My first version of the ICT competences framework aimed at teachers, has three dimensions “technological, pedagogical and research-professional development”, and two skill levels: level 1 (use) and level 2 (application and creation).
The technological dimension is based in interactions aspects with technology, and the efficient development in digital environment, so as the communication and collaboration in an effective way with other users. Furthermore, topics of computer security were added, undoubtedly necessary at present.
The pedagogical dimension include interaction, implementation and collaboration in virtual learning environments, elaboration or re elaboration of the learning resources in different media, so as the application of new didactic strategies, which take advantage ICT resources, oriented to the development of a critical, creative and innovative attitude in the students.
The professional-research dimension include aspects for the treatment of information pertinent to its development area, creation and participation in virtual research networks so as the spreading of its scientific and professional production.
I suggest a third skill: Developing a useful knowledge network. 21st century learning demands the ability to access relevant knowledge for a changing context. For online students, they may already be learning in a totally different context so they need to understand how knowledge from the classroom is relevant to their own environment. A teacher needs to know how to assess local, regional, and even international environments. Also, the knowledge economy requires that individuals know HOW to access resources when they need them which requires an extensive knowledge network. Teachers and students need to know how to develop, access, and use those knowledge networks and then use the information they have accessed in their own context. This is a new skill that is the result of ICT and one often overlooked.
Interesting your suggestion and I think this skill can be into the pedagogical or technological dimension.
Many thanks!!!
Dear Colleagues, Just to join in your conversation I think it would be too simple to understand teachers' ICT skills only level by level. Do not you think we should distinguish different devices as subjects of the skills?
Please have a look on this attachment and think it over how many devices can be used during the teaching process. In my opinion, there must be a horisontal and a vertical dimension to different teachers' ICT skills.
I would like to enrich the discussion with this excellent image I found on:
http://www.educatorstechnology.com/2014/05/anatomy-of-21st-century-classroom.html
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