programs

Knowledge

In order to meet these minimum expectations, graduates of approved pre-service teacher education programs will have a sound fundamental knowledge of:

• the changing role of the teacher in contemporary society

• school and employing authority policies on accountability

• the legal, ethical and professional responsibilities of teachers and obligations in regard to child protection

• standards and ethical and accountability requirements established for the profession by the Queensland College of Teachers

• a range of contemporary research on teacher professionalism

• how to access educational research, contribute to learning communities and professional networks, including through the use of ICT, to support professional learning, self-assessment and development

• mentoring and coaching techniques

• learning communities, professional networks and organisations with the capacity to support learning and development activities

• strategies for reflective practice and lifelong learning

Values: The development of elements of knowledge and practice through the preservice program should acknowledge the importance of appropriate values and dispositions for teaching, and lead towards development of the values described in the Professional Standards for Queensland Teachers.

Design and implement engaging and flexible learning experiences for individuals and groups

Practice

At a minimum graduates of approved pre-service teacher education programs will be able to:

·         establish learning goals and learning plans that reflect relevant curriculum frameworks and policies

·         know how to communicate learning goals and plans to students, families, caregivers and other parties

·         select and use teaching and learning strategies and resources that meet specified learning goals, curriculum requirements, learning needs, interests and learning styles

·         identify and apply learning experiences that incorporate flexible individual and group learning, teaching, assessment and behaviour management strategies

·         identify and use teaching, learning and assessment strategies and resources in which ICT is embedded

·         know how to gather information from a range of sources to evaluate learning activities and how to use this information to improve teaching, learning and assessment strategies and resources

Knowledge

In order to meet these minimum expectations, graduates of approved pre-service teacher education programs will have a sound fundamental knowledge of:

·         the content, processes and skills of the areas they teach and links across content areas

·         the socially, culturally, historically constructed nature of knowledge

·         ways of identifying learning goals

·         lesson and program planning

·         relevant curriculum frameworks and an awareness of school, authority and employer policies and procedures

·         how students learn and the implications for practice in the early, middle and senior phases of learning

·         ways of gathering and using student information in the design of learning experiences

·         ways of identifying, evaluating and selecting teaching, learning and assessment strategies, resources and technology

·         effective teaching, learning and assessment strategies and resources where ICT is embedded

·         individual learning needs of students including students with particular needs such as disabilities and

·         learning difficulties, and gifted students

·         techniques for planning, negotiating, implementing the curriculum and evaluating learning experiences

Values:

·         The development of elements of knowledge and practice through the pre-service program should acknowledge the importance of appropriate values and dispositions for teaching, and lead towards development of the values described in the Professional Standards for Queensland Teachers.

C.Q University's "8 Graduate Attributes"

The term “Graduate Attributes” refers to the set of qualities and skills that a university defines as core outcomes for their students. These provide a foundation for students’ employability as well as underlying the development of their human capabilities.

1. Communication- Formulate and communicate views to develop an academic argument in a specific discipline.
2. Information literacy-Interpret and analyse information from various sources to address a discipline -specific task.
3. Team work- Evaluate own strengths and weaknesses as a leader / team member, and / or autonomously working in a team context.
4. IT competence- Apply appropriate discipline-specific software to provide solutions to questions.
5. Problem solving- Formulate strategies to identify, define and solve problems including, as necessary, global perspectives.
6. Critical thinking- Reflectively evaluate and think creatively within the context of a specific discipline.
7. Cross-cultural competence- Operate effectively within a discipline context in a socially diverse global environment.
8. Ethical practice- Articulate an appropriate personal value system, in terms of social behaviour and civic responsibility.