The aim of this paper was to identify the competencies needed by teachers for the development and implementation of ICT-based education. The study which covered 19 member countries of European Union was guided by three research uestions. It is interesting to note that most developed countries have embraced ICT in education as a means for ensuring the development of ICT capability of the people.
The aim of this paper was to identify the competencies needed by teachers for the development and implementation of ICT-based education. The study which covered 19 member countries of European Union was guided by three research uestions. It is interesting to note that most developed countries have embraced ICT in education as a means for ensuring the development of ICT capability of the people.
The aim of this paper was to identify the competencies needed by teachers for the development and implementation of ICT-based education. The study which covered 19 member countries of European Union was guided by three research uestions. It is interesting to note that most developed countries have embraced ICT in education as a means for ensuring the development of ICT capability of the people.
VIEWS FROM EUROPEAN UNION (EU) Lilian-Rita Akudolu (Ph.D, Cf) Faculty of Eucat!o"# N"a$! A%!&!'( U"!)(*+!ty# A'&a# N!,(*!a- A.+t*act The aim of this paper was to identify the competencies needed by teachers for the development and implementation of ICT-based education. The study which covered 19 member countries of European Union was guided by three research uestions. !ata were collected through the use of emailed uestionnaire and analysed using freuencies and percentages. "ome personal# pedagogical and sub$ect oriented%didactical competencies were identified. &mong the recommendations was that the 'ederal (overnment should ma)e the development of ICT competencies of teachers a priority and set targets when all teachers should become ICT-literate to mandatory standards. I"t*ouct!o" The advent of information and communication technology *ICT+ in education which is e,acting an unprecedented impact on the learning process is a culmination of advancement in information technology *IT+. The recognition of communicative abilities and facilities offered by the computer# notably the e-mail# led to the replacement of the term -Information Technology. with that of Information and Communications Technology *ICT+ over a decade ago. /hile sharing this view# 0elgrum and 1aw *2334+ affirm that the term ICT started replacing that of IT from the 1993s. &bbott *2331+ observes that at the initial stage of ICT while more people were adopting the term ICT# people in higher education were using communication and information technology *C5IT+ to refer to the same concept. It is interesting to note that most developed countries have embraced ICT in education as a means for ensuring the development of ICT capability of the people. This is with a view NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 1 to achieving technological emancipation and to competing favourably in the international arena. The ma$or way of developing the ICT capability of citi6ens is through the implementation of the three facets of ICT-based curriculum which comprise7 learning about ICT# learning with ICT and learning through ICT. It is in this regard that Tanner *2334+ presents ICT as discipline# resource and )ey s)ill. ICT as discipline refers to ICT as a sub$ect in the curriculum. &s an instructional resource# ICT encompasses a wide range of technologies including telephones# fa, machines# televisions# video# audio recorders. C! players# C!-89:s# personal organi6ers# programmable and remote-operated toys# radios# computers *9;<ara# 233=+ as well as any other technologies that can enhance the processes of finding# e,ploring# analy6ing# documenting# e,changing and presenting instruction based information. ICT is also considered as s)ill in line with literacy and numeracy. The enormous benefits of ICT have been well documented by various authorities and researchers such as !epartment of Education and Employment *!fEE# 199>+? the Independent ICT *IICT+ in "chools Commission *199>+? the @ational (rid for 1earning *@(f1# 199>+? !fEE and AC& B Aualification and Curriculum &uthority *1999+? &)udolu *2332+? "harp# 0otter# &llen and 1oveless *2332+? 9libie *2334+? the "cottish E,ecutive *233C+ and the U@!0%&0!I0 *233D+. &mong the various points mentioned by these authorities are that ICT promotes learning# motivates and empowers the learner as well as facilitates the $ob of the teacher. The @(f1 and !fEE *2331+ add that ICT -has the potential to transform the way education is delivered and to provide new opportunities# enhancing scholarship and investigation E. In fact a compilation of research findings on the benefits of ICT as presented by the Fritish Educational NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 2 Communications and Technology &gency *FECT&# 233=+ is grouped under benefits for learners# teachers# parents and the society. These numerous benefits of ICT which cannot be itemi6ed in this paper due to constraints of time and space can only be reali6ed when teachers who still remain the )ey to learning have developed the necessary pedagogical competencies for instructional use of ICT. 0resently# there is a global awareness of the centrality of the teacher;s role in the learning process# even in ICT B rich conte,ts. Teachers cannot be replaced by the best technology. Gones *233474+ reiterates this fact and opines that -no matter what educational systems mandate and e,pect# in the end effective learning is very dependent on the will and competence of the teacher.. In recognition of this fact# country members of the European Union entered -the twenty-first century in the throes of a ma$or programme of euipping schools and training teachers. *&bbott# 2331744+. &lso the IICT in "chools Commission *199>722+ warns that -if we wish to ensure that our children and country reap the benefits of ICT we must cherish our teachers and do everything we can to help them to ta)e it on board.. It is consoling to note the declaration by the 'ederal 8epublic of @igeria *'8@. 199979+ at the on-set of the Universal Fasic Education *UFE+ programme that -current efforts to raise the level of general education of teachers *as well as efforts to raise the level of their initial professional preparation+ will be pursued broadened# and intensified.. The same document presents the -career-long professional development of serving teachers. as a -crucial issue.. &@ indispensable element of teacher preparation for the present information age is the development of teacher compliances for instructional use of ICT. Fearing in mind the e,isting ICT poor school environments in the country and the vastness of ICT capabilities# what competencies are teachers e,pected to possess for them to implement NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 4 an ICT based curriculumH /hat ICT pedagogical competencies should teacher preparation institutions aim to develop in teachers to ensure that these teachers can help the country cross to the positive side of the digital divide and )eep pace on the information superhighwayH These are some of the uestions that present the problems of this study. This study is limited to the development of ICT competencies of @igerian teachers. This is based on the fact that ICT competencies involve )nowledge of s)ills# )nowledge of how and when to apply the s)ills as well as )nowledge of reasons for using the particular ICT or the contributions of that ICT to the solution of problems. &uthors such as 1oveless *2334+# U@E"C9 *233=+ and 0otter 5 !arbyshire *233C+ are of the view that ICT competencies are concerned with the ability to7 Inow when to apply or develop a particular s)ill in using an ICT resource? Fe aware of the reasons for using ICT and its effect on both users and conte,t? and <ave a critical and confident attitude to learning with the technology. In this regard ICT competencies are used as synonymous to capability. Conseuently# Tanner *23347>+ observes that though )nowledge and s)ills are necessary for the development of ICT capability# they -should be considered as vehicles for developing ICT capability rather than its focus.. The present study therefore focuses on the development of teachers ICT competencies. This study is also limited to views from the European Union *EU+. The EU which embraces 2> countries is a family of democratic European countries. It is committed to defending the values of Europe and in promoting unity# progress and cooperation among the people of Europe. The EU has common NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 = institutions to which the member states -delegate some of their sovereignty so that decisions on specific matters of $oint interest can be made democratically at European level. *Europa# 233D71+. 9ne such institution is the European Council *EC+ or Council of :inisters. The EC is the main decision-ma)ing body of the EU. It is constituted by representatives from all the member states. It has nine different configurations and ma)es its decisions as well as recommendations through the Commission. 9ver the years# the Commission;s recommendations have ushered the member states into enviable leading positions in the development and implementation of ICT. Can @igeria benefit from the ideas of these members of Council whose proposals transformed Europe from a low-tech to a high-tech continentH (iven the fact that @igeria is yet to $oin the high-tech wagon# what are the views of these Commission members regarding the teacher-needed competencies for instructional use of ICT in @igeriaH R(+(a*c/ Qu(+t!o"+ The study was guided by the following research uestions7 /hat personal ICT competencies do teachers need to possessH /hat are the ICT pedagogical competencies that teachers need to possessH /hat are the ICT didactical and sub$ect oriented competencies that teachers should possessH M(t/o Design and Area of Study: The study was a survey and it covered 19 member countries of the European Union *EU+. Population and Saple: The population comprised all the C1 members of the European Commission *EC+ /or) 0rogramme on Implementation of NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 C Education and Training 2313 B /or)ing (roup C7 -ICT in Education and Training. and the 11C academic members of staff in the 'aculty of Education at the University of (lasgow. This population was chosen for the fact that the members of EC had been involved in planning ICT in Education for EU countries while the academic members of staff in the 'aculty of Education at the University of (lasgow have over the years been preparing teachers for ICT in Education. !nstruent: !ata were collected through the use of uestionnaire which comprised two sections. The first section presented a description of the @igerian educational system with regards to the state of development and implementation of ICT in education as well as the availability of ICT facilities in the schools and in the society. The second section comprised 43 items structured on a four point scale of strongly agree# agree# disagree and strongly disagree. Copies of the uestionnaire were emailed to the 1DD respondents twice with an interval of four wee)s. The need for sending the uestionnaire twice to the same respondents was necessitated by the low response recorded at the first instance. "ome of the respondents at the University of (lasgow were contacted again physically *in person+ or through phone and urged to complete the uestionnaire. & total of CD copies of the instrument were completed and returned. "alidation and Relia#ility: &fter testing the instrument on two doctoral students in the 'aculty of Education# University of (lasgow# copies of the modified instrument were sent to two lecturers at the University of Edinburgh for content validation. This e,ercise resulted in the modification of one of the items. 8eliability was ascertained by administering the instrument to 13 post graduate students in Education at the University of (lasgow. The application of Iuder-8ichardson 'ormula 23 yielded a score of 3.J2 for internal consistency. NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 D Data Analyses: The obtained data were analysed using freuency and percentage. 'or clarity in presentation# the four response cells of strongly agree# agree# disagree and strongly disagree were collapsed into agree and disagree. R(+ult+ Ta.l( 0: P(*+o"al ICT Co$1(t("c!(+ Total 2 34 S5N It($+ A,*(( D!+a,*(( S&!ll+ !": F 6 F 6 1. Use of the )eyboard =J JC J 1C 2. Identifying and using available hardware == >9 12 21 4. Use of different instructional software pac)ages 2D DJ 1J 42 =. Use of different operating systems 23 4D 4D D= C. &ccessing the internet =3 >1 1D 29 D. Use of e-mail == >9 12 21 >. Using )ey ICT s)ills in developing and presenting information CD 133 - - J. 0articipating in online discussion =3 >1 1D 29 9. <ardware repairs 1 2 CC 9J 13. /riting general programmes 1= 2C =2 >C 9nly items =# 9 and 13 scored less than C3K for &gree. This indicates that the respondents did not consider ability to use operating systems# repair hardware and write general programs as teacher-reuired personal ICT competencies. 9n the other hand# item > on the use of )ey ICT s)ills had the highest score of 133K. Ta.l( 7: P(a,o,!cal Co$1(t("c!(+ NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 > N 2 34 S5N It($+ A,*(( D!+a,*(( F 6 F 6 1. "elect and evaluate sub$ect B specific educational software =J JD J 1= 2. !evelop and maintain educational website =J JD J 1= 4. 0repare ICT-based learning materials CD 133 - - =. 0repare schemes of wor) and lesson notes using ICT C3 J9 D 11 C. "olve common ICT problems relating to instruction C2 92 = J D. /rite educational programmes 1= 2C =2 >C >. :onitor and evaluate ICT teaching and learning CD 133 - - J. Integrate ICT in other sub$ects across the curriculum CD 133 - - 9. Use ICT for teaching and learning CD 133 - - 13. !evelop hardware components = > C2 94 9nly items D and 13 scored below C3K for &gree. This implies that the respondents do not thin) that writing educational programmes and developing hardware components are teacher-reuired pedagogical competencies.
Ta.l( 8: Su.9(ct O*!("t( a" D!act!cal Co$1(t("c!(+ N 2 34 S5N It($+ A,*(( D!+a,*(( F 6 F 6 1. Use ICT as a didactic tool in the class CD 133 - - 2. Employ digital devices during instruction C= 9D 2 = 4. Implement cooperative learning strategies C4 9D 2 = NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 J using ICT =. Establish virtual learning environment C4 9C 4 C C. Encourage ICT-based collaborative learning => J= 9 1D D. Use educational sub$ect-specific software to give assignments to only the intelligent students 9 1D => J= >. /or) effectively with ICT in developing learners ICT capability CD 133 - - J. Use ICT to involve parents in their children;s learning =3 >1 1D 29 9. 0romote learner-autonomy by discouraging teacher-learner interaction 9 1D => J= 13. Encourage on line learning more than face-to face learning - - CD 133 &ll e,cept items D#9 and 13 scored above C3K for &gree indicating that the respondents consider competencies in using digital devices during instruction# using ICT to encourage cooperative# collaborative and virtual learning strategies as well as to develop learners; ICT capability and involve parents in their children;s learning as the necessary ICT didactical competencies that teachers need to possess. D!+cu++!o" It has been revealed in this study that among the personal ICT competencies that teachers need to develop# the highest scoring item is the development of the ability to use )ey ICT s)ills in developing and presenting information. 'reedman *1999+ presents personal )ey ICT s)ills in four main areas of )nowledge namely7 hardware# software# curriculum and general )nowledge. These )ey ICT s)ills are not limited to )nowledge of technical s)ills such as )ey boarding and technical use of some software pac)ages. They include the ability to recogni6e when and how to apply ICT to the solution of problems. NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 9 In fact the AC& in Clar)e and Englebright *23347CD+ state that )ey s)ill ICT -is based on user being able to find# e,plore# develop# and present information in the form of te,t# images and numbers.. This is in line with the idea of many educational technologists that emphasis should not be on mere )nowledge of technical s)ills. 1oveless *2334+ among others maintains that since ICT s)ills are limiting and easily redundant it is better to emphasi6e ICT capability which is uite broad in the sense that it involves the application of )nowledge and competence to the process of information. <owever# )nowledge of )ey ICT s)ills is the foundation for the development of ICT competencies. Conseuently# from )nowledge of s)ills# teachers are e,pected to progress to that of how# when and why each s)ill should be used. ¬her finding of this study is that teachers need to develop competencies not only in selecting# developing# monitoring and evaluating ICT instruction but also in developing and maintaining educational website. This is to ma)e it possible for learners to interact with the learning content any time and anywhere. The need for teachers to develop competencies in the instructional integration of ICT in sub$ects across the curriculum is to ensure that ICT based education promotes the integration of disparate sub$ect areas. This type of ICT based education offers opportunities for spiritual# moral# social and cultural development of pupils *!fEE 5 AC& 1999+. It is interesting that all the respondents agree that teachers need to develop competencies in using ICT as a didactic tool in the class as well as in developing learner;s ICT capability. Using ICT as a didactic tool implies using it to establish dynamic and powerful instructional strategies and environment. !eveloping learner;s ICT capability is an important aspect of didactical competencies and it reuires that learners be helped to understand the potentials of ICT and to have confidence and desire to use ICT. Teachers NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 13 wilh didactical competencies demonstrate confidence in ma)ing meaningful use of ICT across the curriculum. /illiams# /ilson# 8ichardson# Tuson# and Cole *199J72+ affirm that such teachers -have the capacity not only to enhance the richness of the learning e,perience but also encourage the development of information literacy in their own students.. Co"clu+!o" a" R(co$$("at!o"+ It is obvious that in this era of ICT# @igeria as a nation will find it very difficult to cross the digital divide if concerted effort is not made to promote ICT education. 9ne of the strategies to be adopted in this regard is the production of teachers who have developed competencies for the instructional use of ICT. Teachers who do not possess these competencies cannot develop same in the learners. To ensure the development of teachers; ICT competencies the following recommendations are made7 ICT should be a compulsory course in all teacher preparation institutions. Teachers should be helped through in service educational activities to become competent in and receptive to ICT. ICT facilities notably computers should be made available in schools so as to provide access to ICT to both teachers and learners. 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