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Submitted
Jul 7, 2024
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Aug 20, 2024
Published
Aug 28, 2024
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Abstract

This study comprehensively compares and analyzes eight representative global frameworks for teacher Information and Communication Technology (ICT) competencies, each reflecting regional educational priorities and philosophies. The research aims to transcend geographical boundaries by identifying consensus on key areas of teacher ICT competencies and exploring unique characteristics of each framework within specific educational contexts and challenges. The findings indicate that despite diversity, global teacher ICT competencies represent an integration of knowledge, skills, and values, particularly in digital society building, digital career development, digital communication and collaboration, digital assessment, digital teaching and learning, and development of students’ digital competencies. The study further highlights varying emphasizes among frameworks in core areas and competencies, accompanied by varying levels of implementation support. Ultimately, the paper provides recommendations to assist educators, policymakers, and digital leaders in understanding global standards for teacher ICT competencies, developing effective and inclusive frameworks, and exploring best practices for advancing teacher ICT competencies.

Keywords

Teacher ICT Competencies Framework Comparative Analysis Information and Communication Technology

Article Details

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How to Cite
Zou, X., Noh@Seth, N. H., & Pairan, M. R. (2024). Global perspectives on Teacher ICT Competencies: diversity and commonalities in eight representative frameworks. Journal of E-Learning and Knowledge Society, 20(2), 42-54. https://doi.org/10.20368/1971-8829/1135977

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