Pedagogo IKT kompetencijos dinamiškos struktūros pagrindimas

LTNaujas ugdymo turinys, nauji metodai siejami su informacijos ir komunikacijos technologija (toliau - IKT). Sutariama, kad jų veiksmingas panaudojimas priklauso nuo pedagogo veiklos. Tam būtina aukšta pedagogo IKT kompetencija, tačiau kokia? Ši tema mažai nagrinėta mokslinėje literatūroje. Šiame straipsnyje pagrindžiama pedagogo IKT kompetencijos dinamiška struktūra, kurią sudaro keturių lygių pedagogo IKT kompetencija, atitinkanti hierarchinį kompetencijos lygių modelį, detalizuojamą IKT bazine kompetencija (IKT raštingumu) ir integralia edukacine kompetencija. Šios struktūros dinamiškumas išreiškiamas per IKT diegimo etapus. Pedagogo IKT kompetencijos dinamiška struktūra detaliai atskleidžiama matriciniu būdu, šios struktūros charakteristikas pagrindžiant IKT diegimo etapo ir pedagogo IKT kompetencijos konkretaus lygio persidengimo erdvėje. [Iš leidinio]Reikšminiai žodžiai: Fragmentuotos kompetencijos; Holistinės kompetencijos; IKT kompetencija; Informacinės technologijos; Fragmantated competences; ICT Competence; InformatiOnal technologies; Wholistic competences.

ENModem educational curriculum is related to the latest ICT. It is commonly agreed that ICT have positive impact on education and that the impact relies on the abilities of the educator to work effectively. For this reason, it is necessary for her/him to develop the competence for use and application of information and communication technologies (Educator's ICT Competence). However, the concept of the Educator's ICT Competence has not been studied in detail. The aim of this paper is to provide the rationale for Educator's ICT Competence. The article is based on the analysis of research literature and documents that describe different approaches to competence and ways of ICT implementation. The main methodological standpoint is that the model of competence levels is applied for the distinction of the levels of Educator's ICT Competence (Jucevičienė, Lepaitė, 2001). The following assumptions and structure reveal the rationale of Educator's ICT Competence: Educator's ICT Competence may be treated as part of the reduced generic competence of the educator or as a separate holistic competency. Educator's ICT Competence is the combination of ICT generic competence (ICT literacy) and ICT integral educational competence. These competences ensure the educator's ability to apply ICT effectively for improving academic achievement. As educational technologies change, the main competences of the educator remain important, but new ICT broaden the educator's competences.The process of ICT implementation, as well as the development of educational technologies has direct impact on the changes of Educator's ICT Competence. Therefore, there is a need for a dynamic structure of Educator's ICT Competence. It is presented in a matrix with the following features: The vertical axis represents the constituent parts of Educator's ICT Competence and their characteristics. The first constituent part is ICT generic c ompetence (ICT 1iteracy), which is characterised by technological, information, and social literacy; the second constituent part, ICT integral educational competence, characterised by educational, pedagogical, and managerial dimensions. The horizontal axis represents the four stages of ICT implementation, which correlate with the levels of generic activity competence. Variations in the significance of different constituent parts of Educator's ICT Competence and their characteristics may be observed at the points of intersection in the matrix, which mark the common fields of ICT implementation stages and specific levels of Educator's ICT Competence. The matrix represents the model of Educator's ICT Competence, which may be used for further research on Educator's ICT Competence. [From the publication]