International Summit on ICT in Education EDU-SUMMIT 2009 IT Competencies and Attitudes Working groups Panel Session June 11, 2009 Teacher/Learner Perspective Rhonda Christensen, University of North Texas, Denton, TX, USA

ICT and Teachers Attitudes and Competencies –Attitudes > Skills > Use > More Positive Attitudes > Creative Use Self-efficacy in teacher use of IT (Confidence in Competence) –Attitude toward IT –Perception of Leadership –Professional development Professional Development –Home access is essential for high Stage of Adoption classrooms –Preservice is 2 times faster and costs less than inservice Models can now predict adoption & impact –Teacher Will, Skill, Tool > up to 90% of Classroom Integration –Level of Classroom Integration Accounts for 8-12% of Achievement –One-to-one initiatives force rapid teacher development ICT and Students (In USA) Attitudes of Girls are >= Boys at Primary School Level (In USA) Competencies are higher for some types Intensive home access for students appears to have good and bad points Claims Attitudes and beliefs have a powerful influence on action

Provide home access to a computer and the Internet for every teacher –Professional development investment Guide student access outside of school toward meaningful learning –2-4 times as much out of school access time –Personal access is more naturally interesting / exciting Teacher development takes time: allow time for good things to happen –One stage per year is realistic (of 6 stages total) –Teacher WILL is the most important at the highest stage Creative adaptation to new contexts Identify and nurture prospective teacher leaders Goals / Objectives

Teacher Home Access –Provide grants, loans, encouragement and support –Divert workshop funds if necessary Student Home / Community Access (School Access Assumed) –Provide universal access –Engage students in meaningful projects (energy monitoring, recording history) –Strong leadership endorsement, teacher tools & support –Involve parents in partnership Teacher Development (Keep the Love for Learning Alive) –Expose preservice candidates to IT teaching early Minimize prerequisite academic courses –Provide strong mentoring during induction year –Encourage scholarly / academic development throughout career Proposed Action

For more information, see Section 4 in the International Handbook for Information Technology in Primary and Secondary Education Section Editors: Gerald Knezek Rhonda Christensen