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ICT in Education in Global ContextTowards Modelling Teachers’ ICT Competence Profile in Europe

ICT in Education in Global Context: Towards Modelling Teachers’ ICT Competence Profile in Europe [In all European countries many activities are undertaken to promote the use of ICT in school education. Nevertheless, the full potential of ICT is not being exploited. One of the main reasons for this is the lack of teachers’ familiarization with the use of ICT. Therefore, there are increased efforts worldwide for the design of teachers’ professional development programmes that aim to enhance teachers’ competences for the use of ICT in school education. However, these programmes are mainly designed to address ICT competences that are based on different teachers’ ICT competence frameworks that have been recently developed. Although these competence frameworks aim to tackle the same problem, the diversity in their approaches leads to heterogeneous competence descriptions that cannot be formally described and represented in a unified manner among different European Union Member States. To this end, it is important to model teachers’ ICT competence profile at a European Level in a common and systematic way. This can facilitate the design of teachers’ professional development programmes, which will address universal competences descriptions. Within this context, in this chapter, we focus on (a) modelling teachers’ ICT competence profile in Europe by considering existing teachers’ ICT competence frameworks and selecting the most appropriate and (b) describing, in a machine readable way, the proposed teachers’ ICT competence profile by exploiting existing specifications for competences description.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

ICT in Education in Global ContextTowards Modelling Teachers’ ICT Competence Profile in Europe

Part of the Lecture Notes in Educational Technology Book Series
Editors: Huang, Ronghuai; Kinshuk, ; Price, Jon K.
Zervas, Panagiotis; Chatzistavrianos, Konstantinos; Sampson, Demetrios G.
ICT in Education in Global Context — Jul 31, 2014
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References (19)

Publisher
Springer Berlin Heidelberg
Copyright
© Springer-Verlag Berlin Heidelberg 2014
ISBN
978-3-662-43926-5
Pages
163 –181
DOI
10.1007/978-3-662-43927-2_10
Publisher site
See Chapter on Publisher Site

Abstract

[In all European countries many activities are undertaken to promote the use of ICT in school education. Nevertheless, the full potential of ICT is not being exploited. One of the main reasons for this is the lack of teachers’ familiarization with the use of ICT. Therefore, there are increased efforts worldwide for the design of teachers’ professional development programmes that aim to enhance teachers’ competences for the use of ICT in school education. However, these programmes are mainly designed to address ICT competences that are based on different teachers’ ICT competence frameworks that have been recently developed. Although these competence frameworks aim to tackle the same problem, the diversity in their approaches leads to heterogeneous competence descriptions that cannot be formally described and represented in a unified manner among different European Union Member States. To this end, it is important to model teachers’ ICT competence profile at a European Level in a common and systematic way. This can facilitate the design of teachers’ professional development programmes, which will address universal competences descriptions. Within this context, in this chapter, we focus on (a) modelling teachers’ ICT competence profile in Europe by considering existing teachers’ ICT competence frameworks and selecting the most appropriate and (b) describing, in a machine readable way, the proposed teachers’ ICT competence profile by exploiting existing specifications for competences description.]

Published: Jul 31, 2014

Keywords: Teacher competence; Competences frameworks; Competence modelling; Competences specifications

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