Evaluation of Educational Technology Competencies

Defining Educational Technology and Educational Technology Competencies

There are various private and public organizations interested in using and integrating emerging technologies in educational environments. To cope with the rapid advances in technology efficiently and guide the related parties appropriately, several organizations have attempted to define the field of educational technology and educational technology competency. Definitions of educational technology have also evolved as the available technologies have improved over time. The Association for Educational Communications and Technology (AECT) defines educational technology as the study and practice of supporting learning and improving performance by using (creating, developing, managing, etc.) appropriate technologies and resources. According to Laurie Ruberg and her colleagues, the focus of the AECT definition is on how a technology improves teaching and learning processes.

In line with the arguments put forth by Hans Põldoja and his colleagues, there are several initiatives and approaches to develop educational technology competencies. Educational technology is considered an abstract concept or a field of practice; thus, there have emerged several initiatives to clarify the uncertainties prevalent in the definition and its scope. The International Computer Driving License and European Computer Driving License (ICDL/ECDL); the Information and Communication Technology Competency Framework for Teachers (ICT-CFT); and the ISTE Standards, developed by the International Society for Technology in [Page 280]Education and the International Board of Standards for Training, Performance and Instruction (ibstpi) are initiatives with some widespread and often referenced educational technology competencies.

ECDL, begun as a European initiative and a network of operators, now delivers certificates across 150 countries. ECDL is known as ICDL outside of Europe. The ECDL certification is composed of a range of modules such as computer essentials, presentation, advanced word processing, online essentials, using databases, advanced spreadsheets, and the like. It allows users to complete individual ECDL module combinations or predefined sets of ECDL modules. Certified exam centers are employed to conduct the testing procedures.

ICT-CFT is an initiative of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and provides a set of guidelines for developing nationwide competency models. The framework is organized in three successive stages for teacher development: technology literacy, knowledge deepening, and knowledge creation. Each stage also includes the six aspects of a teacher’s work: (1) understanding ICT in education, (2) curriculum assessment, (3) pedagogy, (4) ICT, (5) organization and administration, and (6) professional learning. The framework provides syllabus and exam specifications, as well.

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