QUEST FOR TEACHER NEEDED COMPETENCIES FOR

INSTRUCTIONAL USE OF ICT:

VIEWS FROM EUROPEAN UNION (EU)
Lilian-Rita Akudolu (Ph.D, Cf)
Faculty of Eucat!o"# N"a$! A%!&!'( U"!)(*+!ty# A'&a# N!,(*!a-
A.+t*act
The aim of this paper was to identify the competencies needed by teachers
for the development and implementation of ICT-based education. The study
which covered 19 member countries of European Union was guided by three
research uestions. !ata were collected through the use of emailed
uestionnaire and analysed using freuencies and percentages. "ome
personal# pedagogical and sub$ect oriented%didactical competencies were
identified. &mong the recommendations was that the 'ederal (overnment
should ma)e the development of ICT competencies of teachers a priority and
set targets when all teachers should become ICT-literate to mandatory
standards.
I"t*ouct!o"
The advent of information and communication technology *ICT+ in education
which is e,acting an unprecedented impact on the learning process is a
culmination of advancement in information technology *IT+. The recognition
of communicative abilities and facilities offered by the computer# notably the
e-mail# led to the replacement of the term -Information Technology. with
that of Information and Communications Technology *ICT+ over a decade
ago. /hile sharing this view# 0elgrum and 1aw *2334+ affirm that the term
ICT started replacing that of IT from the 1993s. &bbott *2331+ observes that
at the initial stage of ICT while more people were adopting the term ICT#
people in higher education were using communication and information
technology *C5IT+ to refer to the same concept. It is interesting to note that
most developed countries have embraced ICT in education as a means for
ensuring the development of ICT capability of the people. This is with a view
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
1
to achieving technological emancipation and to competing favourably in the
international arena.
The ma$or way of developing the ICT capability of citi6ens is through the
implementation of the three facets of ICT-based curriculum which comprise7
learning about ICT# learning with ICT and learning through ICT. It is in this
regard that Tanner *2334+ presents ICT as discipline# resource and )ey s)ill.
ICT as discipline refers to ICT as a sub$ect in the curriculum. &s an
instructional resource# ICT encompasses a wide range of technologies
including telephones# fa, machines# televisions# video# audio recorders. C!
players# C!-89:s# personal organi6ers# programmable and remote-operated
toys# radios# computers *9;<ara# 233=+ as well as any other technologies that
can enhance the processes of finding# e,ploring# analy6ing# documenting#
e,changing and presenting instruction based information. ICT is also
considered as s)ill in line with literacy and numeracy.
The enormous benefits of ICT have been well documented by various
authorities and researchers such as !epartment of Education and
Employment *!fEE# 199>+? the Independent ICT *IICT+ in "chools
Commission *199>+? the @ational (rid for 1earning *@(f1# 199>+? !fEE and
AC& B Aualification and Curriculum &uthority *1999+? &)udolu *2332+?
"harp# 0otter# &llen and 1oveless *2332+? 9libie *2334+? the "cottish
E,ecutive *233C+ and the U@!0%&0!I0 *233D+. &mong the various points
mentioned by these authorities are that ICT promotes learning# motivates and
empowers the learner as well as facilitates the $ob of the teacher. The @(f1
and !fEE *2331+ add that ICT -has the potential to transform the way
education is delivered and to provide new opportunities# enhancing
scholarship and investigation E. In fact a compilation of research findings
on the benefits of ICT as presented by the Fritish Educational
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
2
Communications and Technology &gency *FECT&# 233=+ is grouped under
benefits for learners# teachers# parents and the society. These numerous
benefits of ICT which cannot be itemi6ed in this paper due to constraints of
time and space can only be reali6ed when teachers who still remain the )ey
to learning have developed the necessary pedagogical competencies for
instructional use of ICT. 0resently# there is a global awareness of the
centrality of the teacher;s role in the learning process# even in ICT B rich
conte,ts. Teachers cannot be replaced by the best technology. Gones *233474+
reiterates this fact and opines that -no matter what educational systems
mandate and e,pect# in the end effective learning is very dependent on the
will and competence of the teacher.. In recognition of this fact# country
members of the European Union entered -the twenty-first century in the
throes of a ma$or programme of euipping schools and training teachers.
*&bbott# 2331744+. &lso the IICT in "chools Commission *199>722+ warns
that -if we wish to ensure that our children and country reap the benefits of
ICT we must cherish our teachers and do everything we can to help them to
ta)e it on board..
It is consoling to note the declaration by the 'ederal 8epublic of @igeria
*'8@. 199979+ at the on-set of the Universal Fasic Education *UFE+
programme that -current efforts to raise the level of general education of
teachers *as well as efforts to raise the level of their initial professional
preparation+ will be pursued broadened# and intensified.. The same
document presents the -career-long professional development of serving
teachers. as a -crucial issue.. &@ indispensable element of teacher
preparation for the present information age is the development of teacher
compliances for instructional use of ICT. Fearing in mind the e,isting ICT
poor school environments in the country and the vastness of ICT capabilities#
what competencies are teachers e,pected to possess for them to implement
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
4
an ICT based curriculumH /hat ICT pedagogical competencies should
teacher preparation institutions aim to develop in teachers to ensure that these
teachers can help the country cross to the positive side of the digital divide
and )eep pace on the information superhighwayH These are some of the
uestions that present the problems of this study.
This study is limited to the development of ICT competencies of @igerian
teachers. This is based on the fact that ICT competencies involve )nowledge
of s)ills# )nowledge of how and when to apply the s)ills as well as
)nowledge of reasons for using the particular ICT or the contributions of that
ICT to the solution of problems. &uthors such as 1oveless *2334+# U@E"C9
*233=+ and 0otter 5 !arbyshire *233C+ are of the view that ICT
competencies are concerned with the ability to7
Inow when to apply or develop a particular s)ill in using an ICT
resource?
Fe aware of the reasons for using ICT and its effect on both users and
conte,t? and
<ave a critical and confident attitude to learning with the technology.
In this regard ICT competencies are used as synonymous to capability.
Conseuently# Tanner *23347>+ observes that though )nowledge and s)ills are
necessary for the development of ICT capability# they -should be considered
as vehicles for developing ICT capability rather than its focus.. The present
study therefore focuses on the development of teachers ICT competencies.
This study is also limited to views from the European Union *EU+. The EU
which embraces 2> countries is a family of democratic European countries. It
is committed to defending the values of Europe and in promoting unity#
progress and cooperation among the people of Europe. The EU has common
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
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institutions to which the member states -delegate some of their sovereignty
so that decisions on specific matters of $oint interest can be made
democratically at European level. *Europa# 233D71+. 9ne such institution is
the European Council *EC+ or Council of :inisters. The EC is the main
decision-ma)ing body of the EU. It is constituted by representatives from all
the member states. It has nine different configurations and ma)es its
decisions as well as recommendations through the Commission. 9ver the
years# the Commission;s recommendations have ushered the member states
into enviable leading positions in the development and implementation of
ICT. Can @igeria benefit from the ideas of these members of Council whose
proposals transformed Europe from a low-tech to a high-tech continentH
(iven the fact that @igeria is yet to $oin the high-tech wagon# what are the
views of these Commission members regarding the teacher-needed
competencies for instructional use of ICT in @igeriaH
R(+(a*c/ Qu(+t!o"+
The study was guided by the following research uestions7
/hat personal ICT competencies do teachers need to possessH
/hat are the ICT pedagogical competencies that teachers need to
possessH
/hat are the ICT didactical and sub$ect oriented competencies that
teachers should possessH
M(t/o
Design and Area of Study: The study was a survey and it covered 19
member countries of the European Union *EU+.
Population and Saple: The population comprised all the C1 members of
the European Commission *EC+ /or) 0rogramme on Implementation of
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
C
Education and Training 2313 B /or)ing (roup C7 -ICT in Education and
Training. and the 11C academic members of staff in the 'aculty of Education
at the University of (lasgow. This population was chosen for the fact that the
members of EC had been involved in planning ICT in Education for EU
countries while the academic members of staff in the 'aculty of Education at
the University of (lasgow have over the years been preparing teachers for
ICT in Education.
!nstruent: !ata were collected through the use of uestionnaire which
comprised two sections. The first section presented a description of the
@igerian educational system with regards to the state of development and
implementation of ICT in education as well as the availability of ICT
facilities in the schools and in the society. The second section comprised 43
items structured on a four point scale of strongly agree# agree# disagree and
strongly disagree. Copies of the uestionnaire were emailed to the 1DD
respondents twice with an interval of four wee)s. The need for sending the
uestionnaire twice to the same respondents was necessitated by the low
response recorded at the first instance. "ome of the respondents at the
University of (lasgow were contacted again physically *in person+ or
through phone and urged to complete the uestionnaire. & total of CD copies
of the instrument were completed and returned.
"alidation and Relia#ility: &fter testing the instrument on two doctoral
students in the 'aculty of Education# University of (lasgow# copies of the
modified instrument were sent to two lecturers at the University of
Edinburgh for content validation. This e,ercise resulted in the modification
of one of the items. 8eliability was ascertained by administering the
instrument to 13 post graduate students in Education at the University of
(lasgow. The application of Iuder-8ichardson 'ormula 23 yielded a score
of 3.J2 for internal consistency.
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
D
Data Analyses: The obtained data were analysed using freuency and
percentage.
'or clarity in presentation# the four response cells of strongly agree# agree#
disagree and strongly disagree were collapsed into agree and disagree.
R(+ult+
Ta.l( 0: P(*+o"al ICT Co$1(t("c!(+
Total 2 34
S5N It($+ A,*(( D!+a,*((
S&!ll+ !": F 6 F 6
1. Use of the )eyboard =J JC J 1C
2. Identifying and using available hardware == >9 12 21
4. Use of different instructional software
pac)ages
2D DJ 1J 42
=. Use of different operating systems 23 4D 4D D=
C. &ccessing the internet =3 >1 1D 29
D. Use of e-mail == >9 12 21
>. Using )ey ICT s)ills in developing and
presenting information
CD 133 - -
J. 0articipating in online discussion =3 >1 1D 29
9. <ardware repairs 1 2 CC 9J
13. /riting general programmes 1= 2C =2 >C
9nly items =# 9 and 13 scored less than C3K for &gree. This indicates that
the respondents did not consider ability to use operating systems# repair
hardware and write general programs as teacher-reuired personal ICT
competencies. 9n the other hand# item > on the use of )ey ICT s)ills had the
highest score of 133K.
Ta.l( 7: P(a,o,!cal Co$1(t("c!(+
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
>
N 2 34
S5N It($+ A,*(( D!+a,*((
F 6 F 6
1. "elect and evaluate sub$ect B specific
educational software
=J JD J 1=
2. !evelop and maintain educational website =J JD J 1=
4. 0repare ICT-based learning materials CD 133 - -
=. 0repare schemes of wor) and lesson notes
using ICT
C3 J9 D 11
C. "olve common ICT problems relating to
instruction
C2 92 = J
D. /rite educational programmes 1= 2C =2 >C
>. :onitor and evaluate ICT teaching and
learning
CD 133 - -
J. Integrate ICT in other sub$ects across the
curriculum
CD 133 - -
9. Use ICT for teaching and learning CD 133 - -
13. !evelop hardware components = > C2 94
9nly items D and 13 scored below C3K for &gree. This implies that the
respondents do not thin) that writing educational programmes and
developing hardware components are teacher-reuired pedagogical
competencies.

Ta.l( 8: Su.9(ct O*!("t( a" D!act!cal Co$1(t("c!(+
N 2 34
S5N It($+ A,*(( D!+a,*((
F 6 F 6
1. Use ICT as a didactic tool in the class CD 133 - -
2. Employ digital devices during instruction C= 9D 2 =
4. Implement cooperative learning strategies C4 9D 2 =
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
J
using ICT
=. Establish virtual learning environment C4 9C 4 C
C. Encourage ICT-based collaborative
learning
=> J= 9 1D
D. Use educational sub$ect-specific software
to give assignments to only the intelligent
students
9 1D => J=
>. /or) effectively with ICT in developing
learners ICT capability
CD 133 - -
J. Use ICT to involve parents in their
children;s learning
=3 >1 1D 29
9. 0romote learner-autonomy by
discouraging teacher-learner interaction
9 1D => J=
13. Encourage on line learning more than
face-to face learning
- - CD 133
&ll e,cept items D#9 and 13 scored above C3K for &gree indicating that the
respondents consider competencies in using digital devices during
instruction# using ICT to encourage cooperative# collaborative and virtual
learning strategies as well as to develop learners; ICT capability and involve
parents in their children;s learning as the necessary ICT didactical
competencies that teachers need to possess.
D!+cu++!o"
It has been revealed in this study that among the personal ICT competencies
that teachers need to develop# the highest scoring item is the development of
the ability to use )ey ICT s)ills in developing and presenting information.
'reedman *1999+ presents personal )ey ICT s)ills in four main areas of
)nowledge namely7 hardware# software# curriculum and general )nowledge.
These )ey ICT s)ills are not limited to )nowledge of technical s)ills such as
)ey boarding and technical use of some software pac)ages. They include the
ability to recogni6e when and how to apply ICT to the solution of problems.
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
9
In fact the AC& in Clar)e and Englebright *23347CD+ state that )ey s)ill ICT
-is based on user being able to find# e,plore# develop# and present
information in the form of te,t# images and numbers.. This is in line with the
idea of many educational technologists that emphasis should not be on mere
)nowledge of technical s)ills. 1oveless *2334+ among others maintains that
since ICT s)ills are limiting and easily redundant it is better to emphasi6e
ICT capability which is uite broad in the sense that it involves the
application of )nowledge and competence to the process of information.
<owever# )nowledge of )ey ICT s)ills is the foundation for the development
of ICT competencies. Conseuently# from )nowledge of s)ills# teachers are
e,pected to progress to that of how# when and why each s)ill should be used.
&nother finding of this study is that teachers need to develop competencies
not only in selecting# developing# monitoring and evaluating ICT instruction
but also in developing and maintaining educational website. This is to ma)e
it possible for learners to interact with the learning content any time and
anywhere. The need for teachers to develop competencies in the instructional
integration of ICT in sub$ects across the curriculum is to ensure that ICT
based education promotes the integration of disparate sub$ect areas. This type
of ICT based education offers opportunities for spiritual# moral# social and
cultural development of pupils *!fEE 5 AC& 1999+.
It is interesting that all the respondents agree that teachers need to develop
competencies in using ICT as a didactic tool in the class as well as in
developing learner;s ICT capability. Using ICT as a didactic tool implies
using it to establish dynamic and powerful instructional strategies and
environment. !eveloping learner;s ICT capability is an important aspect of
didactical competencies and it reuires that learners be helped to understand
the potentials of ICT and to have confidence and desire to use ICT. Teachers
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
13
wilh didactical competencies demonstrate confidence in ma)ing meaningful
use of ICT across the curriculum. /illiams# /ilson# 8ichardson# Tuson# and
Cole *199J72+ affirm that such teachers -have the capacity not only to
enhance the richness of the learning e,perience but also encourage the
development of information literacy in their own students..
Co"clu+!o" a" R(co$$("at!o"+
It is obvious that in this era of ICT# @igeria as a nation will find it very
difficult to cross the digital divide if concerted effort is not made to promote
ICT education. 9ne of the strategies to be adopted in this regard is the
production of teachers who have developed competencies for the
instructional use of ICT. Teachers who do not possess these competencies
cannot develop same in the learners.
To ensure the development of teachers; ICT competencies the following
recommendations are made7
ICT should be a compulsory course in all teacher preparation
institutions.
Teachers should be helped through in service educational activities to
become competent in and receptive to ICT.
ICT facilities notably computers should be made available in schools
so as to provide access to ICT to both teachers and learners.
The 'ederal (overnment should ma)e the development of teachers;
ICT competencies a priority and set targets when all long serving and
newly ualified teachers are e,pected to become ICT B literate to
mandatory standards.
NIGERIAN Journal of Teachers Education, Vol. 4 1. July, 200
11
To ensure the integration of ICT education across the curriculum#
every teacher training course must include elements for developing
ICT competencies of both teachers and learners.
R(f(*("c(+
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