University teachers ICT
competence:
evaluation indicators based
on a pedagogical model
Paz Prendes
Linda Castañeda
Isabel ...
University teachers ICT Competence
“ICT competences for teachers in
Spanish public universities:
indicators & proposals for good
practices”
reference EA2009-...
http://www.um.es/competenciastic
“Day 86 - Head in the Clouds” By Margolove In http://www.flickr.com/photos/margolove/1909249179/in/set-72157606471524930/
...
“Research on competencies & ICT training ofResearch on competencies & ICT training of
teachers in Bolivian and Dominican u...
79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of Education 2006)(areas definiti...
79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of(areas definition of the Chilea...
79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of Education 2006)(areas definiti...
a pedagogical model
a pedagogical model
Indicators
T1
Knows the role of ICT in future profession of students he teaches.
Understands relationships between the cur...
Indicators
R1
Takes part in and/or promotes innovation groups and research in the use of ICT for
teaching
R2
Knows and app...
The Study, the state of ICT
competence in Spain
The Study, the state of ICT
competence in Spain
546546 spanish university teachersspanish university teachers
The Study, the state of ICT
competence in Spain
The Study, t...
Self-assesing – immediate feedbackSelf-assesing – immediate feedback
University teachers ICT
competence:
evaluation indicators based on a
pedagogical model
Linda Castañeda
www.lindacastaneda....
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Ticeducaslides

  1. 1. University teachers ICT competence: evaluation indicators based on a pedagogical model Paz Prendes Linda Castañeda Isabel Gutiérrez Group of Research in Educational Technology University of Murcia - Spain
  2. 2. University teachers ICT Competence
  3. 3. “ICT competences for teachers in Spanish public universities: indicators & proposals for good practices” reference EA2009-0133
  4. 4. http://www.um.es/competenciastic
  5. 5. “Day 86 - Head in the Clouds” By Margolove In http://www.flickr.com/photos/margolove/1909249179/in/set-72157606471524930/ Methodology About Learning to teach Networks Ethics
  6. 6. “Research on competencies & ICT training ofResearch on competencies & ICT training of teachers in Bolivian and Dominican universitiesteachers in Bolivian and Dominican universities” Project A/018302/08 Literature Review ALA, BECTA, EFAW, EUROPEAN COMISSION, ESCUDERO, ISTE, JISC, Ministerio de Educación de Chile Indicators included in official documents, regulations and evaluationIndicators included in official documents, regulations and evaluation cataloguescatalogues in public HE Institutions, and official agencies of accreditationin public HE Institutions, and official agencies of accreditation Spain: 13 agencies of accreditation and 52 UniversitiesSpain: 13 agencies of accreditation and 52 Universities 15 other countries’ national agencies of accreditation15 other countries’ national agencies of accreditation 83 different sources83 different sources 180 Indicators180 Indicators Pre-catalogue 1 Pre-catalogue 0Pre-catalogue 0
  7. 7. 79 indicators - 5 areas79 indicators - 5 areas (areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006) 79 indicators - 5 areas79 indicators - 5 areas (areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006) Pre-catalogue 2Pre-catalogue 2 Pre-catalogue 0 Pre-catalogue 1
  8. 8. 79 indicators - 5 areas79 indicators - 5 areas (areas definition of the Chilean Ministry of(areas definition of the Chilean Ministry of Education 2006)Education 2006) 79 indicators - 5 areas79 indicators - 5 areas (areas definition of the Chilean Ministry of(areas definition of the Chilean Ministry of Education 2006)Education 2006)
  9. 9. 79 indicators - 5 areas79 indicators - 5 areas (areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006) 79 indicators - 5 areas79 indicators - 5 areas (areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006) Management ? orManagement ? or Proffesional Development ?Proffesional Development ? How to measure?How to measure?
  10. 10. a pedagogical model
  11. 11. a pedagogical model
  12. 12. Indicators T1 Knows the role of ICT in future profession of students he teaches. Understands relationships between the curriculum of his area of knowledge, and the way to implement ICT in his teaching practice Knows a variety of didactic strategies to implement ICT in his teaching Knows good educational practices in his area of specialization, using ICT at university Knows good educational practices in his area of specialization, using ICT in general Knows possibilities and limitations of ICT as learning tools Knows implications of educational politics in his teaching practice, especially the politics related to ICT T2a Selects and chooses appropriate ICT tools and resources in order to enhance the students’ learning Selects and uses didactic strategies using ICT Uses ICT tools to produce educational resources Uses ICT to publish educational resources Uses pedagogical criteria to select educational resources based on ICT Designs activities where his include educational resources based on ICT Uses university technology enhanced learning support services T2b Uses a diversity of didactic strategy using ICT Solves learning needs using educational resources based on ICT Uses educational resources based on ICT to take into account the diversity of students Implements learning activities that include educational resources based on ICT Uses communication skills to improve the participation of students in ICT environments Uses ICT for tutoring Uses ICT for learning assessment Uses ICT to evaluate complex cognitive processes T3a Favors equal access to ICT resources for all students Analyzes the effect of teaching practices using ICT, in order to improve it, using the conclusions in further experiences T3b Continually updates his knowledge of ICT development and uses of ICT Participates in educational innovation projects to promote or improve the use of ICT in teaching Co-ordinates and/or promotes, ICT supported activities in their department or institution Creates and enriches a list of relevant sites (web resources) to improve teaching practices and professional learning Uses diverse information sources related to actualization in teaching and in ICT Uses digital resources in order to improve teaching practices Participates in learning activities related to ICT as a student Participates in learning activities related to ICT as a teacher Participates in spaces of reflection and interchange (face to face or online) about experiences of design and implementing teaching experiences using ICT Takes part in professional networks of teachers who use ICT for teaching Spreads awareness of teaching experiences using ICT in different places
  13. 13. Indicators R1 Takes part in and/or promotes innovation groups and research in the use of ICT for teaching R2 Knows and applies legal and ethical principles associated with digital information and ICT use Uses and promotes the use of open format to publish digital resources R3 Publishes their scientific production in open (free) environments M2 TRM1 Uses the ICT resources the institution gives him, to carry out management tasks Knows basic terms and components related to ICT Correctly uses necessary information to select and buy digital resources and ICT tools TRM3 Uses health and safety measures in the use of ICT Is able to face and solve technical problems Objectives?Objectives? Subjectives?Subjectives? Measurables?Measurables?
  14. 14. The Study, the state of ICT competence in Spain The Study, the state of ICT competence in Spain
  15. 15. 546546 spanish university teachersspanish university teachers The Study, the state of ICT competence in Spain The Study, the state of ICT competence in Spain
  16. 16. Self-assesing – immediate feedbackSelf-assesing – immediate feedback
  17. 17. University teachers ICT competence: evaluation indicators based on a pedagogical model Linda Castañeda www.lindacastaneda.com Twitter: lindacq lindacq@um.es Group of Research in Educational Technology University of Murcia - Spain

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