Issues

ACCE position

Since Learning Technology Competence is more a measure of attitude and broad conceptual understanding than IT skills, should teacher competence be addressed rather than Learning Technology Competence?

Teacher Learning Technology Competencies (TLTC) programs should aim at improving/renewing teaching practice first and foremost, with a goal of improving learning outcomes for students. Consideration should to be given to developing attitudes and conceptual knowledge which helps teachers use learning technology in curriculum programs and work practice.

Will a "testing" or "defining" of Learning Technology Competence/capability be the best tool to improve teaching practice?

TLTC programs should aim at renewing teacher professionalism and be understood as a strategy for teachers to identify, plan for and gain Learning Technology Competence.

Can the ethos of the profession be changed or highlighted through a competency movement? Can the definition of competence and the process renew how the profession connects with itself, in a learning site, across learning sites and across the nation?

TLTC standards should neither be used as conditions of employment, nor strategies to measure teachers' eligibility for professional advancement. They should, however, be strongly encouraged and supported as a means of improving the quality of education.

Will the emphasis on learning technology diminish attention to teaching and learning practices? Can the movement make sure the focus is on developing and then implementing curriculum ideas?

Will the definitions of teacher competence focus on pedagogical issues in, for example a shift from teacher directed to student-centred teaching?

Can the Teachers' Learning Technology Competencies movement help teachers learn to self assess and strive to planning professional growth, rather than be part of a "big stick" approach to professionalism?

Can a Teachers Learning Technology Competency movement take into account the multiple roles of teachers within a school and address the changing roles of teachers over time?

A minimum standards framework may not be sufficient to define levels of competence for the multiple levels and types of roles in schools. It should be flexible and reviewed as classroom practice in the use of learning technology changes.

Should there be stages of recognition to value the skills of those specialists in the professions? Can this be balanced and not used as a benchmark for promotions?

What incentive is there for a teacher to want to gain learning technologies competencies?

Should competencies also be built for support staff, administration teams, consultants to schools, learning technology coordinators and network managers in schools?

TLTC programs should accommodate support positions in school as well as general teacher positions and should be seen as an opportunity for these employees to identify, plan for and gain Learning Technology Competence.

TLTC programs should aim to define the specialist knowledge required for IT leadership and planning. It should be seen as a strategy to enable the specialists involved in this area to gain new knowledge and skills including skills that facilitate whole-school change and professional development.

Can a TLTC movement draw attention to the roles of IT management, strategic planning, resource allocation and other roles undertaken by educators?

TLTC programs should cater for administration, middle management, and consultants to schools and be seen as a strategy for people to identify, plan for and gain Learning Technology Competence.

Can a Learning Technology Competencies movement draw attention to the skills required for specialist IT studies in curriculum and the skills and knowledge required to teach IT curriculum?

A TLTC program should also aim to define the specialist knowledge required by IT teachers, and teachers specialising in IT applications in discipline areas. It should be seen as a strategy to enable these specialist teachers to gain the specialist skills necessary for their work.

If Learning Technology Competency is accepted as important, how do education systems handle the situation of teachers who have not yet demonstrated competence?

Teachers unable or unwilling to gain LTC should not be disadvantaged or considered unprofessional on this issue alone.

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, amongst other things, good users of learning technology.

The development of confidence in adapting to new ideas and technology is as important as the development of the competencies themselves.

As individual States and Territories have individual educational systems, it may be appropriate that they develop their own definitions and action statements about a TLTC program, and to identify resources required to help all teachers develop professionally, regardless of current levels of knowledge and skill.