THEME: Professional Development A model for initial teacher ICT training Andrew E. Fluck, University of Tasmania Andrew.Fluck@utas.edu.au http://www.educ.utas.edu.au/users/afluck Abstract This paper describes the development of a set of information and communication technology (ICT) competencies for initial teacher trainees. One of its strengths is its integration with a proposed curriculum framework for the use of computers across the curriculum in schools. The full set of competencies articulates with the nationally recognised Graduate Certificate of Education (Computing for Teaching and Learning). The model is arranged into three strands, focussing on: • the teacher as a professional; • pupil learning in the classroom; and • whole-school approaches to ICT planning, infrastructure and management. In the process of gaining their qualifications, initial teacher trainees undertake several innovative work-based and learning tasks. They become ‘lurkers’ on an e-mail list, distributing well- researched answers to practitioner’s questions. They make their own web-sites, and learn how to link these together to make a meaningful composite. And they map the changing complexion of ICT use in the classroom. These ‘net-savvy’ skills, of downloading ZIP or HQX files, installing applications, managing servers, are now beginning to be part of the essential toolkit for every school. Employment prospects for ICT support personnel in schools are looking rosier, and there is a desperate need for ICT management at a suitable level of power and skill as we come to depend more and more upon these technological devices. Introduction In December 1999, an APEC (Asia-Pacific Economic Forum) workshop was held in Canada. Entitled "Workshop on the Integration of Information and Communication Technologies (ICTs) through Teacher Professional Development", it gave an overview of pre- and in-service training on this topic in a range of countries (CMEC, 1999). Most of the countries represented had well- structured programs of teacher development, which covered the range from basic operational skills to highly structured schemes for integrating the computer into general classroom learning. Although not represented there, the operational skills model has been used in Estonia, which as a new country has an accelerated scheme to put computers into schools. Training there is based upon the International Computer Driving Licence, which is also available in Australia (ACS, 1999). The picture of Australian involvement in such activities showed its highly disparate nature around its States and Territories. In the pre-service field, information technology ranges from a compulsory subject to an optional one for student teachers, sometimes has a separate unit, and at other institutions is integrated across the entire degree. For in-service training, there are a number of government schemes, and some on-line courses such as Using EdNA in the Curriculum (RICE, 1999). Teacher registration requirements in respect of this topic vary greatly from state to state, and are sometimes very general. For instance, the Queensland Board of Teacher Registration stated in April 1999 that: