. Teacher Professional Development for ICT literacy in a Vocational College Cathy Zhang Hamilton, New Zealand Nov. 25, 2015 A Reflective Framework Approach to Improve Teacher’s ICT Literacy in Open, Flexible and Networked Learning

. 1.1 Teachers are important to student success. The importance of good teachers is no secret. Institutions and schools have always sought out the best teachers they could get in the belief that their students’ success and learning outcome depends on it.

. 1.2 Teacher’s professional development is important for developing good teachers. Teacher’s professional development is a complex process. Its main aim is to ensure that teachers have the requisite skills and ability to facilitate student learning and achievement.

. 1.3 Teacher’s ICT literacy is vital in a modern learning world. To succeed in today's digital world, teachers need to think critically and solve problems using a full range of ICT knowledge and skills.

. 1.3 Teacher’s ICT literacy is vital in a modern learning world. A good teacher is a facilitator to meet Student’s learning diversity (prior experience, learning priority, learning environment, etc.). Teachers ICT literacy is important to support student-centered and student-directed e- learning now and in the future.

. 2.1 Challenges of Teacher’s professional developments in ICT literacy. (Tutor’s Perspective) Potential barriers 1. Limited professional ICT competence in student-centred learning environment. 2. Unawareness of what, when, where and how to facilitate an e-learning activity. 3. Far too much information and technology to learn VS. Limited learning time.

. 2.1 Challenges of Teacher’s professional developments in ICT literacy. (Tutor’s Perspective) Potential barriers 4. Less self-motivation in ICT literacy learning and improvement. 5. Ineffective ICT learning resources & facilities. 6. Insufficient student & peer feedback in creating e-learning environment.

. 2.2 Challenges of Teacher’s professional developments in ICT literacy. (Institutional Perspective) Potential barriers 1. Difficult to classify tutor’s ICT improvement need in a regular category. 2. Difficult to offer ICT training courses to meet the need of all tutors. 3. Limited ICT literacy improvement funding support from government.

. 2.2 Challenges of Teacher’s professional developments in ICT literacy. (Institutional Perspective) Potential barriers 4. Difficult to organize peer discussion at tutor’s working time. 5. Limited online ICT learning resources for TVET teachers.

. 2.3 Challenges of Teacher’s professional developments in ICT literacy. (government’s perspective) Potential barriers 1. Contradiction between increasing ICT technology VS. traditional teaching and learning methods. 2. Uncertainty of how to identify TVET teacher’s ICT literacy levels. 3. Low efficiency of ICT training program. 4. Limited online ICT learning resources for TVET teachers.

. 3.1 Why and what in my research. Reflection on their practice will empower teachers to take control of their learning. Reflection can not occur on isolation, teachers need a tool to identity their personal learning plan. We are considering the creation of an authentic ICT Competency Assessment Tool based on the CAT, developed by Elliott & Clayton, 2012, for TVET teachers.

. 3.2 Why and what in my research. When using the CAT, tutors evaluate their current ICT skills and make their own personal professional development plans through self-reflection. In response to the development plans, relevant e-learning resources can be provided in association with a peer-communication platform on ICT improvement.

. An example of CAT ull_.html

. 4. Research plan

. 5. It is a collaborative research of Sino-NZ researchers. Welcome to join us 1. Find the key questions of ICT literacy and divide them into categories. 2. Contribute to build up questionnaires and evidence portfolios of CAT. 3. Establish the framework for assessment using the CAT.

. 5. It is a collaborative research of Sino-NZ researchers. Welcome to join us to: 4. Join the testing of validity of CAT and provide relevant data. (through interviews and case-study) 5. Give the Peer-feedback and relevant suggestions to improve CAT. 6. Provide relevant and useful learning resources for ICT literacy.

. 6. Outcome of the research To create a Competency Assessment Tool embedded in a Reflective Framework in open, flexible and networked learning in TVET The CAT will be designed to enable teacher to assess their current ICT competency in a defined range of activities. A platform of peer-communication and learning resource will be built to facilitate teachers’ ICT learning. The outcome will be applied to teachers’ ICT learning and improvement in Sino-Zealand Modal Program.

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