The increasing prominence of computer and communications technology in classrooms and in educational policy has led to a range of approaches aimed at defining and implementing core competencies or skills for teachers in the use of these technologies in their professional duties.

ACCE has attempted to identify major issues that surround the Learning Technologies Competency movement, and has developed a set of recommendations. These are summarised below.

It is hoped that education systems, employer groups and individual schools will consider these recommendations in forming policy and implementing programs to develop competency.

Purpose of Teacher Learning Technology Competencies programs

• Teacher Learning Technology Competencies (TLTC) programs should aim at renewing improving learning outcomes for students through enhanced teaching practice. More detail
• TLTC standards should be strongly encouraged, but should not be used as conditions of employment or professional advancement. A good teacher does not stop being a good teacher simply because they have not demonstrated competency in the use of learning technology. However, good teachers in the 21^st century can reasonably be expected to be good users of learning technology. More detail...
• TLTC programs should accommodate the range of roles and positions within education. A minimum standards framework may not be sufficient to define levels of competence for the multiple levels and types of roles in schools. Development beyond minimum standards should be encouraged. More detail...
• Educators who are required to participate in network management and coordination of learning technology programs should be seen as priority targets for professional development. More detail...
• Suitable professional development resources must support TLTC frameworks. More detail
• TLTC programs should accommodate the specialist knowledge required for IT teachers, IT leadership and planning. More detail...
• Individual States and Territories may need individual TLTC frameworks. More detail...

Teachers and TLTC frameworks

• The workplaces of teachers can be an important rich source of experiences and knowledge about how IT and IT processes are embedded in workplace practice. More detail...
• The use of IT as an administrative tool can provide teachers with process experiences they can share with students and embed into curriculum programs. More detail...
• Teachers need to develop an enriched global perspective of the role of Information Technology, and of the role of learning technology activities in schools. More detail...
• Teachers need to understand the relationship between school curriculum, programs and activities, and state and national goals. More detail...
• Teachers need to participate in online environments as part of their professional duties. More detail...
• TLTC become part of the ethos of the profession, supported by employer groups and seen as worthwhile component of ongoing professional development program by teachers. It should be embedded in a teacher's work conditions. More detail...

• Employer groups should ensure that teachers have access to their own personal equipment to participate in learning technology environments. More detail...
• Teachers, professional associations, educational leaders, employer groups, teacher accreditation and training institutions, education unions and other education groups share the responsibility for the dissemination and sharing of good practice in the use of learning technology in education. More detail...
• Universities and teacher training institutions should ensure that teachers in pre-service and postgraduate courses are given opportunity to develop the skills and competencies of the relevant TLTC framework, and should recognise those skills. More detail
• Universities, teacher training institutions and education systems should promote information technology and specialist technology courses and to encourage graduates to enter the teaching profession, and existing teachers to enter postgraduate training. More detail
• Universities and education systems should direct research activities to the uses of Learning Technology in education.
• Professional associations have a role in developing awareness of the issues surrounding Teacher Learning Technology Competencies. This includes the dissemination of ideas, development of dialogue and ongoing debate, promotion of good practice, encouragement of a range of professional development opportunities, and lobbying on behalf of members and of the wider teaching community. More detail

• ACCE would not support a simple functional skills framework which does not contain pedagogical and educational competencies as being sufficient for TLTC. However, such a framework might form part of a suitable TLTC. More detail
• TLTC approaches should include specific reference to underlying educational theory and practice, and the integration of learning technologies in the classroom. More detail...
• TLTC framework should extend beyond basic competency. More detail
• ACCE supports the use of LTC as a formative tool, and suggests the framework be portrayed in such a form.
• ACCE supports LTC approaches that provide a recognised qualification that reflects professional achievement. More detail
• ACCE supports the idea of specific TLTCs for those teaching in specialist IT areas. More detail
• Provision should be made for recognising the prior learning of teachers, and competence may be achieved through a range of means without necessarily attending formal courses. More detail