E-COMPETENCES - CONCEPTS AND MODELS - FOR TEACHERS' PROFESSIONAL DEVELOPMENT Diana CSORBA - Lector Dr., Universitatea din Bucuresti, Facultatea de Psihologie şi Ştiinţele Educaţiei, Departamentul pentru Pedagogia Învăţământului Primar şi Preşcolar

EU Strategy and policy development concerning ICT in education The Lisbon Council: Education and training as key systems for the knowledge society Education & Training 2010: an agenda for change: 21C teachers must have the competences to use ICT and digital learning resources in education Mid-term Review of the Lisbon Strategy ICT as innovation ICT communication: innovation for a learning society

Lifelong learning Skills, competences backing continuous studying process should be the focus of education: Intelligent learning Digital literacy Problem solving skills Communication skills Social and career building competencies

Knowledge-based society Paradigm change Industrial society Knowledge-based society Facts, data, rules Skills and Competences Transfer of closed, final, textbook-knowledge in one occasion Lifelong learning knowledge-networks Fixed, homogeneous team- studying method Flexible, heterogeneous team- studying method (individual-centred education) Frontal pedagogy „Constructivist” education

eLearning has the potential to help the Union respond to the challenges of the knowledge society, to improve the quality of learning, to facilitate access to learning resources, to address special needs, and to bring about more effective and efficient learning and training at the workplace.

WHAT IS COMPETENCE? With a focus on performance, competence is defined as “the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes” (Van der Blij, 2002)

WHAT IS ECOMPETENCE? WORK DEFINITION OF eCOMPETENCE THE ABILITY TO USE ICT IN TEACHING AND LEARNING IN A MEANINGFUL WAY The definition of e-Competence distincts between INDIVIDUAL and ORGANISATIONAL eCompetence. Both, however, describe the ability to successfully use e-Learning technologies in routine educational practice.

ECOMPETENCE PROFILES Marjo Stalmeier 1. (Instructional) Design Didactic design of electronic educational materials Developing competence based instruction Applying instructional models Designing educational websites Formulating and applying educational technological requirements Designing digital portfolios Designing competence based assessments Making digital study materials Building electronic learning environments Designing electronic tests/assessment Judging the didactic merits of evaluation methods

2.Perform the instructional process ECOMPETENCE PROFILES 2.Perform the instructional process Electronic tutoring of groups of students Electronic tutoring of individual students Tutoring of the individual learning process Tutoring students in building up portfolios Assessing portfolios Electronic testing Electronic assessment Tutoring students in using digital educational materials

Creating discussion groups ECOMPETENCE PROFILES 3. Communication Emailing Chatting Creating discussion groups Setting up and performing video and desktop conferencing Communication with staff members

Basic ICT-skills (Internet, Word, PowerPoint) ECOMPETENCE PROFILES 4. (Design) tools Basic ICT-skills (Internet, Word, PowerPoint) Using standard applications (HTML, Java, Authorware, Frontpag,e etc.) Using programming languages Using Photoshop, video software, etc. Making graphic designs

5. Other functionalities ECOMPETENCE PROFILES 5. Other functionalities Using groupware Using multi and telemedia Using simulations, intelligent agents, intelligent tutoring systemsUsing expert systems Using statistical programmes Using programmes for planning and managing projects

Making and using electronic databases Using library search systems ECOMPETENCE PROFILES 6. Acquire information Searching for and referring to information on the world wide web (Internet, online resources) Making and using electronic databases Using library search systems

7.Administration and organisation ECOMPETENCE PROFILES 7.Administration and organisation Using student and course administration systems Using student tracking systems Setting up and performing electronic evaluation

8 .Other topics ECOMPETENCE PROFILES Indicating advantages and disadvantages of different tools Indicating the compatibility between products Formulating technological requirements Having insight into the relation between ICT and the learning process Having insight into various (im)possibilities of ICT in education on the level of organisation, curriculum, course and lesson Working according to plan Giving oral presentations Reporting in writing Project management Giving advice on implementation

Main areas and competencies ECOMPETENCE PROFILES

Main areas and competencies, 1 Basic ICT skills Use the computer as a personal tool, for individual work, for preparation and learning Use different networks, e.g. local area network, e-conferences, intranet or the like

Main areas and competencies, 2 Research and collaboration competencies with ICT Collect, evaluate, summarize, put into perspective and present information with ICT Work systematically and process-oriented in electronic learning environments Master different methods of work with ICT

Main areas and competencies, 3 Pedagogical and didactic ICT competencies Plan, complete and evaluate ICT-integrated training Reflect on learning processes with ICT Relate to the development of a school with regard to application of ICT

MODELS - FOR TEACHERS' PROFESSIONAL DEVELOPMENT CONSTRUCTIVISM as a Paradigm for Teaching and Learning EXPERENTIAL LEARNING: Experience as the source of learning and development

Questions and Conversations diana_csorba@yahoo.com Universitatea din Bucuresti Departamentul pentru Pedagogia Invatamantului Primar si Prescolar