The Skill Development Matrix identifies and summarises six areas for skill development in the use of learning technologies for classroom and administrative purposes.
Professional development goals and strategies at three stages of development are identified in each area.
Area 1 - Using and managing technology
Skill is required to operate computers and other learning technologies with students in the classroom and to carry out other professional duties. This requires an understanding of the computer operating system used within the school, usually Microsoft Windows and/or Apple Mac OS as well as operational procedures for a range of other equipment such as printers, scanners and digital cameras.
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Stage One
Develop familiarity with and understanding of the operation of a range of learning technologies
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Seek assistance from other staff who have skills in using and managing technology |
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Use the computer's tutorials to explore the computer's operating system, learn how to create folders, save and retrieve files |
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Use computer games to practise operation of the mouse |
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Undertake an introductory computer course |
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Observe how technology is managed in a classroom where learning technologies are routinely used |
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Use an instruction manual to develop skills in the operation of appropriate equipment, for example a digital camera or scanner to develop images for a classroom presentation |
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Stage Two
Manage the use of a range of learning technologies in the classroom
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Develop strategies that enable students to operate available classroom technology, for example, by forming a student management team or creating instructional wall posters |
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Undertake training in basic computer and network troubleshooting |
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Work with others to research and develop effective strategies for managing the use of learning technologies in the classroom |
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Visit other schools to develop understanding of the potential classroom uses of a computer network |
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Stage Three
Develop innovative practices for using technology in the classroom
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Explore the potential for innovation in the classroom use of a range of different technologies |
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Develop classroom practices that enhance the learning experiences of students with special needs |
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Encourage the development of other staff by providing training and support in the use of file servers, networks and other technical infrastructure |
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Area 2 - Using basic computer applications
Basic computer applications are often integrated in a package such as Microsoft Office or ClarisWorks that includes word processing, database and spreadsheet programs. These programs can be applied across the key learning areas. Skill in using these basic applications in an integrated fashion is also required for teachers to undertake a wide range of classroom activities.
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Stage One
Develop skills in a range of basic computer
applications
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Use a computer tutorial to develop basic skills in an
application, for example word processing |
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Seek the assistance of an experienced user for a specific purpose, for example developing a database of resources |
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Undertake a beginner's training course in the use of an application, for example spreadsheets |
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Join a computer user group to share knowledge of basic computer applications with other staff and students |
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Work with an experienced computer user to incorporate use of basic computer applications in lesson preparation and presentation, record keeping and report writing |
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Visit leading practice classrooms to observe how basic computer applications are integrated in classroom programs |
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Stage Two
Use basic computer applications where appropriate for classroom and administrative purposes
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Incorporate student use of one or more basic computer applications into units of student work |
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Develop classroom activities that creatively combine two or more basic computer applications |
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Undertake a training program for intermediate or advanced users of a basic computer application |
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Develop strategies that integrate routine use of basic computer applications into classroom activities |
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Stage Three
Seek out enhanced ways of using the full potential of basic computer application packages in classroom programs
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Lead a cross-KLA team to extend the use of basic computer applications in classroom programs |
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Model innovative ways of using basic computer applications for other staff |
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Form a user group of staff and students to extend and refine use of a computer application |
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Develop and deliver an activity for other staff in the creative classroom use of an application's advanced features |
Area 3 - Using desktop publishing and presentation software
The combination of text and graphics through desktop publishing programs enhances the presentation of materials prepared by teachers for use in the classroom. Skill in using presentation software such as PowerPoint assists teachers and students to make classroom and other professional presentations that include text, graphics, sound and video for a range of audiences.
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Stage One
Develop skills in the use of desktop publishing and presentation software to enhance classroom presentations
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Explore desktop publishing software to create a classroom handout using text and graphics |
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Observe how a colleague or student prepares and delivers an electronic slide presentation in the classroom |
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Practise developing simple slide presentations for classroom use |
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Undertake a computer assisted learning program to develop skills in desktop publishing and slide presentations |
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Stage Two
Use desktop publishing and presentation software with students in the classroom
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Develop a unit of work that assists students to present their
work using desktop publishing and/or presentation
software |
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Develop a set of slide presentations for a unit of work |
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Develop a presentation for staff using desktop publishing and/or presentation software |
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Integrate student presentation of work using desktop publishing or slide presentations into classroom activities |
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Stage Three
Explore the full potential of using desktop publishing and multimedia presentations in the classroom
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Develop a multimedia presentation including text, graphics, audio and video for classroom use |
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Trial innovative uses of multimedia presentations in the classroom in order to explore the full potential for student learning |
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Assist others to prepare classroom materials and slide presentations |
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Area 4 - Using multimedia
Multimedia combines text, sound and images in many forms and includes a range of games, resources and interactive programs that teachers require skill in using for planning and implementing curriculum programs.
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Stage One
Use a range of multimedia products to develop understanding of their potential uses in the classroom
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Explore a range of CD-ROM encyclopaedia as an
information resource for lesson preparation |
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Become familiar with a range of multimedia applications by exploring interactive computer games |
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Observe how multimedia applications are used in leading practice classrooms |
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Undertake a subject association activity for using a simulation game or multimedia authoring in the classroom |
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Stage Two
Develop opportunities for increased use of multimedia as a tool for student learning
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Work with others to develop and implement a classroom program that includes information retrieval using a CD-ROM |
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Participate in a team to integrate use of an interactive multimedia game into a unit of work |
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Organise a classroom unit that includes students authoring games and presentations in a multimedia format |
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Stage Three
Explore innovative ways of using and creating multimedia products in the classroom
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Undertake an action research project to explore possibilities for innovative use of multimedia authoring in classroom programs |
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Lead a team to develop strategies for integrating the use of multimedia in classroom programs |
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Share your knowledge of multimedia with other teachers through team teaching |
Area 5 - Using communication technologies
Skills are required in a wide range of communication technologies available through the Internet and other computer networks. These technologies are often combined through the World Wide Web and provide opportunities for global collaboration with other teachers, students and organisations as well
as access to a wealth of resources.
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Stage One
Develop skills in the use of communication technologies
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Undertake the Learning with the Internet program |
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Use a Global Classroom mentor to assist students to
contribute to a Global Classroom project |
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Participate in a professional discussion group on SOFWeb and/or video conference teacher network |
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Observe an experienced Web user navigate the Web for a specific purpose |
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Investigate SOFWeb and the World Wide Web for
appropriate resources and incorporate in a classroom presentation
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Visit a leading practice school to observe how use of the Internet and Intranet is integrated into classroom programs |
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Stage Two
Incorporate the use of communication technologies in classroom programs
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Participate in a Global Classroom project |
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Integrate the use of e-mail and/or electronic conferencing into a unit of work |
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Develop a shared research project with another class over the school Intranet or the Internet |
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Design a program of work for students which integrates using the World Wide Web for research purposes |
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Develop a classroom unit that includes students authoring web pages to present their work with links to other resources |
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Stage Three
Investigate opportunities for innovative use of communication technologies in the classroom
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Undertake an action research project to explore further possibilities for use of the World Wide Web in the classroom |
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Establish a professional interaction network for sharing of work and ideas with other teachers |
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Conduct a professional development session for staff in the use of e-mail |
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Undertake leader training for Learning with the Internet and/or Global Classroom Mentors |
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Design, coordinate and implement
a Global Classroom project
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Contribute a unit of work incorporating use of the Internet to Leading Practice IdeaBank |
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Stage One
Identify and explore a range of learning technologies for teaching and learning in the key learning areas
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Visit a leading practice classroom to examine how learning technologies are integrated into key learning area programs |
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Research SOFWeb and the Internet for literature related to using specific learning technologies in the key learning areas, for example, Leading Practice IdeaBank |
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Become familiar with a specific learning technology through exploration and play |
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Undertake a professional development activity r related to a specific application, for example, through subject association or Leading Practice Classrooms Network activities |
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Stage Two
Incorporate the use of appropriate learning technologies in key learning area programs
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Devise a personal project that will develop skills in the use of a specific learning technology |
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Work with a team to develop strategies for integrating use of learning technologies in key learning area programs |
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Trial a Leading Practice IdeaBank unit of work and provide feedback |
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Develop a unit of work that integrates the use of a specific learning technology in a key learning area program |
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Participate in a Global Classroom project specific to a key learning area |
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Stage Three
Investigate opportunities for innovative use of learning technologies in key learning area programs
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Undertake an action research project with a group of other staff to extend the possibilities for use of a specific learning technology |
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Publish an account of your experience in the use of a specific learning technology in a professional journal |
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Conduct a conference workshop on the use of a specific learning technology |
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Share experiences of using a specific learning technology in the classroom with a teacher network |
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Undertake leader training for Computing across the
Primary Curriculum (CAPC) or Computing across the Secondary Curriculum
(CASC) |
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Contribute to Leading Practice IdeaBank |
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