ACCE position

Stakeholders strongly agreed that the core purpose of a Teacher Learning Technology Competency movement should be improved teaching and learning outcomes through professional development.

A wide range of activities and experiences can contribute to Professional Development of teacher in the learning technology areas.

How can teachers be encouraged to develop a pattern of life-long learning in relation to learning technology?

How can teachers be encouraged to develop professional growth plans as a strategy to identify professional development needs?

Inherent in the idea of TLTC in the development of a personal professional development plan which is an ongoing process in order to maintain currency.

How can teachers undertaking self-directed professional development ensure that they are following a valid and useful path?

Effective TLTC frameworks should

•  become part of the ethos of the profession where a commitment to constant development is part of professional attitude and ethics
•  encourage teachers to consider themselves as life long learners.
• encourage teachers to plan a long-term and broad-scope professional development program for themselves, rather than rely on someone to do it for them. They should then seek their professional support and knowledge and not expect it be planned and supplied totally by their employer.

How can education systems ensure professional development providers understand the ethos of the Teacher Learning Technology Competencies movement and therefore provide effective professional development programs?

Professional development in learning technologies is a long term strategy to help teachers gain professional knowledge and experiences. It should be considered in conjunction with personal experiences, curriculum renewal, pedagogical renewal, classroom experiences and training. There is a range of ways through which professional development can occur, including formal training sessions, peer mentoring, personal inquiry and exploration, in-school sharing of ideas etc.

How can teachers gain valuable experiences and knowledge though online environments and activities for professional development?

What support is available for classroom teachers to conduct and share research into professional practice involving the use of learning technology?

How can professional development in learning technology programs maintain a focus on learning approaches, classroom practice and gaining knowledge of authentic contexts?

What are the implications of mandated learning technology skill levels imposed by employers?

How can teachers be provided with opportunities to reflect on their knowledge and experiential approach to learning technology (time and access)?

How can teachers access programs and workplaces in industry and the community as professional development experience?

Employer groups and educational leaders should:

• provide and encourage teacher access to ideas and strategies to use IT as a work tool
•  encourage an IT environment for school management and administrative purposes, and engage teachers in the IT-embedded work practice of the school.
•  embed professional development activities into a teacher's work conditions. Employers should be encouraged to provide time and resources within the defined work conditions for teachers to access professional networks and professional development programs.
•  invest in teachers by paying for the involvement in professional associations and similar organisations that promote professional development.
• ensure that teachers have access to their own personal equipment to participate in learning technology environments. Teachers should not be expected to share computers in staff rooms or take full financial responsibility for personal equipment used for professional purposes. Where such equipment and services (e.g., computer, printer, Internet access) are not provided, education systems should consider subsidising the costs borne by teachers in providing their own, either directly or through suitable remuneration structures.
• encourage and support research in authentic contexts, by providing resources to aid in the performance of this research, and actively promote the reporting and sharing of ideas and experiences.
•  provide support for people with expertise, so they can continue to take leadership roles in the professional community.

How can teacher communities gain access to the exemplary practice of other teachers?

How can teacher communities collect, organise and disseminate their wisdom about learning technology practice?

What roles can professional associations undertake in defining and implementing professional development programs for individuals and the profession?

• In a professional community, all groups (including individual teachers, professional associations, educational leaders, employer groups, teacher accreditation and training institutions, education unions etc.) must share the responsibility for the dissemination and sharing of good practice in the use of learning technology in education
• This will include collecting expertise and enabling access to good practice, expert opinion and innovative perspectives, as well as tested pedagogical ideas and curriculum interpretations.
• Online communities and web sites might collect, showcase and encourage good practice and expertise: participation in these is one form of professional development.
• Members of the profession should celebrate and share their ideas, expertise and professional competence publicly, using technology as appropriate. Initiatives should reward teachers who contribute their knowledge and experience. Sharing of aggregated expertise would foster pride and renewal within the profession and enhance public knowledge of the professionalism of Australian teachers.

Planning and management

How does a TLTC framework impact on educators who assist in managing and planning IT infrastructure in schools to support teaching and learning, such as computer coordinators?

•  Where educators are required to participate in network management and coordination of learning technology programs, they are a priority target for professional development. These people often design and build learning environments for schools and support other staff gaining Learning Technology Competence. Unless they gain high quality professional skills or other provisions are made for technical support and planning, Australian schools may be condemned to aim at mediocre Learning Technology Competence.

Employer groups and educational leaders should:

•  Recognise that IT managers, computer coordinators and computer studies teachers have a need to develop and maintain competency in specific areas.

Specialist computing teaching

How does a TLTC framework impact on educators who teach in specialist computing areas, such as computer studies, multimedia development,

Employer groups and educational leaders should:

•  Recognise that specialist computing teachers, such as those who teach in areas such as computer studies and multimedia development, have a need to develop and maintain competency in specific areas. This in turn requires suitable provision for professional development.

Teachers and educators should

• Develop and support a campaign to help convince systems, educational groups and employers that IT managers and computer studies teachers deserve attention in professional development programs.