Graduate Attribute two: Information technology competence

Standard One of the Professional Standards for Queensland Teachers focuses on: educators employing a range of developmentally appropriate and flexible teaching, learning and assessment strategies and resources in information and communication technology (ICT) enriched environments (Queensland College of Teachers, 2006). I have completed a variety of courses during my study which has enabled me to develop my information technology competency to a graduate level. I am confident and able to apply appropriate teaching specific applications and programs including word processing software, learning objects, PowerPoint, voki’, wiki’s and many more to enhance his teaching and provide multiple ways for students to learn (CQU, 2010).

In the course Managing E-Learning, I learnt and developed new skills with regard to Information Communication Technologies (ICTs). I learnt how beneficial it can be to incorporate a variety of ICTs in all aspects of teaching. According to Waterhouse (2003) “E-learning is using information communication technologies to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways”. Through the exploration and experimentation during this course I became competent in using a variety of ICTs. A key factor in regards to ICTs is no matter how good a digital tool is a teacher needs to have a thorough grasp of how to use the technology competently. The lecturer (J.Sommerville, personal communication, 2010); said that she was very impressed with how confidently and expertly I constructed my Managing E-Learning blog.

Learning experiences that I have designed are based around PowerPoint presentations that incorporate pictures, video and sound. I have chosen to do this because it facilitates the engagement of all learners from varying learning styles. For example, during an English learning experience the class noted various Japanese words that were unknown. Before the lesson I had prepared and found various short clips and images that depicted the meaning of these words. The clips and images were then shown to students which facilitated students to gain meaning. They had an audio visual representation of a word they found in a text.

I am very confident and competent in using a variety of ICT’s and I have used them extensively during my practicum. My Mentor Teacher (D.Carter, personal communication, 2012): discussed how impressed he was with the variety of ICTs that I incorporated in daily lessons and of my deep knowledge surrounding PowerPoint. This competency came to the forefront when I led a Professional Development session with other teachers from Year Three which focussed on how beneficial PowerPoint can be in the classroom.

The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008, p.5) states that “In this digital age, young people need to be highly skilled in the use of ICT”. Therefore, a teacher needs to be competent in using a variety of ICTs as they will be the individuals teaching these young people. By being able to develop and attain the graduate attribute of information literacy competency will greatly assist me in providing meaningful and engaging learning experiences for all of my future students.