B. Janiunaite

Kaunas University of Technology (LITHUANIA)
Due to the need for life-long learning in the society as well as pursuing for flexibility and effectiveness of university studies, the role of information communication technologies (ICT) are very important. ICT is also a challenge for a university teacher. Their application enables new education means, methods, changing students’ and teachers’ relationship; this is reflected in the study programmes. In this context, ICT competence of a university teacher becomes particularly important.

Research literature reveals teachers’ ICT activities, abilities, viewpoints or their activities and abilities in certain cases (Goodyear et al., 2001; Sales, 2005; Ardizzone and Rivoltella, 2006; Parchoma, 2007; Schneckenberg, 2007 and others), substantiates the ICT competence of a university teacher (Jakstiene and Janiunaite, 2009), discloses its levels (Jakstiene and Janiunaite, 2010). Teacher’s ICT competence enables making appropriate decisions of ICT application at every particular case by considering students’ needs and possibilities. However, for the effective ICT application it is important that a teacher understands the benefit provided by ICT and is determined to apply ICT in the educational activity. Research literature analyses what is necessary for a teacher to use ICT (Stensaker et al., 2007); however, coherences between teacher’s ICT competence and the study programme have not been revealed. If study programmes and study subjects emphasise ICT, teachers must use ICT; thus they need ICT competence. If ICT application is not reflected in the study programme or study subject, ICT application depends on the teacher’s competence and especially motivation. Thus the following question emerges: how does a study programme make premises for the manifestation of teacher’s ICT competence? In which level of ICT use is teacher working in different study programmes? This question defines the research problem.
The methods of research literature analysis and document analysis were applied. The data were processed by the method of qualitative descriptive content analysis.
The research was carried out at Kaunas University of Technology. In order to disclose the manifestation of teacher’s ICT competence in the programmes of different areas, the fields that are least interrelated and are have very different objects, i.e. physical and social sciences, were chosen. The elements of the pedagogical system were analysed in the study programmes and the study subjects. In the study programmes, the search was made for the data in the programme concept. In order to collect all the data, other parts of the programme description were also reviewed. When collecting the data in the descriptions of the study subjects, the study subject concept, the topics of the study subject, the study methods used, self-study assignments and assessment were analysed.
The article consists of four parts. The first part defines a university teacher’s ICT competence; the second part discloses the coherences of the ICT competence of a teacher and the levels of ICT use; the third part presents the research methodology. The fourth part reveals the coherence or incongruity of the ICT competence of a teacher, levels of ICT use and the study programmes.