Advertisement

Towards Modelling Teachers’ ICT Competence Profile in Europe

  • Panagiotis ZervasEmail author
  • Konstantinos Chatzistavrianos
  • Demetrios G. Sampson
Chapter
Part of the Lecture Notes in Educational Technology book series (LNET)

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.

Keywords

Teacher competence Competences frameworks Competence modelling Competences specifications 

Notes

Acknowledgments

The work presented in this chapter has been partly supported by the Open Discovery Space Project that is funded by the European Commission’s CIP-ICT Policy Support Programme (Project Number: 297229).

References

  1. Becerra-Fenandez, I., Gonzalez, A., & Sabherwal, R. (2004). Knowledge manage-ment: Challenges, solutions and technologies. New Jersey, NJ: Pearson Prentice Hall.Google Scholar
  2. Boulter, N., Dalziel, M., & Hill, J. (1998). Achieving the perfect fit: How to win with the right people in the right jobs. Houston: Gulf Publishing.Google Scholar
  3. Chapman, E. S., & O’ Neill, M. (2010). Ongoing issues in the assessment of generic competencies. Education Research and Perspectives, 37(1), 105–125.Google Scholar
  4. Dey, A. K. & Abowd, G. D. (2000). Towards a better understanding of context and context-awareness. Workshop on The What, Who, Where, When, Why and How of Context-awareness (CHI 2000). Hague, Netherlands (pp. 1–12).Google Scholar
  5. Draganidis, F., & Mentzas, G. (2006). Competency based management: A review of systems and approaches. Information Management and Computer Security, 14(1), 51–64.CrossRefGoogle Scholar
  6. Ennis, M. R. (2008). Competency models: A review of the literature and the role of the employment and training administration (ETA). Office of Policy Development and Research, Employment and Training Administration, US Department of Labor.Google Scholar
  7. eTQF. (2010). Teacher ICT Competency Framework. Retrieved from http://etqfproject.ning.com/page/etqf-framework-1.
  8. European Commission. (2012). Rethinking Education: Investing in skills for better socio-economic outcomes. Retrieved from http://ec.europa.eu/education/news/rethinking_en.htm.
  9. Eurydice. (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011. Education, Audiovisual and Culture Executive Agency. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129en.pdf.
  10. European Institute for e-Learning (EIfEL). (2008). The eLearning Competency Framework for Teachers and Trainer. Retrieved from http://www.eife-l.org/publications/competencies.
  11. French Ministry of Higher Education and Research. (2012). Competency frame-work—Computing and Internet Certificate (C2i). Retrieved from http://www.c2i.education.fr/IMG/pdf/EN-DOC-Referentiel-C2i2e.pdf.
  12. Gagne, R.M., Wager, W.W., Golas, K., & Keller, J.M. (2005). Principles of instructional design. Belmont, CA: Thomson-Wadsworth Publishing.Google Scholar
  13. Hartley, R., Koper, R., Okamoto, T., & Spector, J. (2010). The Education and training of learning technologists: A competences approach. Educational Technology and Society Journal, 13(2), 206–216.Google Scholar
  14. Hoel, T., & Grant, S. (2013). Integrating Learning Outcomes and Competences. Retrieved from http://wiki.teria.no/display/inloc/Scope+of+the+Model.
  15. Hooker, M., Mwiyeria, E., & Verma, A. (2011). ICT Competency Framework for Teachers in Tanzania. Retrieved from http://www.gesci.org/assets/files/Tanzania_Needs_Assessment_Report_Draft_Final_230911%20_3_.pdf.
  16. HR-XML Consortium. (2011). HR-XML Specification Version 3.2. Retrieved from https://hr-xml.site-ym.com/store/view_product.asp?id=1233423.
  17. IMS RDCEO. (2002). IMS Reusable Definition of Competency or Educational Objec-tive (RDCEO). Retrieved from http://www.imsglobal.org/competencies.
  18. Lucia, A. D., & Lepsinger, R. (1999). The art and science of competency model. San Francisco: Jossey-Bass.Google Scholar
  19. Marrelli, A. F., Tondora, J., & Hoge, M. A. (2005). Strategies for developing competency models. Administration and Policy in Mental Health, 32(5–6), 533–561.CrossRefGoogle Scholar
  20. Masduki, I., Armstrong, M., Finley, A., Augustyniak, R., & Herron, K. (2010). Applying Instructional Design Practices to Evaluate and Improve the Roadway Characteristics Inventory (RCI) Training Curriculum. Retrieved from http://www.dot.state.fl.us/research-center/Completed_Proj/Summary_PL/FDOT_BDK83_977-07_rpt.pdf.
  21. Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges. In Proceedings of the 8th International Conference Advances in Web Based Learning—ICWL 2009., Aachen, Germany. Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer-Verlag (pp. 265–276).Google Scholar
  22. Rodriguez, D., Patel, R., Bright, A., Gregory, D., & Gowing, M. K. (2002). Developing competency models to promote integrated human resource practices. Human Resource Management, 41(3), 309–324.CrossRefGoogle Scholar
  23. Rothwell, W. J. (2012). Competency-based human resource management. In W. J Rothwell, J. Lindholm, K. K. Yarrish & A. G. Zaballero (Eds.), The encyclopedia of human resource management: HR forms and job aids. San Francisco, CA: Pfeiffer: A Wiley Imprint.Google Scholar
  24. Sampson, D., & Fytros, D. (2008). Competence models in technology-enhanced competence-based learning. In H.H. Adelsberger, J. M. Kinshuk, Pawlowski & D. Sampson (Eds.), International handbook on information technologies for education and training (pp. 157–176). Berlin: Springer.Google Scholar
  25. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103–112.CrossRefGoogle Scholar
  26. Sanghi, S. (2007). The handbook of competency mapping. London: Sage Publications.Google Scholar
  27. Tripathi, P., & Ranjan, J. (2013). Data flow for competence management and performance assessment systems: educational institution approach. International Journal of Innovation and Learning, 13(1), 20–32.CrossRefGoogle Scholar
  28. UNESCO. (2011). ICT Competency Framework for Teachers. Retrieved from http://unesdoc.unesco.org/images/0021/002134/213475e.pdf.
  29. Vandam, K., Schipper, M., & Runhaar, P. (2010). Developing a competency-based framework for teachers’ entrepreneurial behaviors. Teaching and Teacher Education, 26, 965–971.CrossRefGoogle Scholar
  30. Young, J., & Chapman, E. (2010). Generic competency frameworks: A brief historical overview. Education Research and Perspectives, 37(1), 1–24.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2014

Authors and Affiliations

  • Panagiotis Zervas
    • 1
    • 2
    Email author
  • Konstantinos Chatzistavrianos
    • 1
    • 2
  • Demetrios G. Sampson
    • 1
    • 2
  1. 1.Department of Digital SystemsUniversity of PiraeusPiraeusGreece
  2. 2.Information Technologies InstituteCentre for Research and Technology—HellasThessalonikiGreece

Personalised recommendations