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The following minimum standards form part of an Enterprise Bargaining Agreement for teachers in Queensland. Professional development funding has been directed to assisting teachers to achieve the mandated standards (descriptors in bold text). The framework also includes non-mandatory descriptors.
1. IT Skills - Minimum Standards for teachers
Goal:
A teacher will develop skills in the use of computers for their own personal ends, such as administration, preparation and presentation.
Standards: A
teacher will produce documents for their own use, for example,
timetables, mark-books, certificates, worksheets and letters.
A teacher will be ale to perform the following IT Skills on
the computer platform located in there own classroom or school
setting.
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Descriptors |
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Hardware |
ð· recognises basic system components and connections (monitor, keyboard, CPU, printer)
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ð· operates a printer - changes ribbon or cartridge, loads paper or envelopes
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ð· recognises input devices (keyboard, mouse)
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ð· determines the configuration ( knowledge of the memory capacity e.g. 8mb and the hard drive capacity e.g. 800mb)
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ð· starts up and shuts down system or software
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Software:
applies software/hardware to complete practical tasks
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ð· understands basic operating system functions
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ð· files and directories or folders
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ð· menus and desktops
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ð· deleting, copying and moving files
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ð· backup systems
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ð· virus protection
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ð· performs basic word processing operations
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ð· create new documents
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ð· open and close files
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ð· save and edit
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ð· cut and paste
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ð· basic formatting and printing of a document
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ð· is aware of categories of software: publishing, word processing, spreadsheet, database, multimedia, communications
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Telecommunications |
ð· uses basic functions of a WWW browser to search and locate information (e.g. activate link, move forward and back, print page, etc)
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ð· sends and receives an email message
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2. Curriculum Applications Including Classroom Planning and Management - Minimum Standards for teachers
Goals:
A teacher will incorporate the use of computers as teaching/learning tools in achieving and extending curriculum goals.
A teacher will ensure equitable access, participation and outcomes for students in their use of computers for learning.
Standards:
A teacher has an awareness, knowledge and understanding of the use of learning technology across the curriculum. A teacher plans and implements computer based activities with their students.
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Descriptors |
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Selecting worthwhile activities |
ð·
is familiar with Education Queenslands' Computers in Learning
policy and guidelines
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ð· explores a range of software types and their possible applications:
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ð· content free(generic)
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ð· curriculum software
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ð· electronic information systems (CD ROM and Internet)
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ð· identifies software appropriate for a variety of student needs within their class
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ð· uses prepared evaluations of software packages and matches software with curriculum goals
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Organising worthwhile activities |
ð· organises student access to CD Roms and Internet based resources for research projects or for special education students, organises access to appropriate adaptive technologies
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ð· delivers and assesses student learning activities using at least one curriculum software package and one generic software package
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ð· designs computer based learning tasks which have explicit links to curriculum goals and learning outcomes
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Classroom Management |
ð· recognises the various models of computer access appropriate for student activities (e.g. whole class, small group, individual)
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ð· adjusts students access to computers in response to the nature of the learning activity
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ð· implements procedures which:
- ð· provide students with flexible (vary
duration)access;
- ð· provide students with regular access; and
- ð· meet the need/s of curriculum activities.
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ð· organises student use of computers as part of the planned learning activities given the available resource base: e.g.
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ð· book computer lab
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ð· contracts
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ð· learning centres
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ð·
rosters
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Review and Evaluation |
ð· reflects on the planned learning activities which incorporate the use of computers
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ð· identifies the strengths and weaknesses of the activity and the resources
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ð· shares their learning experiences with a colleague
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3. School Planning - Minimum Standards for teachers
Goals:
A teacher will participate in ongoing discussions and experimentation related to the use of computers in the curriculum.
Standard: A teacher has an awareness and knowledge of the learning technology elements of the school Management and Learning Technology (MALT) plans.
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Descriptors |
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ð· A teacher is aware of and understands the learning, teaching and curriculum section of the school's MALT plan.
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ð· A teacher is aware of learning technology professional development programs for staff
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ð· A teacher is aware of learning technology funding and decision-making processes in the school.
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ð· A teacher can identify the link between the learning, teaching and curriculum section of the MALT plan and their planning and classroom practice.
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ð· A teacher discusses continuity in the integration of learning technology with other staff across year levels and curriculum areas.
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4. Student Centred Learning - Minimum Standards for teachers
Goal:
A teacher will participate in ongoing discussions and experimentation related to the use of computers in the curriculum.
Standard: A teacher has an awareness of the principles of effective learning and teaching in their use of learning technology.
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Descriptors |
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Understand the learner |
ð· Identifies students' prior experience with and attitudes to computers at home and at school
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ð· Adapts computer based activities for students with special abilities, needs and interests
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ð· Accommodates the learner as an individual and independent learner as well as a member of a group
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ð· Provides a variety of computer based learning activities to cater for diversity of learning styles
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Understand the learning process |
ð· Is aware of how computers can support all elements of the learning process: perception, processing and (re) presentation
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ð· Provides a clear focus and purpose for computer based activities
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ð· Balances guided and self directed activities
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Supportive and challenging environment |
ð· Creates a warm supportive atmosphere which fosters risk taking
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ð· Uses open ended software and open ended tasks to promote problem solving
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ð· Uses the technology to extend the learning environment beyond the walls of the classroom
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Worthwhile partnerships |
ð· Facilitates peer tutoring and cooperative learning processes
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ð· Utilises support staff, teacher aides, parents and community members
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ð· Identifies and liaises with a more experienced teacher in the use of learning technology
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Social and cultural contexts |
ð· Provides opportunities for learners to share their perceptions of technology in society
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ð· Reflects on the impact of new technologies and cultural change on the curriculum, structure and organisation of schooling, and the nature of childhood
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