ICT competency for teachers : current status

ICT competency for teachers : current status

• Alain Stockless, Université du Québec à Montréal, Canada

• Stéphane Villeneuve, Université du Québec à Montréal, Canada

• Julie Beaupré, Centre de services scolaire Des Affluents, Canada

doi : https://dx.doi.org/10.18162/fp.2018.402

Résumé

This paper addresses the level of mastery of ICT competency in 1721 primary and secondary level teachers in the province of Quebec. In order to better achieve interventions targeting teachers, a study examining 1) the competence in integrating ICTs professionally, 2) the level of mastery perception with technological tools, and 3) their respective uses were carried out. Results showed that teachers did not surpass the “average” rating for the perception of mastery of technological tools. When considering the professional competency associated with the integration of ICTs, it was found that teachers had a very basic mastery of the different components. Most teachers tend to use ICTs to develop pedagogical material. However this trend tends to disappear when applied directly to teaching and learning.

Abstract

This paper addresses the level of mastery of ICT competency in 1721 primary and secondary level teachers in the province of Quebec. In order to better achieve interventions targeting teachers, a study examining 1) the competence in integrating ICTs professionally, 2) the level of mastery perception with technological tools, and 3) their respective uses were carried out. Results showed that teachers did not surpass the “average” rating for the perception of mastery of technological tools. When considering the professional competency associated with the integration of ICTs, it was found that teachers had a very basic mastery of the different components. Most teachers tend to use ICTs to develop pedagogical material. However this trend tends to disappear when applied directly to teaching and learning.