quest for teacher needed competencies

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QUEST FOR TEACHER NEEDED COMPETENCIES FOR

INSTRUCTIONAL USE OF ICT:

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 emaileduestionnaire 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 aw *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


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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!-8:s# personal organi6ers# programmable and remote-operated

toys# radios# computers *;+? the Independent ICT *IICT+ in "chools

Commission *199>+? the @ational (rid for earning *@(f# 199>+? !fEE and

AC& B Aualification and Curriculum &uthority *1999+? &)udolu *2332+?

"harp# 0otter# &llen and oveless *2332+? libie *2334+? the "cottishE,ecutive *233+ 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 @(f

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 In fact a compilation of research findings

on the benefits of ICT as presented by the Fritish Educational



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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 professionalpreparation+ 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



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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 oveless *2334+# U@E"C

*233=+ and 0otter 5 !arbyshire *233+ are of the view that ICT

competencies are concerned with the ability to7

now 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

+ 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 =


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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+. ne 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. ver 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

Mt/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 1 members of

the European Commission *EC+ /or) 0rogramme on Implementation of

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Education and Training 2313 B /or)ing (roup C7 ICT in Education and

Training and the 11 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 D copies

of the instrument were completed and returned.

"alidation and Relia#ility: &fter testing the instrument on two doctoralstudents 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 uder-8ichardson 'ormula 23 yielded a score

of 3.J2 for internal consistency.

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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$1t"c!+

Total 2 34

S5N It$+ A,* D!+a,*S&!ll+ !": F 6 F 6

1. Use of the )eyboard =J J J 1

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=

. &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

D 133 - -

J. 0articipating in online discussion =3 >1 1D 29

9.

nly items =# 9 and 13 scored less than 3K 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. n the other hand# item > on the use of )ey ICT s)ills had the

highest score of 133K.

Ta.l 7: Pa,o,!cal Co$1t"c!+

NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200 >


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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 D 133 - -

=. 0repare schemes of wor) and lesson notes

using ICT

3 J9 D 11

. "olve common ICT problems relating to

instruction

2 92 = J

D. /rite educational programmes 1= 2 =2 >>. :onitor and evaluate ICT teaching and

learning

D 133 - -

J. Integrate ICT in other sub$ects across the

curriculum

D 133 - -

9. Use ICT for teaching and learning D 133 - -

13. !evelop hardware components = > 2 94

nly items D and 13 scored below 3K 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.9ct O*!"t a" D!act!cal Co$1t"c!+

N 2 34

S5N It$+ A,* D!+a,*

F 6 F 6

1. Use ICT as a didactic tool in the class D 133 - -

2. Employ digital devices during instruction = 9D 2 =

4. Implement cooperative learning strategies 4 9D 2 =

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using ICT

=. Establish virtual learning environment 4 9 4

. 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

D 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

- - D 133

&ll e,cept items D#9 and 13 scored above 3K 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.



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In fact the AC& in Clar)e and Englebright *23347D+ 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. oveless *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.


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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" Rco$$"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. ne 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.

The 'ederal (overnment should ma)e the development of teachers;

ICT competencies a priority and set targets when all long serving and

newly ualified teachers are e,pected to become ICT B literate to

mandatory standards.



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To ensure the integration of ICT education across the curriculum#

every teacher training course must include elements for developing

ICT competencies of both teachers and learners.

Rf*"c+

&bbott# C. *2331+.I!T" !han#in# education, ondon7Continuum.

&)udolu# -8. *2332+. 8estructuring @igerian secondary education system

through information and communications technology *ICT+ B driven

curriculum. Journal of the $orld !ouncil for !urriculu% and

Instruction Ni#eria !ha&ter ' (1) J B 1>.

FECT& *233=+. $hat the research says a*out I!T and reducin# teachers+

or-loads.&ccessed &pril 13# 233D# from www.becta.org.u)%research.

Clar)e# &. 5 Englebright# . *2334+. I!T" The ne *asic s-ill, ,ford7

@I&CE.

!fEE *199>+.Ecellence in schools, ondon7 The "tationery ffice.

!fEE 5 AC& *1999+. Infor%ation and co%%unication technolo#y" Thenational curriculu% for En#land, /ondon"The "tationery ffice.

Europa *233D+.anora%a of the Euro&ean nion" nity in diersity.

Accessed Gune 13# 233D# from

http7%%europa.eu%abc%panorama%inde,Len.htm

'ederal 8epublic of @igeria *1999+. I%&le%entation #uidelines for the

uniersal *asic education (3E) &ro#ra%%e, &bu$a7 'ederal :inistry

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'reedman# T. *1999+.ana#in# I!T, England7 +. Infor%ation

and co%%unications technolo#y in 5 schools" An inde&endent

in6uiry. Retrieed ay 7, 2008, fro% http7%rubble.ultralab.anglia

university.

Gones# C. *2334+. !ifferentiated teaching and providing for specialeducational needs. In ennewell# ".# 0ar)inson# G. 5 Tanner#


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/earnin# to teach I!T in the secondary school, 1= B 1= ondon7

8outledge'almer.

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http7%%www.det.nsw.edu.au%reviews%mact%comppro.htm.

U@!0%&0!I0 *233D+. ICT and :!("7 ICT focused regional human

development report *8

/illiams# !.? /ilson# .? 8ichardson# &.? Tuson# G. 5 Coles# . *199J+.

Teachers+ I!T s-ills and -noled#e needs" Re&ort on a study

conducted for ;

quest for teacher needed competencies

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