Most Australian states have developed IT competency frameworks, either explicitly or through the endpoints of the PD courses they offer. Tasmania has developed a Graduate Certificate in Education using the Vocational Education and Training area of the Australian Recognition Framework, so that teachers can receive a nationally recognised qualification and can use the Recognition of Current Competency process to allow their existing skills to be considered.

While this may not be appropriate as a mandatory LTC framework for all teachers, it provides an indication of the nature of the competencies themselves.

Graduate Certificate in Education- (Computing for Teaching and Learning)

• Teaching and Learning
• Implementing Good Practice
• Professional Activities
• Learning Environments
• Management and Access
• Leadership Practices
• Research and Development
• Evaluation and Review
• Collaboration and Communication

To gain the award you must complete seven modules including the two essential modules - Teaching and Learning and Implementing Good Practice.

Module 1 - Teaching and Learning

Adopt, adapt, and invent good and emerging uses of computer-based technologies for teaching and learning practices 

1.1  Incorporate computer-based technologies into teaching and learning in ways that reflect understanding and application of good and emerging educational practices.

• Current knowledge and understanding of learners and how they learn are applied to the variety of purposes for learning where computer-based technologies are being used.
• Computer-based technologies are used in ways that enhance teaching and learning.
• Critical processes are in place for appraisal of the capacity of emerging technologies to enhance good practices in teaching and learning.
• Teaching and learning practices are modified to incorporate the use of existing and emerging computer-based technologies.

1.2 Provide learners with computer-based opportunities to access, extend, transform and create as well as share ideas and information in different areas of learning.

• Learners have opportunities to express their creativity and imagination by accessing, extending, transforming and sharing ideas and information using computer-based technologies.
• Activities are planned and targeted to meet the needs, goals and preferences of learners.
• Selected uses of computer-based technologies are differentiated, as appropriate, for different areas of learning.

1.3  Use IT to access and report information on the progress and achievement of learners, as appropriate.

• IT is used to record the activities of learners and their education programs.
• IT is used in the preparation of records of development and achievement and when reporting progress.

1.4 Use computer-based technologies to access devise and produce educational resources to support learning.

• Teaching and learning resources are developed for the needs of learners and different areas of learning.
• A range of IT technologies is used to prepare teaching and learning resources
• IT is used for accessing and exchanging ideas and resources from other sites.

Coordinate processes for the implementation of good practices where IT is used to support learning

2.1 Coordinate and collaborate with individuals and groups to implement agreed practices for the use of IT to support learning.

• Learning communities are established in the workplace.
• Arrangements are made for regular monitoring and feedback.
• Processes are in place to ensure that implementation activities focus on agreed intentions.

2.2 Coordinate and collaborate with individuals and groups to create functional and secure computer-based learning environments.

• Computer-based  systems are selected with consideration to the ease of use and accessibility.
• The selection of troubleshooting and maintenance, computer management and training is designed to ensure smooth operation of learning programs.
• Audit and review of software resources are coordinated  to maintain/improve the quality use of resources.
• Processes are in place to ensure systems are adapted for privacy, security and backup of files.
• Processes are in place to deal with copyright, licensing and content issues related to electronic networks.

2.3 Arrange human, physical and financial resources to ensure educational purposes drive implementation decisions.

• The educational purposes of IT are clearly articulated in relevant documents.
• Computer-based resources are arranged to meet particular educational purposes.
• Tasks are delegated to individuals and teams of people as appropriate.

3.1 Use computer-based communication tools for professional interaction.

• Electronic means of communication are used to interact and/or collaborate with colleagues in the workplace and in other workplaces at local, national and international sites.
• Use a range of communication tools for professional purposes to support good practices.
• Professional interaction using IT occurs in real time and/or delayed time.

• Privacy and confidentiality of personal information is maintained.
• Copyright and software license requirements are observed.
• Codes of practice for the use of IT in the organisation are observed and promoted.

• IT is used to assist in the organisation and provision of educational activities.
• Personal records and profiles are created and accessed.
• IT is used to keep personal records of individuals, as appropriate.

Module 4 - Learning Environments

Integrate computer-based technologies into learning environments to enhance good practice

4.1  Plan the use of computer-based technologies to assist learners in meeting their needs, goals and aspirations.

• The selection of IT technologies is designed to increase learner motivation.
• A range of learning theories is drawn upon when computer-based technologies are selected for particular learning purposes
• Computer-based technologies are used to promote collaboration in planning processes.
• Identification of needs, goals and aspirations of learners is a critical aspect of the planning processes used.
• Strategies for addressing ethical issues in the use of IT by learners are planned.

4.2  Create computer-based learning environments that support good and emerging teaching and learning practices.

• Computer-based technologies are used to challenge learners and promote creativity.
• The learning environment is designed to provide access to a wide range of hardware and software resources.
• Computer-based equipment and resources are used to create a global learning environment.
• Computer-based technologies are used to monitor progress in learning

4.3 Match computer-based learning environments with selected learning outcomes to enhance teaching and learning

• Selection of IT tools is guided by intended learning outcomes.
• Intended learning outcomes for the use of IT are identified in different areas of learning
• Selection and use of IT tools are adjusted for individual teachers and groups of learners.

Module 5 - Management and Access

Manage the accessibility of computer-based technologies for learners
 

5.1  Manage computer-based learning systems and environments.

• Processes are in place for preventive maintenance of computer-based equipment and network infrastructure.
• Faults are diagnosed and appropriate action taken.
• File management, anti-virus and backup procedures are carried out regularly.
• Computer-based technologies are customised to the needs of users in ways that observe standard protocols.

5.2  Direct the installation and customisation  of computer software as appropriate for the needs of learners.

• Computer-based technologies are customised to the needs of learners and teachers in ways that observe standards and protocols.
• New software is successfully installed.
• Processes are in place to control unwanted and/or illegal software

5.3  Negotiate codes of practice for the use of computer-based technologies to support teaching and learning.

•  A code of practice for the use of IT for learning is negotiated with users and regularly updated.
• A policy for the use of computer-based technologies is explained to users.
• Uses of agreed codes of practice is monitored and follow up action taken.

5.4 Ensure equitable access to hardware and software within the learning environment

• Learners have equitable access to computer-based technologies.
• Processes to ensure equitable access to computer-based technologies for learning are monitored and reviewed.

Access to general computer-based tools is distinguished from access to specialised computer-based applications.

Provide leadership for the integration of information technologies for learning within the organisation's educational plan

6.1  Utilise key people with IT knowledge and skills from the organisation and wider community.

• Consultation is evident amongst key expert people from the organisation and the wider community as appropriate.
• Mechanisms are in place to expand the level of expertise available to learning communities.
• Interpersonal skills required to lead and manage people are demonstrated.

6.2  Provide processes which involve all stakeholders in developing a shared vision.

• All stakeholders are involved or represented in consultation, development and evaluation.
• Processes are used to gain information from stakeholder perspectives.

6.3  Facilitate the formulation of a strategy to integrate IT into the organisation.  

• Strategy plans are based on identified good practice
• The extent of usage/integration of IT is identified.
• A documented code of ethics and user policy is available and accessible throughout the organisation.
• Strategic plans show clear links with the organisation's charter, goals and aspirations.
• Strategic plans recognise and provide for professional development needs of the people in the organisation

Facilitate the research, review and development of good practices that use IT to enhance learning outcomes

7.1  Set up processes for ongoing research by stakeholders to review and develop good practices in IT.

• Structures and programs are set up within the organisation to support good practice and highlight successes that use IT in learning.
• Innovation with emerging technologies and processes for using them are initiated, encouraged and supported.
• Research is undertaken on the  implications of IT for learning programs.
   

7.2  Facilitate collaboration and networking with other organisations in education and in the community.

• Networks and registers are established and available for access  by people in the organisation and related community groups.
• Professional support structures are available for access by people in the organisation and related community groups.
• Meetings for sharing good practices are organised and appropriate levels of participation are evident.
• Membership of and attendance at professional IT groups are encouraged.
• The sharing of learning resources for uses of IT is promoted and encouraged.

7.3 Facilitate appropriate modifications to management, learning and communication practices that use IT.  

• Differing views and practices are considered and reviewed.
• Researched and reviewed information is used appropriately in decision-making processes.
• Stakeholders participate, as appropriate, in decisions about modifications.
   

Manage monitoring and evaluation processes to review and improve intended outcomes

8.1  Use appropriate models of evaluation to determine the effectiveness of integration of IT to support learning.

• Identify the purposes of evaluation(s) in relation to the learning goals and outcomes of the organisation.
• Information on the effects of the use of IT to support learning is collected, analysed,  and shared.
• Evidence is collected to assess whether learning outcomes are enhanced.
• Research and evaluation processes  are selected and employed.

8.2  Ensure evaluation processes include the monitoring of equity issues.

• Comprehensive consultation processes for obtaining feedback from all stakeholders are integral to processes used.
• The participation of all targeted groups is monitored and assessed.
• Inequities identified are addressed.

8.3 Develop action plans to address the outcomes from evaluation and feedback.

• Action plans are devised, reviewed and modified.
• Performance targets are set to reflect the outcomes of evaluation processes and the shared vision for the use of IT in learning.

Stakeholders' views and suggestions are taken into account when action plans are developed and/or modified.

 Module 9 - Collaboration and Communication

Incorporate collaboration and communication with stakeholders and the community into strategies for the use of IT to support learning

9.1  Provide information to stakeholders to promote and sustain evolving and ongoing use of IT for learning.

• Processes are in place to gain information from and  provide feedback to stakeholders.
• IT systems are  used to communicate with stakeholders and disseminate information.

9.2 Share information and understanding with stakeholders about the integration of IT for learning in the organisation.

• A variety of means for collaboration and communication in the review of good practices and the determination of future directions is evident.
• Evaluations of current and emerging uses of IT to support learning are regularly updated and communicated to stakeholders.
   

9.3 Provide community access and information, as appropriate, and networks for community support that promote good practices and innovation using IT to support learning.

• Parent/community workshops/information programs are conducted.
• Community access is arranged as and when required
• Action plans for community access are documented and implemented.
• Parent/community resources and IT expertise are incorporated into good practices as appropriate.