Issues

ACCE positions and actions

How can professional associations help systems and other stakeholders work together and share knowledge and ideas about Learning Technology Competency movements?

How can teachers use professional associations' forums to state their opinions and ideas?

How can professional associations help advise systems about the professional development needs that must underpin a Learning Technology Competencies movement?

How can professional associations work together to promote the appropriate use of learning technology in schools?

How can professional associations work together to provide professional development programs for teachers?

What role can professional associations take in building professional communities, where expertise is shared and help given in a collegial environment?

What role can professional associations take in collecting and performing research about good practice?

What role can professional associations take in supporting leaders in the use of learning technology in education?

How can professional associations lobby

stakeholders to consider the Learning Technology

Competency movement from a holistic perspective? 

Professional associations should recognise that they have a role in the sharing of expertise amongst their members, and encouraging discussion between and among stakeholders.

In order to assist with this process, ACCE will;

•  maintain a website to assist stakeholders to participate in ongoing debate about Learning Technology Competencies.
• continue debate between stakeholders at its national conferences and through Computer Education Group conferences, forums and journals.
• continue to encourage major systems to share ideas and approaches.
•  use the online teacher communities now available to inform stakeholders of issues and generate debate.
• continue its ongoing work with Key Learning Area associations and members of Joint Councils to promote Learning Technology Competencies.
• encourage all teacher professional associations to lobby employers to provide professional development programs for teachers in learning technology and provide professional development programs themselves.
•  encourage all teacher professional associations to undertake long term professional development programs, collecting examples of good practice, using online communities and online facilities, and access to industry and community expertise.
• encourage all teacher professional associations to support leaders in their field to continue providing role models for others and to lead systems and the educational community into the next generation of learning technology experiences.
• continue to lobby for professional development programs and opportunities for computer studies teachers, learning technology coordinators and teachers who undertake specialist technology activities in schools.
• lobby for teachers to be provided with the professional development, equipment, technical support and leadership necessary to help them achieve competence in the use of learning technologies in the classroom.
• encourage all professional associations to lobby systems and other stakeholder groups to consult with professional associations when designing programs that emerge from Learning Technology Competency programs.