The Minimum Core for Information and Communication Technology: Audit and Test

Sandra Murray

• Publisher: Learning Matters
• Year: 2009
• Print ISBN: 9781844452880
• eBook ISBN: 9781844455447
• Edition: 1
• Topic: Education
• Subtopic: Education Technology

This book supports trainee teachers in the Lifelong Learning Sector in the assessment of their knowledge of ICT. A self-audit section is included to help trainees understand their level of competence and confidence and will help them identify any gaps in their knowledge and skills. This is followed by exercises and activities to support and enhance learning. The book covers all the content of the LLUK standards for the minimum core for information and communication technology. Coverage and assessment of the core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status.

1

Why do trainee teachers need to meet
the minimum core requirements?

Reform of teacher training

The reform of initial teacher training in the lifelong learning sector resulted in the introduction of a range of sector specific teaching qualifications with effect from September 2007. The reforms require that those with a full teaching role achieve Qualified Teacher Learning and Skills status (QTLS). For those with significantly less than a full teaching role, for example, trainers delivering material prepared by others, the requirement is to achieve Associate Teacher Learning and Skills (ATLS) status.

 

To achieve QTLS teachers need to complete the Diploma in Teaching in the Lifelong Learning Sector (DTLLS), whereas to achieve ATLS, teachers need to complete the Certificate in Teaching in the Lifelong Learning Sector (CTLLS). QTLS or ATLS is awarded following successful completion of professional formation.

 

Whereas teachers in other areas of the lifelong learning sector can be seen to have either an associate or full teaching role, Skills for Life lecturers are automatically assumed to have a full teaching role. Because of this they are required to follow a specialised Skills for Life route to QTLS.

 

The new qualifications followed a series of consultations in which it was recognised that in addition to developing teaching skills, teachers and trainers in the learning and skills sector also required skills in literacy, language, numeracy and information and communication technology (ICT) in order to function effectively and support their learners. These skills are met by the introduction of the minimum core, an integral part of the qualifications.

What is the minimum core?

The minimum core identifies the minimum skills and knowledge required by teachers in the lifelong learning sector in three key areas: literacy and language, numeracy and ICT.

 

The minimum core in ICT comprises:

 

Part A:   Knowledge and Understanding

 

A1    Personal and social factors influencing ICT learning and development

A2    Explicit knowledge about ICT

 

Part B:   Personal ICT skills

 

     Communications

     Processes

 

Those teachers in a full teaching role are required to meet both Part A – Knowledge and Understanding and Part B – Personal ICT skills, whereas those in an associate role need to meet Part B – Personal ICT skills.

 

This book will cover the entire minimum core for ICT relevant to both QTLS and ATLS and will develop, audit and test your knowledge, understanding and personal ICT skills, for use within and outside of the classroom.

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REFERENCES AND FURTHER READING

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DfES (2004) Equipping our teachers for the future: reforming initial teacher training for the learning and skills sector. Nottingham: DfES Publications

DfES (2007) Initial teacher training – making the reforms happen, learning and skills sector. Nottingham: DfES Publications

LLUK (2007) Addressing literacy, language, numeracy and ICT needs in education and training: Defining the minimum core of teachers’ knowledge, understanding and personal skills. A guide for initial teacher education programmes. London: LLUK

2

Skills audit

This skills audit will enable you to consider your skills and knowledge in relation to the key areas of the minimum core in ICT. You should consider each area and grade yourself according to what you consider your level of knowledge and skills to be in each area. Grade yourself on a scale of 1 to 5, with 1 being less able and 5 being most able.

Personal, social and cultural factors influencing ICT learning and development	1	2	3	4	5
Be aware of the different factors affecting the acquisition ...

Table of contents

• Cover
• Title
• Copyright
• Contents
• The author and acknowledgements
• 1 Why do trainee teachers need to meet the minimum core requirements?
• 2 Skills audit
• 3 Communicating ICT
• 4 Personal, social and cultural factors influencing ICT learning and development
• 5 ICT tools
• 6 Purposeful use of ICT
• 7 ICT systems
• 8 Finding, selecting and exchanging information
• Extracts from the minimum core ICT framework
• Answers to key questions
• Index