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Teacher Technology Competencies: Early Indicators and Benchmarks
PROCEEDINGS

, , , Indiana University, United States ; , NCRTEC, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Two recent trends in education — increased technology and accountability — are driving recent efforts to define technology competencies and standards for teachers. The very first lists of competencies from these efforts are just now being completed. While some of these competencies are being linked to teacher certification and re-certification, others are developed as standards or benchmarks to guide professional development. The purpose of this study was to examine and compare initial attempts at establishing teacher technology competencies with the intent of establishing a framework or matrix that could be used to compare other, similar documents. Teacher technology competencies from a variety of organizations and institutions were studied and compared. A master matrix of technology competencies was created and based on our findings generalizations are drawn and recommendations are made for improving future technology competencies. Also included is a discussion of the implications for teacher education programs, and the need to use teacher technology competencies in an integrated effort which considers not only technology but pedagogy and curricular content as well.

Citation

Borse, J., Mitchell, M., Moore, J. & Knuth, R. (1999). Teacher Technology Competencies: Early Indicators and Benchmarks. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 79-84). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2019 from .

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