Teaching ICT - an application of the professional standards for teachers, tutors and trainers by Lifelong Learning UK

APPLICATION GUIDE

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector March 2010

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Contents Introduction

The context for teaching ICT

Organisation of the document

Section one: Elements

Section two: Guidance on extent of elements

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Introduction This application guide defines the skills, knowledge and understanding that teachers1 of information and communication technologies (ICT) need to work with learners on programmes up to level two in further education in England. In the context of this publication, ICT refers to the range of digital technology available, and how this can be used to communicate and convey information. It is an application of the ‘New Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector’. These standards were published in December 2006 and describe, in generic terms, the skills, knowledge and attributes required of those who perform the wide variety of teaching and training roles undertaken with learners and employers. The standards: • are context free and level free, in order to represent all areas of work and new teachers, experienced teachers and teacher educators

Application guidance documents are produced through consultation with stakeholders and the relevant community of practice. They reflect a broad understanding of how the standards should be applied for a particular context, group of individuals or subject. Teachers may use the guidance to: • identify their continuing professional development (CPD) needs • plan the acquisition of new knowledge and skills • develop existing skills to meet the needs of learners. Learning providers, employers, staff development and HR managers may use the guidance to: • share and disseminate good practice • illustrate how the standards apply to the teaching of ICT • underpin staff training and CPD opportunities

• represent the teaching and learning cycle, with which all teachers engage; initial assessment, planning and preparation, teaching, assessment, evaluation and quality improvement through responding to evaluation.

• use in recruitment and appraisal activities

An application guidance document, such as this, provides more detail for the standards where this is considered of value. These documents can be written for any suite of standards. They can be written for a particular context e.g. offender learning, a particular group of learners or users, e.g. disabled learners, or for a particular subject, as in this document for the teaching of ICT.

Teacher educators and awarding organisations may use the guidance to:

• promote quality improvement • motivate and assist their workforce to develop new skills.

• support qualification development and associated guidance • map current training programmes and qualifications against the standards • inform curriculum development, delivery and assessment.

1 For the purpose of this document the word ‘teacher’ has been used as a generic term for teachers, tutors, trainers, lecturers and instructors in the lifelong learning sector.

The context for teaching ICT This section considers the context in which the guide has been developed. The Governments white paper ‘21st Century Skills, Realising Our Potential (2003)’2 designated ICT a Skill for Life (SfL), as part of the Government’s strategy to ensure all adults have the necessary ICT skills to become e-citizens in the 21st century. ICT skills are essential for all adults, so as not to be disadvantaged in accessing information, learning, services or employment. In 2005, the DfES published its e-strategy ‘Harnessing Technology: Transforming Learning and Children’s Services (2005)’3 which recognised the need to focus on embedding e-learning and ICT across the curriculum, and to enhance practitioners’ pedagogical skills. This was reinforced in it’s more recent e-strategy ‘Harnessing Technology: Next Generation Learning 2009–12’4.

As a result of the Government’s white paper7, the national ICT SfL standards (2004), along with supporting curriculum, were written. They provide an emphasis on the types of information available and related processes, rather than the types of software. The standards are aligned to ICT key skills, the National Curriculum for ICT and National Occupational Standards (NOS).

Department for Children, Schools and Families, 2003, 21st Century Skills, Realising Our Potential DFES, 2005, Harnessing Technology: Transforming Learning and Children’s Services and BECTA, DFES, 2009, Harnessing Technology: Next Generation Learning 2008–14 5 HM Treasury, 2006, Leitch Review of Skills 6 DIUS 2009 Skills for Life: Changing Lives (the refreshed Skills for Life Strategy) 7 Department for Children, Schools and Families, 2003, 21st Century Skills, Realising Our Potential 8 Baroness Estelle Morris, 2009, Independent Review of ICT User Skills 9 Department for Innovation and skills, 2009, The Digital Britain report 2 3 4

ICT has a major role to play in helping to deliver the UK’s ambition to become a world class leader in skills, with the ‘Leitch Review’5 identifying ICT as a major force for change, and an important component in the economic well being of the country. In a literacy, language and numeracy (LLN)/functional skills context, ICT provides a route into learning for people to improve their literacy and numeracy skills6.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

ICT SfL has been designed to meet the needs of a wide range of learners, using an approach that is very different from the usual delivery of ICT courses. It emphasises the importance of purposeful use of ICT within all contexts of living, as well as developing critical judgement, transferable skills and independent users of ICT. This makes it very different from many ICT courses which have a tendency to emphasise learning delivery on using specific applications.

‘The Digital Britain report’9, published in June 2009, stated that:

Functional ICT skills pilots were launched in 2007 and will run until 2010. The functional ICT standards mirror those of ICT SfL and like these, have an emphasis on purposeful activities.

• Clearer progression routes to IT user qualifications

The report ‘Independent Review of ICT User Skill’8, by Baroness Estelle Morris, outlined why digital life skills have an important role to play in a citizen’s health, well-being and the wider UK economy. The review concentrated on the ICT basic skills of adults and adopted the term ‘Digital Life Skills’ to identify the basic ICT skills required to ‘use a computer to safely, enter, access and communicate information online’. The report also made recommendations which focused around the notion of providing an ‘Entitlement’ to digital life skills which would provide up to nine hours of funded support.

• Ensuring skills provision underpins the strategy for digital media literacy.”

Baroness Estelle Morris, 2009, Independent Review of ICT User Skills Department for Innovation and skills, 2009, The Digital Britain report

8 9

“We believe digital life skills are essential for all citizens. Government therefore welcomes the recommendations of the independent review of ICT user skills for adults conducted by Estelle Morris, including the proposals in: • Working towards a basic digital life skills entitlement for all adults

• Encouraging more provision of training for IT user qualifications

Digital technology can be used in many contexts for users who may not recognise they are using ICT skills. The use of digital and social media is examples of this. Twitter, Facebook, blogs, i-Phones and MP3 players all provide examples of the use of digital technology in the rapidly evolving technological 21st century. The ICT SfL, ICT functional skills standards (which stress the importance of purposeful use of ICT) and the NOS for IT users, were all important references used during the production of this application guide.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Organisation of the document The professional standards

Elements

The ‘New Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector’ lists the values and commitment, knowledge, understanding and professional practice expected of all teachers. This information is detailed in domains which reflect the functions of the role. There are six domains:

Domain C: Specialist learning and teaching

Elements have been developed to explain, and illustrate, how the generic value and commitment statements can be applied for teachers of ICT. Some of the value and commitment statements have one associated element, while others have more. If little or nothing could be added by applying the statements to employability, no elements have been developed. Where this is the case the words ‘informed by professional standards only’ indicate that a statement has no associated elements.

Domain D: Planning for learning

Avoiding duplication

Domain E: Assessment for learning

As this guide has been produced to address the needs of teachers working in a particular specialist area, there is a need to avoid repetition of information in Domain B and Domain C due to their similarity. To avoid this, the guide details more pedagogical skills, knowledge and understanding in Domain B and more ICT skills, knowledge and understanding in Domain C.

Domain A: Professional values and practice Domain B: Learning and teaching

Domain F: Access and progression

Application of the professional standards This application guide provides detail of the applied skills, knowledge and understanding expected of teachers of ICT. This detail is provided against the value and commitment statements (coded as ‘S’ statements – AS1, BS1, etc.) from each domain of the standards. All value and commitment statements from the standards have been listed. In sections one and two of this document you will find the statements in the left hand column and the applied skill, knowledge and understanding in the right hand column. Applied skills, knowledge and understanding are detailed as elements. All elements are listed in section one for quick reference. Further guidance on extent of coverage for these elements is provided in section two.

Coding The elements are coded with the domain letter, linked with the associated commitment statement and are in number sequence. For example, C1.3 ICT Understanding and keeping up to date with current knowledge in respect of own subject area. The letter C identifies the standards domain, the number one relates to the commitment statement, and the number three identifies this is the third element for this particular statement. ICT is a suffix to indicate this is an element from the ICT application guide.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Guidance on extent Extent of coverage for each element is given in section two of this document. This has been developed through consultation with stakeholders and the community of practice. This is not considered as comprehensive or prescriptive. Teachers may need a broader or narrower range of applied skills, knowledge and understanding than is detailed here. This will be dependent on the learners they are working with and the context. The suggested extent of coverage for each element is written below the associated element as shown in the example below. Standard statement

ICT element

(Commitment statement from standards)

C1.3 ICT (Element) Understand the implications for learning of purposeful use of ICT.

CS1 Understanding and keeping up to date with current knowledge in respect of own specialist area.

e l p m a Ex

Teachers of ICT know and understand: (Extent) • The use of ICT as a tool, determined by need, resource, choices, action, feedback, evaluation and potential empowerment. • The nature of ICT in everyday life and across other areas of learning. • How to develop activities around learners’ strengths, interests and needs. • How to identify requirements to solve problems, including considerations of resources and constraints.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Section one: Elements

Domain A: Professional values and practice Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

A1.1 ICT Take account of how personal, social and cultural factors will affect the acquisition of ICT learning and development.

AS1 All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

A1.2 ICT Understand the importance of purposeful use of ICT within contexts of learning and living.

AS2 Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

A2.1 ICT Appreciate the potential contribution that learning ICT skills can benefit the learner and in the wider community.

AS3 Equality, diversity and inclusion in relation to learners, the workforce and the community.

Informed by professional standards only.

AS4 Reflection and evaluation of their own practice and their continuing professional development as teachers.

A4.1 ICT Identify research, publications and other relevant sources and understand these can be used to inform the teaching of ICT.

AS5 Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.

Informed by professional standards only.

AS6 The application of agreed codes of practice and the maintenance of a safe environment.

Informed by professional standards only.

AS7 Improving the quality of their practice.

Informed by professional standards only.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain B: Learning and teaching Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

B1.1 ICT Create a learning environment which fosters a positive self image and develops a confident ICT user.

BS1 Maintaining an inclusive, equitable and motivating learning environment. BS2 Applying and developing own professional skills to enable learners to achieve their goals.

B2.1 ICT Use learning activities and resources which relate to learners life goals and their aims for using ICT. B2.2 ICT Enable learners to develop critical judgement, problem solving and transferable skills relating in ICT. B2.3 ICT Provide learning activities to enable learners to develop and apply ICT skills. B2.4 ICT Develop learning activities to enable learners to develop an understanding of the characteristics of data and information. B2.5 ICT Enable learners to understand the importance of using appropriate methods to minimise the security risk to ICT systems and information. B2.6 ICT Develop and use activities to enable learners to use ICT tools and applications for a given purpose. B2.7 ICT Enable learners to understand how to use the internet to search, select and communicate information. B2.8 ICT Enable learners to use a range of social media networking tools. B2.9 ICT Enable learners to understand how to combine different types of information and data in order to present the information effectively.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element B2.10 ICT Enable learners to understand the importance of evaluating the effectiveness of ICT in achieving purpose. B2.11 ICT Encourage learner-teacher and learner-peer interaction to support development of ICT skills. B2.12 ICT Know how the standards and curriculum in common usage for ICT are structured and used to support learning.

BS3 Communicating effectively and appropriately with learners to enhance learning.

B3.1 ICT Encourage learner-teacher and learner-peer interaction to support development of ICT skills. B3.2 ICT Use a range of communication strategies to support the conceptual development of ICT. B3.3 ICT Enable learners to develop appropriate ICT vocabulary.

BS4 Collaboration with colleagues to support the needs of learners.

Informed by professional standards only.

BS5 Using a range of learning resources to support learners.

B5.1 ICT Use awareness of learner needs and goals to select, develop and use resources to support ICT skills development.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain C: Specialist learning and teaching Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

C1.1 ICT Understand how current learning theories and principles relate to the development of own ICT skills.

CS1 Understanding and keeping up to date with current knowledge in respect of own specialist area.

C1.2 ICT Understand the changing role of ICT in the world and how it will impact on the development of ICT skills. C1.3 ICT Understand the implications for learning of purposeful use of ICT. C1.4 ICT Understand the importance of evaluating the effectiveness of ICT in achieving purpose. C1.5 ICT Understand how own ICT skills can be updated and applied. C1.6 ICT Evaluate use of ICT in own practice. C1.7 ICT Understand issues of equality and access in relation to the potential and challenges of ICT for learners. C1.8 ICT Know how to select and use IT systems and software which are appropriate for a given task or purpose. C1.9 ICT Understand the reasons for using ICT or a specific skill to complete a task. C1.10 ICT Know how to explain why ICT is being used for a given task or purpose. C1.11 ICT Understand how to integrate ICT skills within other curriculum areas.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.12 ICT Understand ways in which ICT skills can be transferred and used in new contexts. C1.13 ICT Understand how to access and use ICT to store and manage data and information. C1.14 ICT Know the variety of ways in which text and table information can be presented and used for a range of activities. C1.15 ICT Understand a range of ways in which presentation software can be used and combined with media to present information. C1.16 ICT Understand how spreadsheets can be used, in the context of learning, to organise, analyse, process and present information. C1.16 ICT Understand how database software, tools and techniques can be used to manage search, analyse and present information. C1.17 ICT Understand how imaging tools can be used to manipulate and present information to achieve different purposes. C1.18 ICT Understand how audio/video software and hardware can be used for different purposes. C1.19 ICT Know how and why a range of different types of communication media are suitable for different purposes. C1.20 ICT Understand how a range of different types of information can be brought together and presented as multimedia.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.21 ICT Understand how a range of multimedia tools can be used within teaching and learning. C1.22 ICT Understand how ICT can be used to support collaborative learning and communication. C1.23 ICT Understand ways to explain the characteristics of information. C1.24 ICT Understand the factors that affect the use of web based and other sources of information. C1.25 ICT Understand how to use the internet to search for and select information to meet requirements. C1.26 ICT Understand ways in which emerging technology can be used to develop ICT skills.

CS2 Enthusing and motivating learners in own specialist area.

C2.1 ICT Understand how to use strategies that engage and enthuse ICT learners. C2.2 ICT Understand the importance of appropriate and purposeful use of ICT within a wide range of contexts of learning and living.

CS3 Fulfilling the statutory responsibilities associated with own specialist area of teaching.

Informed by professional standards only.

CS4 Developing good practice in teaching own specialist area.

See element A4.1 ICT.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain D: Planning and learning Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

D1.1 ICT Plan a range of different types of ICT sessions which take into account the individual needs of the learner and curriculum requirements.

DS1 Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

D1.2 ICT Develop personalised learning journeys for learners developing ICT skills. D1.3 ICT Plan sessions and activities to encourage learners self confidence in ICT, and incorporate strategies for overcoming barriers in the use of ICT. D1.4 ICT Understand the use, content and intention of the relevant ICT standards and curricula within the planning process. D1.5 ICT Understand the impact that learning difficulties and disabilities can have on ICT learning, and plan to support individual needs.

DS2 Learner participation in the planning of learning.

D2.1 ICT Apply knowledge of ICT learners to the planning practice.

DS3 Evaluation of own effectiveness in planning learning.

D3.1 ICT Evaluate delivery of ICT and use conclusions to inform future planning.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain E: Assessment for learning Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

E1.1 ICT Apply a range of assessment tools and strategies which are appropriate to the context and purpose.

ES1 Designing and using assessment as a tool for learning and progression. ES2 Assessing the work of learners in a fair and equitable manner.

E2.1 ICT Recognise that learners will have ICT skills and strengths which may not conform to broad standards. E2.2 ICT Undertake ICT measures to ensure assessment is accessible to learners with learning difficulties and disabilities. E2.3 ICT Recognise the impact learnerâ&#x20AC;&#x2122;s background and previous educational experiences will have on the ICT assessment process.

ES3 Learner involvement and shared responsibility in the assessment process.

E3.1 ICT Encourage learners to take responsibility for the assessment of their own learning.

ES4 Using feedback as a tool for learning and progression.

E4.1 ICT Use feedback and dialogue to enable learners to develop skills and knowledge.

ES5 Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress.

Informed by professional standards only.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain F: Access and progression Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

F1.1 ICT Signpost and encourage learners towards learning and progression opportunities through the use of ICT.

FS1 Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS2 Providing support for learners within the boundaries of the teacher role.

Informed by professional standards only.

FS3 Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area.

Informed by professional standards only.

FS4 A multi-agency approach to supporting development and progression opportunities for learners.

F4.1 ICT Develop a relationship with a range of different specialist services, agencies and professionals for ICT learners.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Section two:

Guidance on extent of elements Domain A: Professional values and practice Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

A1.1 ICT Take account of how personal, social and cultural factors will affect the acquisition of ICT learning and development.

AS1 All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

Teachers of ICT know and understand: • Learners will have diverse backgrounds and ICT needs. • Learners may have literacy, language and/or numeracy needs and how to provide the necessary support and signposting. • A range of factors that may impede ICT skills development including, age, life experience and technology phobia. • How to build on learners existing educational and technological knowledge to develop ICT understanding and skills. • What is meant by digital inclusion. • How to use and apply understanding of learner’s aspirations to support their development and progression. • The motivational factors for ICT learning including life, learning and work. A1.2 ICT Understand the importance of purposeful use of ICT within contexts of learning and living. Teachers of ICT know and understand: • The ways in which learners can be supported to identify the appropriate uses and benefits of ICT within their everyday life. • How other areas of learning and life experiences can be used as a context to develop and apply ICT skills. • The implications and importance of purposeful use of ICT when working with learners.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element

AS2 Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

A2.1 ICT Appreciate the potential contribution that learning ICT skills can benefit the learner and in the wider community. Teachers of ICT know and understand: • The contribution that ICT skills can make to employment opportunities. • The impact that limited ICT skills has on access to public services, education, benefits and public life. • The range of ICT that can be used to widen learning in a personal, community and global context.

AS4 Reflection and evaluation of their own practice and their continuing professional development as teachers.

A4.1 ICT Identify research, publications and other relevant sources and understand how these can be used to inform the teaching of ICT. Teachers of ICT know and understand: • How to keep up to date with emerging policies, trends and research relating to ICT and its broader context. • Where ICT sits in relation to other areas of learning, for example, ITQ, functional skills, ESOL and e-learning. • The impact of national strategies, policies and initiatives on the development and teaching of ICT skills. • How research can inform teaching and learning practice.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain B: Learning and teaching Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

B1.1 ICT Create a learning environment which fosters a positive self image and develops a confident ICT user.

BS1 Maintaining an inclusive, equitable and motivating learning environment.

Teachers of ICT: • Recognise the effects of learner backgrounds on perceptions of ICT. • Recognise that learners may feel uncomfortable about making mistakes when using ICT, and need to be supported so mistakes can be used as opportunities for further learning. • Have an understanding of why learners want to gain or improve ICT skills. • Use strategies to overcome affects of ICT fear. • Explore ways in which ICT can be used to motivate learners. • Build on existing knowledge and understanding to foster learners’ positive self image. • Support learners to become self-confident users of ICT. • Recognise the contribution of ICT learning which occurs informally outside formal learning contexts and know how this can be supported.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element

BS2 Applying and developing own professional skills to enable learners to achieve their goals.

B2.1 ICT Use learning activities and resources which relate to learners life goals and their aims for using ICT. Teachers of ICT: • Develop and use purposeful ICT activities. • Guide learners to make choices and to set challenging goals. • Develop an ethos of mutual support and encouragement between learners. • Use ICT activities to make connections with other learning. • Develop activities which reinforce and support learners to develop a conceptual understanding of information, communication and ICT. B2.2 ICT Ways of enabling learners to develop critical judgement, problem solving and transferable ICT skills. Teachers of ICT: • Encourage and support learners to take responsibility for and reflect on their own learning. • Develop approaches that can be used to support learners to become problem solvers. • Develop approaches that can be used to support learners develop their critical judgement. • Develop learners’ awareness of how to select and use ICT to good effect and within a range of contexts. • Use teaching and learning approaches which enable learners to develop transferable skills.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element B2.3 ICT Provide learning activities to enable learners to develop and apply ICT skills. Teachers of ICT: • Use approaches and methods to enable learners to interpret new ICT knowledge within their existing areas of experience and skills. • Use approaches and methods to enable learners to develop conceptual understanding of ICT. • Enable learners to develop an understanding of their own changing learning needs and the path towards the goal of independent learning. • Use approaches which enable learners to apply generic skills to specific applications and tools. B2.4 ICT Enable learners to develop an understanding of the characteristics of data and information. Teachers of ICT: • Enable learners to understand that consideration of information should include use and judgement of: traditional and ICTbased sources, informal and authoritative sources, partisan and impartial sources. • Enable learners to understand that qualities of information such as permanence, immediacy, currency, precision, accuracy, reliability, generality, specificity, context and relevance vary and their relative significance depends on purpose. • Enable learners to understand that information can be used for differing purposes such as evaluating, analysing, concluding, sharing and presenting.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element • Enable learners to understand how data and information can be stored including in databases, in bespoke applications and on the web. • Use approaches which enable learners to use data to develop information. • Enable learners to apply search criteria to retrieve the required information. B2.5 ICT Enable learners to understand the importance of using appropriate methods to minimise the security risk to ICT systems and information. Teachers of ICT: • Enable learners to recognise the potential risks of malware, spyware and inappropriate use of computers. • Ensure learners are familiar with the organisation’s controls and security systems and understand how to minimise risk. • Ensure learners are familiar with a range of safety precautions available to protect IT systems and data. B2.6 ICT Develop and use activities to enable learners to use ICT tools and applications for a given purpose. Teachers of ICT: • Enable learners to understand that the choice of software and tools will be influenced by context and purpose, and enable then to make the appropriate choices. • Use a range of activities to enable learners to improve their ability to: – Create, adapt, manipulate and present text, data, audio and images for a purpose. – Create and generate appropriate charts, graphs and tables to present information to achieve a purpose.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element – Analyse information. – Use automated routines to carry out tasks and activities, for example, conditional functions, search and replace. • Enable learners to use spreadsheets as models to trial possibilities. B2.7 ICT Enable learners to understand how to use the internet to search, select and communicate information. Teachers of ICT: • Use a range of approaches to enable learners to improve their skills to use the internet: – develop strategies for finding information, for example, using a search engine. – select and use sources of information which are fit for purpose. – understand the implications of using web-based sources of information, for example, understanding where the information has come from, when it was produced, acknowledgement of sources. – understand different types of communication media, for example, podcasts, blogs, websites and email. – understand safety implications of using the internet, for example, keeping personal information secure and avoiding unwanted material.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element B2.8 ICT Enable learners to use a range of social media networking tools. Teachers of ICT: • Use a range of approaches which enable learners to improve their ability to use and combine the uses of: – Blogs – Microblogging – Social networking – Wikis – Social bookmarking – Social news – Video, image and audio sharing – Virtual worlds – Game sharing. • Enable learners to develop the social skills to communicate and interact online appropriately. B2.9 ICT Enable learners to understand how to combine different types of information and data in order to present the information effectively. Teachers of ICT: • Use a range of approaches to enable learners to improve their ability to: – bring together and organising, audio, images, tables, charts, graphs and text when writing or creating content, for example, reports, web content and presentations. – use hyperlinks and bookmarks to provide alternative paths for the reader. – understand and use sound/video to enhance written materials and communication of information.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element • Enable learners to understand the need to consider ‘fit for purpose’ and audience needs when creating materials which amalgamate different types and sources of information. B2.10 ICT Ways of enabling learners to understand the importance of evaluating the effectiveness of ICT in achieving purpose. Teachers of ICT: • Enable learners to understand that the process of evaluating ICT solutions, and the benefits of critical reflection in informing future actions. • Use methods that enable learners to develop a reflective and self-critical approach to their ICT activities, to encourage review of each others’ work and constructive use of feedback, and to recognise the benefits of such peer review to both sides. • Use questions to stimulate reflection, such as: – – – – –

Is this the most sensible way to proceed? Am I using the right information? Does it work? How can it be improved? Can it be simplified by the use of automated routines? – How well does it meet the intended purpose? – Is it appropriate for the intended audience?

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element B2.11 ICT Encourage learner-teacher and learner-peer interaction to support development of ICT skills. Teachers of ICT: • Use approaches and classroom management techniques which encourage learners to work effectively with others. • Use peer support to enable learners to develop and share ideas. • Encourage the use of debate to challenge ideas and preconceptions around the use of digital technology.

BS3 Communicating effectively and appropriately with learners to enhance learning.

B3.1 ICT Use a range of communication strategies to support the conceptual development of ICT. Teachers of ICT: • Use strategies such as discussion, debate and questioning to encourage learners to develop problem solving approaches and critical thinking in their use of ICT. • Facilitate a deeper understanding by use of higher order questioning skills. • Recognise, analyse and query misconceptions. • Use a range of non-verbal strategies to support conceptual understanding, for example, using multimedia and animation. B3.2 ICT Enable learners to develop appropriate ICT vocabulary. Teachers of ICT: • Use and encourage use of technical vocabulary and concepts to support learners’ understanding and remove barriers to learning. • Use communication with learners to develop ICT concepts and skills. • Develop and use strategies to encourage the active use of ICT related vocabulary.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element

BS5 Using a range of learning resources to support learners.

B5.1 ICT Use awareness of learner needs and goals to select, develop and use resources to support ICT skills development. Teachers of ICT: • Create, adapt and use a range of interactive resources which are fit for purpose, taking into account learner gender, culture and need. • Adapt materials to make them accessible for individual learner needs. • Identify and use a range of ICT hardware as resources to support learning. • Know how to use a variety of audio, digital imaging, video creation and editing software to create resources and activities, for example, podcast and digital storytelling video. • Select, adapt and use online resources. • Differentiate materials to take into account learner needs and aspirations. • Identify and have a sound working knowledge of a range of technological tools. • Develop learning materials and ICT that are accessible and at the appropriate level for all learners.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain C: Specialist learning and teaching Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

C1.1 ICT Understand how current learning theories and principles relate to the development of own ICT skills.

CS1 Understanding and keeping up to date with current knowledge in respect of own specialist area.

Teachers of ICT know and understand: • Theories and principles of ICT learning and teaching, for example, collaborative learning, active learning, individualised learning, blended and e-learning, benefits and hazards of ICT workshops. • Strengths and weaknesses of approaches to using ICT in relation to the engagement of learners, their perceptions of relevance to them, and their achievements and progression. • Ways to enable learners to interpret new knowledge within their existing frameworks of experience and skills. • The range of pedagogical approaches used in order to meet learners’ needs. C1.2 ICT Understand the changing role of ICT in the world and how it will impact on the development of ICT skills. Teachers of ICT know and understand: • The benefits of ICT skills on employment, learning, health, community participation and life in society. • The importance and how to promote the benefits of developing ICT skills for use within the workplace and as a citizen. • The contribution that the development of ICT skills can have on self-confidence and self-esteem.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.3 ICT Understand the implications for learning of purposeful use of ICT. Teachers of ICT know and understand: • The use of ICT as a tool, determined by need, resource, choices, action, feedback, evaluation and potential empowerment. • The nature of ICT in everyday life and across other areas of learning. • How to develop activities around learners’ strengths, interests and needs. • How to identify requirements to solve problems, including considerations of resources and constraints. C1.4 ICT Understand the importance of evaluating the effectiveness of ICT in achieving purpose. Teachers of ICT know and understand: • The process of evaluating ICT solutions and the benefits of critical reflection in informing future actions. • How learners can develop a reflective and self-critical approach to their ICT activities, encouraging the review of each others work, constructive use of feedback and to recognise the benefits of such peer review. C1.5 ICT Understand how own ICT skills can be updated and applied. Teachers of ICT know and understand: • Sources from which they can update their skills in the use of ICT. • How new technologies and approaches can be effectively integrated within the planning, delivery and assessment of ICT. • How to undertake a variety of CPD using ICT and digital resources.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.6 ICT Evaluate use of ICT in own practice. Teachers of ICT know and understand: • How to reflect on use of software and ICTrelated educational materials. • How to make judgements relating to use of technology, considering the need to engage learners, and to make effective use of new opportunities, while avoiding technologybased approaches which can be distractions, for example, the latest ‘gadgets and gizmos’, ‘death by PowerPoint’. • How to reflect on success of course design and teaching. • How to evaluate learner achievement, progression and how well their needs are met. C1.7 ICT Understand issues of equality and access in relation to the potential and challenges of ICT for learners. Teachers of ICT know and understand:

• Barriers to ICT skills development, for example, language, literacy, numeracy, gender, age, socio-economic situation, access to resources and inappropriate teaching. • How learners’ attitudes and approach to learning can affect the learning of ICT, for example, technophobia, over-confidence, poor self-esteem, underestimation of need for technical rigour and lack of interest. • Methods to recognise learners literacy, language and numeracy needs liaising with literacy, language and numeracy, and other relevant colleagues to provide learners with support where required. • The impact and implications that learning difficulties and disabilities may have for ICT learners.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.8 ICT Know how to select and use IT systems and software which are appropriate for a given task or purpose. Teachers of ICT know and understand: • The functions and uses of the basic components and software of an ICT system. • The range of software that is available for use to complete tasks. • How different systems and software can be used to create a solution, for example, a table can be created using a variety of tools. • How to encourage experimentation and discovery of methods that suit the learner. • How to select and evaluate ways in which ICT can be applied effectively. C1.9 ICT Understand the reasons for using ICT or a specific skill to complete a task. Teachers of ICT know and understand: • Reasons why a specific item of digital technology may be preferred over other ICT or non ICT options to carry out a specific task. • A range of ways that a given task can be carried out using different digital technologies as appropriate for the task. • The choice of tool will be influenced by context. • How to recognise and celebrate learners’ achievements in using ICT to achieve purpose.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.10 ICT Know how to explain why ICT is being used for a given task or purpose. Teachers of ICT know and understand: • Reasons why ICT may be preferred over a non ICT method to carry out a specific task. • How to judge potential advantages and disadvantages of using ICT to carry out a task. • Ways in which learners can be encouraged to consider the potential for using ICT as a means of achieving a purpose. • How learners can be supported to judge and evaluate their use of ICT as a tool. C1.11 ICT Understand how to integrate ICT skills within other curriculum areas. Teachers of ICT know and understand: • The importance of using ICT as a vehicle to facilitate other learning: through general, subject or sector-based ICT tools designed to support teaching and learning, for example, managed and virtual learning environments, e-portfolio systems and e-learning software. • How to exploit the opportunities for ICT to contribute to other areas of learning through the application of ICT as an essential part of everyday practice in each subject or sector, for example, access to information, the production of written material or artefacts, communication and sharing of information, tools for organising, analysing and synthesising information and specialised ICT equipment. • How to contextualise ICT skills to meet individual needs. • How to embed problem solving methods. • How to use transferable skills within ICT programmes.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element • Ways to develop activities in collaboration with colleagues to introduce and develop ICT skills needed in particular contexts. • Ways in which good practice in the use of ICT (to enhance teaching and learning) can be shared. C1.12 ICT Understand ways in which ICT skills can be transferred and used in new contexts. Teachers of ICT know and understand: • Sources from which skills in the use of ICT can be updated. • How a range of technologies can be used to create purposeful activities. • How new technologies and approaches can be effectively integrated within the planning, delivery and assessment of ICT. • How to develop tasks that enable learners to apply existing knowledge to new areas of learning and ICT. • The role of different teaching methods alongside teaching activities, in order to foster conceptualisation in the learning process, and support learners form new ideas and construct theories. C1.13 ICT Understand how to access and use ICT to store and manage data and information. Teachers of ICT know and understand: • How to manage their own data, and support learners to manage their data, through the use of appropriate file and folder names, and appropriate hierarchical structures to enable efficient data/information retrieval. • How to protect their own data and support learners protect their data, for example, through backup and anti-virus procedures. • Security measures for online systems, for example, firewalls, access controls and passwords.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.14 ICT Know the variety of ways in which text and table information can be presented and used for a range of purposes. Teachers of ICT know and understand: • Ways in which a range of different text and table generating software can be used to create and present information for a purpose, for example, webpages, reports, presentations and publications. • How the choice of tool will be influenced by context and purpose. C1.15 ICT Understand a range of ways in which presentation software can be used and combined with media to present information. Teachers of ICT know and understand: • How to use audio, video and digital images to create presentations and communicate. • How to use hyperlinks as a means of providing alternative routes for communicating. • Common errors in the use of presentation software. • Accessibility requirements. C1.16 ICT Understand how spreadsheets can be used, in the context of learning, to organise, analyse, process and present information. Teachers of ICT know and understand: • How to organise tables in a variety of ways to aid processing and presentation, for example, charts and graphs. • How to use built-in calculation, dynamic links, for example, relative referencing and between tables, conditional functions and formulas to process information. • How spreadsheet software can be used to create models and manage quantitative information.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.17 ICT Understand how database software tools and techniques can be used to manage, search, analyse and present information. Teachers of ICT know and understand: • That there is a range of ways in which a database system can be created. • The principles of how information is organised in databases, for example, flat files and related tables. • How to combine text values from multiple fields on a form, report, or data access page to produce the required result. • How to apply search criteria to produce the required result. • How to use a database system to present information and generate reports. C1.18 ICT Understand how imaging tools can be used to manipulate and present information to achieve different purposes. Teachers of ICT know and understand: • The types of images which can be used and manipulated, for example, digital photos, 2D and 3D shapes, charts, clipart and freehand drawings. • Methods of creating and manipulating images, for example, scanning, drawing tools, grouping, text wrap and resizing. • Methods of bringing together and organising images and text to achieve a purpose.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.19 ICT Understand how audio/video software and hardware can be used for different purposes and in different formats. Teachers of ICT know and understand: • How audio/video software and hardware can be used to capture, edit and play sequences and sound. • How media can be used within other applications to enhance presentation and clarity. • Different sound/video files types and appropriate use. • How to convert and compress files to save space. • How to use a variety of audio and video creation and editing software to create activities, for example, podcast and digital storytelling video. • How video and audio can be exported in a variety of formats. • The need to review and evaluate the effectiveness of audio-visual solutions, considering the intended purpose and audience. C1.20 ICT Understand how communication media can be used for different purposes. Teachers of ICT know and understand: • Types of communication media, for example, podcasts, blogs, websites and email. • A range of purposes, for example, to inform, advertise, educate and persuade. • How to support learners in tasks which involve assembling, organising, structuring, analysing, synthesising, sharing and presenting information.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.21 ICT Understand how a range of different types of information can be brought together and presented as multimedia. Teachers of ICT know and understand: • How to combine different types of information. • The importance of developing a coherent understanding of ICT through synthesising information rather than presenting a fragmented collection. • The need to consider the intended purpose and audience. C1.22 ICT Understand how a range of multimedia tools can be used within teaching and learning. Teachers of ICT know and understand: • What is meant by multimedia and the tools that the term encompasses. • The potential of multimedia to inform and persuade and how to integrate words, images and sounds for different audiences and purposes. • A range of ways in which multimedia tools can be used to create resources and deliver ICT activities. • Limitations of bandwidth and download constraints when working with large files. • Use of plug-ins when accessing and using multimedia. • What is meant by streamed media.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.23 ICT Understand how ICT can be used to support collaborative learning and communication. Teachers of ICT know and understand: • The range of collaborative/communication tools available, for example, email, learning platforms, blogs, wikis and video conferencing. • The role of collaborative/communication tools in teaching and learning. • The appropriateness of tools for certain tasks and their advantages and disadvantages. • The importance of personal safety when using electronic communications. • The need for rules of conduct when communicating, for example, netiquette. C1.24 ICT Understand ways to explain the characteristics of information. Teachers of ICT know and understand: • That consideration of information should include use and judgement of: traditional and ICT-based sources, informal and authoritative sources, partisan and impartial sources. • That qualities of information such as permanence, immediacy, currency, precision, accuracy, reliability, generality, specificity, context and relevance vary and their relative significance depends on purpose. • That information can be used for differing purposes such as finding out, selecting, evaluating, comparing, assembling, organising, structuring, analysing, synthesising, deducing, concluding, sharing and presenting.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element C1.25 ICT Understand how to use the internet to search for and select information to meet requirements. Teachers of ICT know and understand: • Different strategies for finding information, for example, using a search engine. • How to select and use sources of information which are fit for purpose. • The implications of using web-based sources of information, for example, understanding where the information has come from, acknowledgement of sources. • Safety implications of using the internet, for example, keeping personal information secure, avoiding unwanted material, setting up firewalls. • Methods of transferring search skills between different contexts. C1.26 ICT Understand the factors that affect the use of web-based and other ICT sources of information. Teachers of ICT know and understand: • Copyright and intellectual property issues on the use of materials (including audio and video) and their differences. • Organisational policies on dealing with copyright and intellectual property matters. • How to reference electronic sourced material. • Constraints which affect the use of information. • Ways to support learners to recognise reliable and unbiased information sources. • Ways to support learners recognise the difference between informal and authoritative sources.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element • Ways of facilitating learners to develop critical judgement regarding the relevance, reliability and currency of information found on the internet. • Issues around plagiarism and how to guide learners against inappropriate use of information generated by others. C1.27 ICT Understand the range of ways in which emerging technology can be used as a method of developing ICT skills. Teachers of ICT know and understand: • Use of gaming, virtual reality and simulations to provide possibilities in teaching and learning. • The use of digital media tools for learning, for example, blogs, micro blogging, social networking, wikis, social bookmarking, social news, video, image and audio sharing, virtual worlds and game sharing.

CS2 Enthusing and motivating learners in own specialist area.

C2.1 ICT Understand how to use strategies that engage and enthuse ICT learners. Teachers of ICT know and understand:

• How they can support learners to see the benefits and uses of ICT within work based, vocational and everyday contexts. • How to build on learners’ enthusiasm, existing knowledge and understanding of ICT. • How to support learners to develop their own digital resources and share them with others. • How to enhance creativity, pleasure and autonomy through the development of ICT skills. • Ways to fit new topics into learners’ frameworks of existing knowledge.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element • Use of individual, small group, peer, active, collaborative learning and experimental approaches. • Misconceptions that can occur and how to use these to develop further teaching and learning. • Ways of encouraging learners to reflect on their own thinking and methods in order to engage with a deeper understanding of fundamental concepts. C2.2 ICT Understand the importance of appropriate and purposeful use of ICT within a wide range of contexts of learning and living. Teachers of ICT know and understand: • The ways in which learners can be supported to identify the advantages and disadvantages of ICT within their everyday life. • What is meant by purposeful use of ICT. • How other areas of learning can be used as a context in which to develop and apply ICT skills. • The implications and importance of purposeful use of ICT, critical judgement and feedback when working with learners.

CS4 Developing good practice in teaching own specialist area.

See element A4.1 ICT.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain D: Planning and learning Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

D1.1 ICT Plan a range of different types of ICT sessions which take into account the individual needs of the learner and curriculum requirements.

DS1 Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

Teachers of ICT know and understand: • How ICT standards and curricula can be used to plan schemes of work, sessions and activities. • How to incorporate into schemes of work and session plans, purposeful activities that relate to learners interests and experiences. • How to use ICT as a means of developing reflective, problem solving skills, critical thinking, transferable skills and independent learning. • The different needs of the learners and approaches when planning for different types of sessions, for example, workshop and small groups. • Ways of working and planning collaboratively with colleagues to devise schemes of work where ICT is embedded or integrated. Teachers of ICT: • Plan learning activities that integrate a variety of electronic resources and tools to enhance learning and teaching. • Plan programmes of learning which incorporate various approaches to assessment of and for learning. • Plan learning sessions for a range of different delivery models, for example, workshops, small groups, pairs, informal and formal learning. • Set clear goals which support development of conceptual understanding and problem solving. • Plan activities which enable learners to develop and apply transferable skills.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element D1.2 ICT Develop personalised learning journeys for learners developing ICT skills. Teachers of ICT know and understand: • Ways in which learners can use ICT to assist their progress, development and achieve their goals. • Ways in which ICT can be used to support learners to record and measure their progress. Teachers of ICT: • Plan sessions and activities which are differentiated and take account of spiky profiles of learners. • Plan ways in which assistive and adaptive ICT can be used to support learners to achieve their goals. • Support learners reviewing work, modifying goals and constructing new ideas. D1.3 ICT Plan sessions and activities to encourage learners self confidence and incorporate strategies for overcoming barriers in the use of ICT. Teachers of ICT know and understand: • How the abilities and learning preferences of learners can be met through a range of technologies within the delivery of ICT. • How the results of initial assessment may be used to plan for personalised learning. • How to select and use ICT in planning teaching sessions that meet the needs of individual learners and groups. • How to plan ICT sessions to make links with other learning, (informal and across other curriculum areas), contexts and to suit a diverse range of learners. Teachers of ICT: • Plan activities to encourage learners self confidence and incorporate strategies for overcoming barriers in the use of ICT.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element D1.4 ICT Understand the use, content and intention of the relevant ICT standards and curricula within the planning process. Teachers of ICT: • Understand that areas within the standards cannot be covered in isolation. • Develop tasks for learners that cover a selection of areas within the standards and at the same time remain purposeful. • Plan for progression within the standards and across the levels. D1.5 ICT Understand the impact that learning difficulties and disabilities can have on ICT learning and plan to support individual needs. Teachers of ICT know and understand: • The range of factors which may affect the learning, development and progression of people with ICT needs. • The impact and implications that using ICT may have on learners who may lack confidence, have physical difficulties, sensory impairment, learning difficulties or mental health issues. • Resources and specialist equipment which can be used to support learners. • Referral processes to obtain specialist support. Teachers of ICT: • Adapt learning resources, equipment and environment to cater for individual learner’s needs.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element

DS2 Learner participation in the planning of learning.

D2.1 ICT Apply knowledge of ICT learners to the planning practice. Teachers of ICT know and understand: • Ways in which to discuss and agree with the learner, goals based on their personal aims, assessment results and curriculum requirements. • How to take into account learners expectations of the amount of input or control they have in the planning of their learning. • The importance of dialogue with learners during the planning process, and the use of clear ICT vocabulary. • The importance of using existing knowledge about learners, their learning needs and context when planning teaching and learning. • How to set targets with individual and groups of learners for using ICT to achieve specific learning outcomes.

DS3 Evaluation of own effectiveness in planning learning.

D3.1 ICT Evaluate delivery of ICT and use conclusions to inform future planning. Teachers of ICT know and understand: • Ways of using learner feedback as a means of evaluating teaching and learning. • The importance of using evaluation to develop further teaching and assessment activities. • Ways of evaluating the impact of ICT on teaching and learning. • How to reflect and evaluate own teaching of ICT and in use this to inform the planning of further activities. • Make connections, where appropriate, with relevant theories, supporting their ideas with references to literature and research. • Ways of evaluating learner achievement and progression, and how well their needs have been met.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain E: Assessment for learning Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

E1.1 ICT Use a range of ICT assessment tools and methods which are appropriate to the context and purpose.

ES1 Designing and using assessment as a tool for learning and progression.

Teachers of ICT know and understand: • How to select the assessment tools and procedures appropriate to the context and purpose, for example, initial, diagnostic, formative and summative. • Ways in which formal and informal assessment can be used to identify a learners ICT strengths and profile. • Ways to devise and use different types of assessment (investigation, observation, practical assessments, questioning etc) as appropriate for the purpose and context of assessment. • How to build assessment processes into lessons to identify learning has taken place and to inform future planning. • The use of formative assessment as means of providing feedback on teaching and of changing teacher’s behaviour. Teachers of ICT: • Use assessment methods to identify the extent to which learners are able to transfer skills from one context to another. • Use a variety of ICT-based assessment tools to support or enhance assessment activities. • Devise differentiated activities to identify learning has taken place and to contribute to the evaluation of own teaching practice. • Devise and use activities to promote peer and self-assessment. • Use a range of different means of assessing ICT knowledge and understanding, and the different benefits and limitations.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element

ES2 Assessing the work of learners in a fair and equitable manner.

E2.1 ICT Recognise that learners will have ICT skills and strengths which may not conform to broad standards. Teachers of ICT know and understand: • The impact on the results of assessment and processes where learners have a range of different levels of ICT skills (spiky profile). Teachers of ICT: • Assess learners across a range of types of skills to identify what learners know and don’t know.

ES3 Learner involvement and shared responsibility in the assessment process.

E3.1 ICT Undertake ICT measures to ensure assessment is accessible to learners with learning difficulties and disabilities. Teachers of ICT: • Identify and use assistive and adaptive technologies that can be used in assessment activities and support learners needs. • Recognise the characteristics and effects of ICT development for a range of learning difficulties and disabilities. • Devise/adapt assessment activities and tools to ensure the assessment process is accessible. E3.2 ICT Recognise the impact learner’s background and previous educational experiences will have on the ICT assessment process. Teachers of ICT: • Demonstrate an awareness of learner’s background and implications this has for assessment. • Select and use assessment tools (formal or informal) to obtain valid, reliable and sufficient assessment evidence as appropriate for the learner.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Standard statement

ICT element

ES4 Using feedback as a tool for learning and progression.

E4.1 ICT Encourage learners to take responsibility for the assessment of their own ICT learning. Teachers of ICT: • Develop and facilitate opportunities for peer assessment and encourage learners to use errors as opportunities for further learning. • Encourage learners to use self checking strategies and identify alternative approaches that could be used to meet the same objective. • Encourage learners to reflect on their learning and achievements.

ES5 Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress.

E5.1 ICT Use feedback and dialogue to enable learners to develop ICT skills and knowledge. Teachers of ICT know and understand: • Ways of using questioning techniques to identify learner skills knowledge and understanding. • How to provide feedback to the learner in a clear and unambiguous way, and in a manner which enhances their self-esteem. • How to use results from feedback to agree with the learner what is to be done to build on success and correct any mistakes. • Ways of using feedback on assessment to inform in-situ and future planning.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Domain F: Access and progression Standard statement

ICT element

Teachers in the lifelong learning sector are committed to:

F1.1 ICT Signpost and encourage learners towards learning and progression opportunities.

FS1 Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

Teachers of ICT: • Support learners to develop research skills to access and use services inside and outside the organisation. • Support learners to obtain specialist information and support to meet any literacy, language and numeracy needs provided within the organisation. • Provide information about the organisation and the opportunities it may offer for progression and other learning opportunities. F1.2 ICT Signpost and encourage learners to use locally accessed computers for own use. Teachers of ICT: • Provide information on where to access computers for own progression opportunities.

FS4 A multi-agency approach to supporting development and progression opportunities for learners.

F4.1 ICT Develop a relationship with a range of different specialist services, agencies and professionals to provide additional ICT support to learners. Teachers of ICT: • Identify the range of national, regional and support services available to ICT learners to support their development and progression. • Identify and work collaboratively with specialists from other areas, both within and outside the organisation, who can support ICT learners and their diverse needs, for example, literacy, language numeracy needs, learning difficulties/disabilities.

Teaching Information and Communication Technology An application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Glossary Glossary Assistive technology

Assistive technology provides enhancements to technology which enable people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing.

Blended learning

Learning that involves a ‘blend’ of methodologies, for example, using an interactive whiteboard and paper-based tools in a classroom setting, and making use of both text books and online resources.

Blog (and micro-blog)

Short for web log, this is a personal online journal that is frequently updated: http://www.youtube.com/watch?v=NN2I1pWXjXI. Micro-blogs follow the same format but are limited to only a small amount of text, for example, Twitter.

e-assessment

Assessment that involves technology in some way, for example, on-screen testing.

e-learning

‘Electronic learning’, the use of electronic technology to support, enhance or deliver learning.

MP3/MP4

An audio/video file format.

Netiquette

Term referring to the correct ways of working online, see: http://www.bbc.co.uk/webwise/askbruce/articles/boards/netiquette_1.shtml.

PlagiarismSoftware that searches through scripts and compares with other online text, thus detecting software identifying possible plagiarism for example, ‘Turnitin’® and Google search function. Podcast

A pre-recorded audio program that’s posted to a website and is made available for download, see: http://www.youtube.com/watch?v=le3qPEeaRiM.

Social bookmarking

Social bookmarking is a method for internet users to store, organise, search, manage, and share bookmarks of web pages on the internet, see: http://en.wikipedia.org/wiki/Social_bookmarking. A good example of a social bookmarking site is ‘delicious’: http://delicious.com.Glossary

Social networking Online communication methods that may involve a range of media, see: http://www.youtube.com/watch?v=6a_KF7TYKVc.

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