A Holistic Approach for Managing School ICT Competence Profiles towards Supporting School ICT Uptake

Abstract

Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education. However, despite these efforts, the current level of ICT uptake from schools remains low. A wide range of factors have been identified as barriers, including lack of teachers' ICT Competences and lack of ICT infrastructure. Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations. This paper introduces a holistic approach on School ICT Competence based on combining both individual teachers' ICT Competences and schools' eMaturity. Furthermore, it presents the design of a web-based School ICT Competence Management System which aims to capture and monitor schools' overall level of ICT uptake and facilitate effective management of resources and strategic planning towards improvement, by jointly processing these data.

Teil I: Die Modellierung medienbezogener pädagogischer Kompetenzen

“…According to UNESCO (2018), the previous 2011 version of the ICT CFT was quite influential on a global level, an assumption which is supported by references in multiple further sources such as overviews of respective models and reviews (Zervas, Chatzistavrianos, and Sampson 2014), implementations on school level (Sergis, Zervas, and Sampson 2014) and on the level of national curricula (Butcher, Moore, and Hoosen 2014), implementation guidelines (Midoro 2013), or studies and surveys (Ansong-Gyimah 2017). It is described to have impacted national educational policies, the creation of national teacher standards, national levels of teacher ICT competency and training initiatives, education curricula and professional development courses (United Nations Educational, Scientific and Cultural Organization [UNESCO] 2018).…”

“…This points to an impact of the framework on teachers in at least three European countries and thus suggests a contribution to the context of European teachers' continuing professional development. In terms of scientific reception, this model overall appears seldom referred to in related research, except for mentions in overviews of related models (e.g., Zervas, Chatzistavrianos, and Sampson 2014;Sergis, Zervas, and Sampson 2014). However, eTQF apparently achieved a certain impact in its function as a basis for the development of further models, e.g., the Norwegian Professional Digital Competence Framework for Teachers (Kelentrić, Helland, and Arstorp 2017), or for DigCompEdu (Joint Research Centre [JRC] 2017).…”

“…To give an example, the three competency aspects included in "Teacher Professional Learning" are "Digital Literacy" on the stage of Knowledge Acquisition, "Networking" on the stage of Knowledge Deepening, and "Teacher as Innovator" on the stage of Knowledge Creation (United Nations Educational, Scientific and Cultural Organization [UNESCO] 2018).The main function of the framework is guidance for pre-and inservice teacher training on the use of ICTs across the educational system, with teacher educators, educational experts, political stakeholders, teacher support personnel and other professional development providers as a target group (ibid. ).According to UNESCO (2018), the previous 2011 version of the ICT CFT was quite influential on a global level, an assumption which is supported by references in multiple further sources such as overviews of respective models and reviews (Zervas, Chatzistavrianos, and Sampson 2014), implementations on school level (Sergis, Zervas, and Sampson 2014) and on the level of national curricula (Butcher, Moore, and Hoosen 2014), implementation guidelines (Midoro 2013), or studies and surveys (Ansong-Gyimah 2017). It is described to have impacted national educational policies, the creation of national teacher standards, national levels of teacher ICT competency and training initiatives, education curricula and professional development courses (United Nations Educational, Scientific and Cultural Organization [UNESCO] 2018).…”

The Formation Factors of Digital Literacy for Builiding Parents Competences

“…Information and technology development on the past few years have been increasing rapidly, its existence has a tremendous impact on creating a national generation that is superior and competitive to follow the ever-increasing digital literacy around us. Altogether, there is a nation-wide initiative that is promoting the education of technology, but the absorption level in schools is still very low (Sergis, et al, 2015). The optimization of competitive superiority opportunity is built by technological resources on source area including data, application system, infrastructure, and manpower.…”