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ICT Curricula

A series of key recommendations for the professional development of teachers in the area of ICT training.

ICT is widely used in all professions as in everyday life. It is therefore inevitable that ICT be integrated into school life, at
all levels from kindergarten to upper secondary schools. ICTs have become important not only as tools to create teaching materials but also integrated into teaching. ICT has evolved into the core contents of education alongside reading, writing and mathematics.
To attain an integration into all subjects the use of ICT has to be taught early - i.e. in teacher pre-service education.

Main objectives

- Students should
use competently ICT and integrate it in their teaching.
- Students should use computers with a basic
understanding of technology's principles and methodology.
- Students should know how to collect,
evaluate, use and edit information.
- Students know how to
communicate in virtual worlds ('netiquette').
- Students should use techniques and methods from information sciences to
solve problems in their jobs where appropriate.
- Students should be highly flexible to
adapt to changing environments and should follow and anticipate the development of ICT.
- Students are able to
lead, realise and accompany an ICT-based project.

Recommendations for teaching contents

1 Kindergarten

At the level of kindergarten schooling, ICT is still resisted and feared. Teachers and parents alike must become conscious of the pedagogical significance of learning/playing with media and ICT.

- Students should be able to organise
ICT-based lessons and have the necessary didactical skills to integrate computers consciously in their teaching.
- Students offer the opportunity to all pupils to
play or work with ICT in order to lead them into a smooth comprehension of the concepts of the 'information society'.
- Students learn to critically
choose software packages for their teaching.
- Students have to be aware that the integration of ICT is an important issue to
debate and discuss with parents.

2 Primary schools

- Students learn to
integrate ICT into their teaching.
- Students are able to analyse software packages critically and use them in correlation with the curriculum.
- Students practice the use of
ICT during their studies:
news groups and forums to discuss pedagogical issues,
video-conferences with other teacher training centres and universities,
email to individually enhance their foreign language skills,
• being in charge of school
web sites.
- Students get to
know examples of ICT integration and reflect on their experiences (whether they teach traditional subjects or new ones) by:
• working alone or in teams,
• practising with a
computer lab offering one computer per user,
• using the computer as a
presentation tool,
• doing their assignments with a computer.
- Students are made conscious of the importance of collaborating with parents.

3 Lower secondary

At this level of teaching the use of subject-specific software becomes more and more important.

Additionally, trainees at this level have to:
- know enough about their computer's OS and hardware to be able to
solve minor technical problems;
- use
networks to enhance their teaching;
- use ICT as a tool and as a
learning medium (such as CD-ROM, DVD, WWW) within teaching;
- be familiar with the
didactical and methodological issues in ICT practice;
- be trained in
project/task-oriented activities that include ICT;
- use ICT to make presentations on the Internet or in front of their classes;
- learn to find other classes for
learning partnerships;
- act as
moderators in bulletins boards, forums and video conferences to gain experience in computer mediated communication (CMC);
- take advantage of ICT as useful tools and also work
creatively with them;
- reflect on the impact of
ICT on society;
- be informed about data protection, copyright and privacy issues and
use ICT appropriately;
- know how to deal with unwanted contents of the Internet.

Upper secondary

This level includes a variety of school types: high school, specialised training centres, professional schools, resource centres for trainees in industry and construction, etc. The following recommendations have to be adapted according to school types.

Future teachers at this level have to:
- understand and use
networks and netware;
- find and
evaluate software for specific subjects;
- use specific software and applications;
- put together hardware and
- use
standard software-packages in their basic teaching;
- use web editors and
internet software;
- work in a task/project-oriented way;
- be trained in various IT applications such as:
• simulations,
• demos,
• hypertext- and computer-based training,
• searching and evaluating information,
• making internet presentations and presentations with special tools;
- be trained in professional
task-specific programming.

August 9 2000 - KCTR-CH Group 2

Download in pdf format

- a first work version in French, English or German (first Seminar);
- a revised version in French, English or German (second Seminar)

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