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Strategic goals A strategy for IT in the training of teachers and their in-service and further training must take into account the fact that there are several target groups – student teachers, teachers at colleges of education and in the basic school and, not least, the heads of institutions whose commitment will be necessary, if lasting results are to be obtained through follow-up activities.

Introduction

These are important questions for the individual teacher to relate to and questions to which initiatives taken in the area should help to provide answers.

The development and improvement of IT policy The implementation of an IT policy for the training of teachers and their in-service and further training is a process that must ensure a constant development and improvement of the stated policy for the area. If this goal is to be achieved, it will be necessary that: • there be a thorough evaluation of the initiatives taken in the area. For this to happen, it is necessary that, before a specific initiative is taken, there be clarity about the scientific, professional or pedagogic results expected; • there be a systematic recording of the knowledge gained; • knowledge gained be made available to the whole sector; • previous experience be taken as a basis for further developments; • initiatives taken should lead to new educational activities being fully integrated, both professionally and financially, into the general activities of the institution. The area of effort and target groups If the professional qualifications of teachers in the area of IT are to be improved, it is necessary to look at what relevant areas of effort and target groups there are. In this strategy statement we have chosen to present the following areas of effort: I. II. III. IV.

New teaching environments and forms of study and education New forms of evaluation Flexible further training and teaching practice Cooperation and the development of organisation

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ICT in the Developing Nations The Matrix of Competences

If this goal is to be achieved, it will require that teachers have the following qualifications: • A general knowledge of how IT helps to shape the conditions of education and work in society • Knowledge of methods and concepts in IT-based and technology-supported learning, teaching and education • Basic knowledge on, and skills in, the use of information and communication technology as an instrument in the daily preparation and teaching activities • Insight in, and experience in, various methods for evaluating the quality and utility of ITbased information, teaching materials and teaching environments • Insight in, and experience in, the development of methods to evaluate IT-based and technology-supported learning, teaching and education

National Reports

It is important that student teachers, teachers at colleges of education and basic school teachers be enabled to achieve the following IT qualifications through teacher training or in-service and further training: • Teachers must have a basic qualification in including IT-related topics and points of view into their professional, pedagogic and didactic considerations in connection with the planning of their ordinary teaching. They must be able to communicate knowledge on the social importance of information and communication technology.

The Role of ICT in Schools

Based on human resources, an IT development strategy must focus on the possibilities that lie in a change of thought, action and organisation.

/3214597  

http://iite.unesco.org/pics/publications/en/files/3214597.pdf

/3214597  

http://iite.unesco.org/pics/publications/en/files/3214597.pdf

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