Abstract:

As technology is advancing so rapidly, the global economy, with its emerging industries and occupations offers tremendous opportunities for those who have the knowledge and skills to take advantage of it. However, in this era of rapid change, many skills become obsolete nearly as fast as they are learned. As a result, schooling and learning in general are more and more under siege. Pressures to change and improve schooling force a rethinking of education that increases a growing need for teachers who have adequate ICT knowledge and skills to improve students’ learning and achievement in a knowledge society. This means that not only student teachers need to acquire new theoretical insights and skills with regard to how learning is conceived, but also in-service teachers and teacher educators since a successful 21st century schools system depends on highly skilled and motivated teachers who are able to use new technologies so as to support and improve their own pupils and students’ achievement gains. How are teacher educators, teachers and student teachers prepared for this new role? The integration of ICT in curricula leaves much to be desired since most professional development programs focus primarily on formal learning activities such as delivering workshops and organising particular study days. As a result, teachers’ technology professional development is sometimes disconnected from the professional context or genuine learning needs and wishes. Mapping teachers’ perceived ICT knowledge and skills is therefore a prerequisite for the development of successful technology development programs. This paper addresses the design and development of an instrument which can be used to map teachers’ perceived ICT knowledge and skills.

Keywords:

Technology professional development, perceived ICT knowledge and skills, teachers.