Teacher Professional Development for
ICT literacy in a Vocational College
A Reflective Framework Approach to Improve Teacher’s ICT
Literacy in Open, Flexible and Networked Learning
Cathy Zhang
Hamilton, New Zealand
Nov. 25, 2015
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1.1 Teachers are important to student success.
The importance of good teachers is no secret. Institutions and
schools have always sought out the best teachers they could get in
the belief that their students’ success and learning outcome
depends on it.
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1.2 Teacher’s professional development is
important for developing good teachers.
Teacher’s professional development is a complex process. Its main aim is
to ensure that teachers have the requisite skills and ability to facilitate
student learning and achievement.
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1.3 Teacher’s ICT literacy is vital in a modern
learning world.
To succeed in today's digital world, teachers need to think
critically and solve problems using a full range of ICT
knowledge and skills.
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1.3 Teacher’s ICT literacy is vital in a
modern learning world.
A good teacher is a facilitator to meet Student’s learning diversity (prior
experience, learning priority, learning environment, etc.). Teachers ICT
literacy is important to support student-centered and student-directed elearning now and in the future.
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2.1 Challenges of Teacher’s professional
developments in ICT literacy. (Tutor’s Perspective)
Potential barriers
1. Limited professional ICT competence in student-centred learning
environment.
2. Unawareness of what, when, where and how to facilitate an e-learning
activity.
3. Far too much information and technology to learn VS. Limited learning
time.
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2.1 Challenges of Teacher’s professional
developments in ICT literacy. (Tutor’s Perspective)
Potential barriers
4. Less self-motivation in ICT literacy learning and improvement.
5. Ineffective ICT learning resources & facilities.
6. Insufficient student & peer feedback in creating e-learning environment.
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2.2 Challenges of Teacher’s professional
developments in ICT literacy. (Institutional Perspective)
Potential barriers
1. Difficult to classify tutor’s ICT improvement need in a regular
category.
2. Difficult to offer ICT training courses to meet the need of all tutors.
3. Limited ICT literacy improvement funding support from
government.
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2.2 Challenges of Teacher’s professional
developments in ICT literacy. (Institutional Perspective)
Potential barriers
4. Difficult to organize peer discussion at tutor’s working time.
5. Limited online ICT learning resources for TVET teachers.
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2.3 Challenges of Teacher’s professional developments
in ICT literacy. (government’s perspective)
Potential barriers
1. Contradiction between increasing ICT technology VS. traditional
teaching and learning methods.
2. Uncertainty of how to identify TVET teacher’s ICT literacy levels.
3. Low efficiency of ICT training program.
4. Limited online ICT learning resources for TVET teachers.
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3.1 Why and what in my research.
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Reflection on their practice will empower teachers to take control of their learning.
Reflection can not occur on isolation, teachers need a tool to identity their
personal learning plan. We are considering the creation of an authentic ICT
Competency Assessment Tool based on the CAT , developed by Elliott & Clayton,
2012, for TVET teachers.
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3.2 Why and what in my research.
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When using the CAT, tutors evaluate their current ICT skills and make their own
personal professional development plans through self-reflection.
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In response to the development plans, relevant e-learning resources can be
provided in association with a peer-communication platform on ICT
improvement.
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An example of CAT
http://moodle.isle.ac.nz/pluginfile.php/2770/mod_resource/content/8/F
ull_.html
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4. Research plan
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5. It is a collaborative research of Sino-NZ
researchers.
Welcome to join us
1. Find the key questions of ICT literacy and divide them into categories.
2. Contribute to build up questionnaires and evidence portfolios of CAT.
3. Establish the framework for assessment using the CAT.
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5. It is a collaborative research of Sino-NZ
researchers.
Welcome to join us to:
4. Join the testing of validity of CAT and provide relevant data. (through
interviews and case-study)
5. Give the Peer-feedback and relevant suggestions to improve CAT.
6. Provide relevant and useful learning resources for ICT literacy.
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6. Outcome of the research
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To create a Competency Assessment Tool embedded in a Reflective
Framework in open, flexible and networked learning in TVET
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The CAT will be designed to enable teacher to assess their current ICT
competency in a defined range of activities.
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A platform of peer-communication and learning resource will be built to
facilitate teachers’ ICT learning.
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The outcome will be applied to teachers’ ICT learning and improvement in
Sino-Zealand Modal Program.
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E-mail: [email protected]
Mobile: 0086 189 532 826 25
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