What makes a good ict teacher

ICT uptake in cluster schools: teachers' skills, knowledge, attitudes and classroom usage As a result of their participation in the ICTPD programme, teachers made significant gains with regard to their understandings of the roles of ICTs in teaching and learning, their personal competence with ICTs, and their confidence about using ICTs with students. The ICTPD School Clusters programme directly and positively impacted on the general teaching practices of most of the participating teachers.

The main perceived effects on teaching of introducing ICT-based activities into classroom learning programmes were to make teaching more learner centred and more interesting, and to increase teacher stress and workload. Teachers were divided on whether or not incorporating ICT activities made it easier or more difficult to teach their class as a whole, or easier or more difficult to individualise lessons.

The main concerns participants had at the end of the project about ICTs in teaching and learning were: a continuing frustration with equipment failure and, especially in isolated areas, an unreliable infrastructure, a lack of access to ICTs on the part of their students, a heightened awareness that the need for professional development in the area was likely to continue after the end of the project, and a lack of time in which to undertake such development. The greatest gains occurred in relation to the basic operations of computers, graphics applications and the use of the internet.

The relatively high rates of no change in relation to teachers' skills with spreadsheets and databases are probably attributable to the fact that these applications were not emphasised in the content of many PD programmes. Teachers gained in competence through the ICTPD programmes, but it was probably associated affective domain gains in confidence and the connection of ICT use with their understandings about teaching and learning that primarily determined whether or not such personal competence translated into increased use with students in classes.

Both the confidence and competence gains made as a result of the ICTPD programme were more marked among primary teachers than among secondary teachers, and more marked among female teachers than male teachers. There was a substantial increase over the period of the contract in the frequency of usage of ICTs in the classrooms of teachers in the ICTPD programmes, but rather less growth in the range of ICTs individual teachers used with classes.

The increase in the frequency of teachers' use of ICTs for teaching and learning in classrooms was significantly greater for participating primary teachers than for participating secondary teachers. Primary teachers were also more likely than secondary teachers to incorporate a broad range of ICTs in their classroom teaching. By far the most frequently reported and observed usage of ICTs in participating teachers' classrooms was as a tool or medium for the presentation of work or for information gathering through the Internet.

Presentations were sometimes in the form of authored multimedia productions but were mostly in static print form. As a general rule, the length of time teachers were involved in an ICTPD cluster programme did not significantly affect their growth in terms of acquiring personal ICT skills and competencies. However, the length of time teachers were actively participating in the ICTPD programmes did significantly affect their level of confidence about using ICTs with classes, and the frequency with which they actually used ICTs with classes.

A minimum of six months active involvement in an ICTPD programme was apparently necessary in order for an individual teacher to significantly increase the frequency of their classroom use of particular ICTs. Teachers who were involved in the ICTPD programmes for the full three years were significantly more confident about classroom use of ICTs, and significantly more likely to increase the frequency of their use of ICTs with classes, compared with those who participated for shorter periods.

The educational value of students' use of ICTs in cluster schools For teachers, the main perceived effects on student learning of introducing ICT-based activities into classroom learning programmes were to make learning activities more varied, to increase the range of skills and abilities demonstrated by students, and to increase students' motivation. The great majority of teachers did not believe that ICTs in themselves had led to increased student achievement as measured by formal testing, although almost half of the primary teachers did express the view that incorporating ICT-based activities had increased the amount of higher order thinking demonstrated by children in their classes.

Many also justified such use wholly or partly in its own terms. That is, it was seen as important for students to learn ICT skills for their own sake as well as to use them to support their cognitive and social learning in specific curriculum areas. The research team assessed the quality of ICT-based teaching and student learning in the participant teachers' classrooms in terms of the following indicators: The range of ICTs students used and the extent to which ICT-based learning activities related to particular Curriculum Objectives.

The levels of cognitive or creative ability required of, and demonstrated by, students in their use of ICTs. We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime. ICT Skills and Qualities.

Upcoming SlideShare. Like this presentation? Why not share! Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Next SlideShares. Download Now Download to read offline and view in fullscreen. Download Now Download Download to read offline. Suresh Isave Follow. Associate Professor at Tilak College of Education. ICT Skills for Teachers. ICT concept need and scope. Maha TET Lecture Demonstration Method.

Online Teaching : Precautions. This will let you undertake and ultimately complete all your written communications with both your colleagues and students in a markedly time efficient manner. You will have to learn just how to check spelling, create tables, and even insert hyperlinks into your word documents. All in all, you will need to be in an excellent position of creating lengthy and well-formatted documents.

An excellent mastery of spreadsheets applications is also among the top ones in 21st century skills list for educators. Such an invaluable software will let you conduct some of the most pertinent aspects of your teaching duties in a convenient and highly methodological way. Some of the most notable of these duties are compiling grades for your students and even masterfully charting any critical data you might wish to pass to them.

As a teacher, you will have to learn just how you can use databases. This includes been able to create database tables, storing, and retrieving data from those tables. As such, you will have to find a way to master the art of creating electronic presentations for your classes. While more to the point, just how you can showcase them to your students and even colleagues and superiors.

As you might probably be aware the world wide web is a great repository of all manner of information, which can definitely make your life as a teacher much more easier. Generally speaking, you will have to find a good way of been able to efficiently navigate the internet for the exact data or teaching resources you stand in need of. You will also have to be well conversant with the basics of advanced search, including the utilization of Boolean operators within your search engine queries.

Email is now the most preferred means of written communication for most of us, in both our professional and personal lives. As an educator, you will have to be highly skilled in sending and receiving email messages and the various applications you need to utilize. You will also be required to be conversant with the variety of features and functionalities that these computer applications boast of. This includes mass mailing, link insertions, and even the utilization of email attachments in your communications with both your colleagues and students.

Teachers who wish to remain relevant in their given fields must also find the necessary time to fully grasp the basics of computer networking. Finally, touch typing is yet another essential computer skill, which all 21st century educators must take time to master.