A model of professional development for teachers using information technologies in education (ITIE).

This model can support student learning outcomes based upon the Key Information Technology Outcomes proposed in the KITOs.

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Personal and Professional Focus



Teaching and Learning Focus


Management and Organisational Focus




P1 Operating Skills

Switch on the computer. Input, process, and output(print) information. Identify hardware, software and liveware. Fix simple faults. Copy, cut & paste: text, pictures, movies, active objects within and between applications.



T1 Software Evaluation

Can identify software and its source. Matches digitised resources with teaching and learning needs. Makes judgements about software usability for student learning.


M1 Pedagogy

Examine how different approaches to teaching and learning affect the selection and use of electronic technologies. Explore the effects of electronic technologies in terms of theories for curriculum development, teaching methodologies, learning processes and assessment strategies.










Produce paper-based learning materials. Create a web page. Develop multi-media presentations.


Develop student self-confidence and accuracy through presentation tools, word processors, graphics and CADD packages to access, extend, transform and share ideas and information.





Send and receive e-mail. Participate in desk-top video-conferencing. Initiate on-line dialogue through IRC etc. Participates interactively using telnet and MOO-type clients.


Identify and use e-mail based learning resources for his/her students. State appropriate rules of netiquette. Examine the social and political implications of ITIE. Use ITIE to participate in co-operative and collaborative investigations and undertake shared tasks.


M2 Planning

Prepare strategic plans for the application of electronic technologies for educational purposes. Identify, encourage and support change agents within the school, and incorporate the community in change processes. Network management and security. Legal requirements (health and safety, privacy, copyright etc).



Search CD-ROM based information sources. Use web and intranet search engines effectively. Create a personal file of bookmarks. Set up and use a student records database.


Enable students to access information from a variety of sources, and to think critically about their veracity, credibility, distortions and self-developmental effects. Also enable students to synthesize researched information and ideas into new concepts and practices.



Problem Solving


Set up a simulation of a local situation using a modeling, spreadsheet or analysis package and use it to predict future events. Display factors using imaging software. Collect and analyse data from the real-world.


Encourage students to explore the consequences of theories and practices using simulation and modeling software. Enhance models with data from the real world. Guide them to apply these techniques to existing information and projected scenarios. Students determine the action of a programmable device (such as an electronic toy or LOGO turtle).


M3 Infrastructure

Integrate electronic technologies into teaching and learning across the curriculum (so they become transparent). Organise software resources on computers and servers. Allocate dataspace to members of the learning community. Organise teaching spaces to use information technology effectively. Arrange for technical support and maintenance as required.





Manage an independent learning system. Create content for framework software such as expert shells. Create inter-active multi-media tutorials.


Facilitate independent student learning using computerised teaching packages such as drill and practice, tutorials etc. Use diagnostic software to assist in the determination of student learning needs. Use generic tools to transfer learning to different contexts and situations.




The proposed Framework is designed as a template for the accreditation of courses for teachers, teacher aides, school principals and senior staff within NFROT. Existing competence will receive RPL/RCC credit.

Competencies - to be developed in all modules

  1. Operate a computer system (software & hardware).
  2. Enhance personal and professional productivity through the use of electronic technologies.
  3. Evaluate and select appropriate information technologies for particular purposes.
  4. Use electronic technologies to enhance teaching and learning.
  5. Integrate the application of electronic technologies into teaching and learning processes in the curriculum.
  6. Demonstrate an understanding of the issues such as equity, ethical and human issues in an information and knowledge-based society.
  7. Recognise the need to continually update personal knowledge and skill in the use of electronic technologies.

Training Contexts

The competencies are expressed in generic terms, but it is essential they are mastered within the environment of the workplace. Thus a teacher in a school would master the specific keyboards, e-mail system or database used in that workplace, and do so in the context of their teaching strategies and activities.

Elements of competence

A further proposal suggests that the elements of each competence should be: