Newsletterfrom my friend JT

Primary Teachers in ICT: Crucial Role, Competencies, and Conditions to support them (By JT)

This newsletter will give you an insight into the ecosystem of a primary teacher in an enhanced-ICT environment.  From policymakers to parents it is important to understand not only the crucial role and competencies these teachers have but also conditions which support them.

The old saying goes that without teachers a classroom is just a room.  In the same way that without teachers a computer is just a box, an iPad is an expensive frisbee and software packages are invisible.  It takes skilled and competent teachers to bring these tools to life, to integrate them into the primary school curriculum to enhance learning outcomes for their students.

In Victoria, Australia, where I am from the role of the teacher in an ICT - enhanced environment, is to:

“prepare students for the demands of an ever-changing world by facilitating learning in a technology-rich environment where students and teachers don't just learn about technology, they use it to achieve powerful learning and teaching, and improve student learning outcomes”

(Victorian Education Department, Australia, 2017 http://www.education.vic.gov.au/school/teachers/support/Pages/planning.aspx)

Suggested Competencies

I have used data from both the Victorian and NSW education departments (Australia) along with the content from this course (ICT in Primary Education, University of London, 2017) to compile this list of suggested competencies.

• Integrate ICT appropriately across all learning areas
• Select and apply appropriate ICT tools and resources based on
• • learning outcomes (pedagogical objectives)
  • content being addressed
  • the level of expertise of the students
  • accessibility of materials, devices, and applications
  • appropriateness of the ICT tool to enhance teaching and learning.
• Encourage students to use ICT strategically to optimize their learning
• Instill an appreciation of the public nature of online activities and encourages taking responsibility to limit the risks to one’s self and others.
• Enhance learning with a variety of resources, stimulus materials, and learning tools.

Supporting teachers through professional development

In the Bertram Primary School Case study (Week 6, ICT in Primary Education, University of London, 2017) teachers were provided with intensive (3-weeks) in class training.  Following these teachers reported feeling confident to use the technology every day and reported enthusiasm and positive learning outcomes for their students as a result.  This great example of professional development followed many of the principles of optimizing professional development as outlined by UNESCO in 2011 (http://iite.unesco.org/pics/publications/en/files/3214696.pdf ).

Best practice is to offer professional development with:

• Long duration
• Group participation of teachers from the same area (versus individual participation).
• Active learning opportunities
• Increased content focus (versus generic teaching strategies)
• Increased coherence between activity and to school goals, policies, and standards)

If you are a policymaker deciding how best to support primary teachers in ICT providing professional development opportunities that follow these criteria is an excellent start.