Transcription of Digital Literacy Skills and Learning Report
1 QUALITY OF INITIAL TEACHER EDUCATION IN NSW. Digital Literacy Skills AND. Learning Report . A Report ON TEACHING INFORMATION AND COMMUNICATION. TECHNOLOGIES IN INITIAL TEACHER EDUCATION IN NSW. GREAT TEACHING, INSPIRED Learning A BLUEPRINT FOR ACTION. ACTION THE QUALITY OF INITIAL TEACHER EDUCATION PROGRAMS. WILL BE ASSESSED AND PUBLICLY REPORTED ON AN ANNUAL BASIS. Digital Literacy Skills AND Learning Report 2. 2017 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. The NESA website holds the only official and up-to-date versions of these documents available on the internet. Any other copies of these documents, or parts of these documents, that may be found elsewhere on the internet might not be current and are not authorised.
2 You cannot rely on copies from any other source. The documents on the NESA website contain material prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright. All rights reserved. No part of the material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form, or transmitted to any other person or stored electronically in any form without the prior written permission of NESA, except as permitted by the Copyright Act 1968. When you access the material you agree: to use the material for information purposes only to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire material without the prior permission of NESA.
3 To acknowledge that the material is provided by NESA. to include this copyright notice in any copy made not to modify the material or any part of the material without the express prior written permission of NESA. The material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner's specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. NESA has made all reasonable attempts to locate owners of third-party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer.
4 Phone: (02) 9367 8289. Fax: (02) 9279 1482. Email: Published by NSW Education Standards Authority GPO Box 5300. Sydney NSW 2001. Australia Digital Literacy Skills AND Learning Report 3. CONTENTS. Great Teaching, Inspired Learning A Blueprint For Action 4. Executive summary 5. Part 1: Background 6. Introduction 6. Information and Communication Technologies defined 7. Recommendation 1 8. Overview 8. Context for the Report 9. Expert panel 10. Part 2: Overview of ICT in ITE programs 11. Part 3: Standards for Digital Literacy 16. Recommendation 2 17. UNESCO ICT Standards for Teachers 17. Teacher Education Ministerial Advisory Group 19. Teacher Training in ICT: a global perspective 20. Professional Digital competence in the teaching profession 21. Teaching Teachers for the Future 22. Recommendation 3 23.
5 Part 4: Further development in the delivery of ICT in ITE 24. Teacher and system readiness 24. Aspirational goals 25. Recommendation 4 25. Sharing exemplary practice 26. Recommendation 5 26. Part 5: Curriculum and Digital disruption 27. Recommendation 6 31. Part 6: Supporting improvement in ICT delivery to ITE students 32. Recommendation 7 32. Recommendations 33. Appendix 1: National Professional Standards for Teachers 34. Appendix 2: International Society for Technology in Education Standards 41. Appendix 3: Elaboration of National Priority Area ICT 43. Appendix 4: Web accessibility guidelines 45. Bibliography 46. References 49. Digital Literacy Skills AND Learning Report 4. GREAT TEACHING, INSPIRED Learning . A BLUEPRINT FOR ACTION. Research shows that quality teachers are crucial for achieving an overall improvement in student Learning outcomes.
6 In 2013, the NSW Government released Great Teaching, Inspired Learning a Blueprint for Action (GTIL), which outlines 47 actions to improve the already high standards of teaching in NSW. Responding to extensive community feedback about teaching quality, the plan includes actions to: better understand and share what makes an excellent teacher ensure beginning teachers are well suited and thoroughly prepared for the classroom make the Australian Professional Standards for Teachers (APST) central to delivering fair and accountable performance and accreditation processes and high quality professional development for all teachers ensure career pathways and improved support for school leaders. The Blueprint is designed to help students to achieve better results by researching and sharing what makes an excellent teacher, and supporting the career long professional development of all teachers.
7 The NSW Education Standards Authority (NESA), the NSW Department of Education (DoE), the Catholic Education Commission NSW (CEC) and the Association of Independent School of NSW (AIS) are working together to implement the Blueprint's reforms across NSW. Visit to find out how the Blueprint is improving the quality of teaching and student Learning outcomes in NSW schools. Entry into the Initial profession Teacher Education INSPIRED. Learning . Develop and maintain professional Recognise practice and share outstanding practice Figure 1: Inspired Learning Diagram Digital Literacy Skills AND Learning Report 5. EXECUTIVE SUMMARY. The National Program Standards for Initial Teacher Education (ITE) require providers to show that graduates of their programs will meet the Graduate career stage of the Australian Professional Standards for Teachers.
8 In addition, there are a number of priority areas in which all ITE graduates should develop Skills and knowledge. Information and Communication Technologies (ICT) is one of the national priority areas and is the focus of this Report . This review of ICT in ITE programs, prompted by the recommendations of Great Teaching, Inspired Learning : A blueprint for action (GTIL), concentrated on current practice in preparing teacher education students in ICT curriculum content, pedagogy and the approach to integrating ICT across the Learning areas. It examined the level of ICT expertise anticipated of graduate teachers (based on national and international standards) and investigated the aim of increasing Digital Literacy within ITE programs. The review also explored potential gaps in ICT across current ITE programs, professional Learning and development, the need for best practice exemplars, and a sustainable model for retaining resource material.
9 The digitalisation of the workplace, society and communications is undeniable, and the review argued that graduate teachers will not only need to be digitally literate but also capable of helping their future students move from being consumers of Digital products to producers of Digital solutions. While it was evident there are opportunities to use and exercise Digital literacies in every syllabus and in almost every situation, future teachers (and their supervisors) will equally need to be able to apply a balanced or indeed critical perspective when educating their students, as simply providing more ICT and more hardware is not the answer and could in fact be detrimental to student Learning . Knowing when to use ICT to improve Learning and to learn Digital competence and capability may be a refocus of teacher preparation.
10 A transition to the concept of digitally literate teachers and students will require some strategic planning. Digital Literacy Skills AND Learning Report 6. PART 1: BACKGROUND. Introduction The NSW Government adopted all the recommendations of Great Teaching, Inspired Learning : A. blueprint for action (GTIL) in March 2013. The blueprint made recommendations for an annual process to review and Report on different aspects of Initial Teacher Education (ITE) programs. In 2015, it was decided to review the teacher preparation programs in the national priority area of Information and Communication Technology (ICT). In NSW, ITE providers are required to demonstrate how the priority areas have been addressed in their applications for program accreditation. The priorities link directly to the Graduate career stage of the Australian Professional Standards for Teachers and the National Program Standards for Initial Teacher Education (APST).
