Are young teachers more ICT-savvy?

 

ICT proficiency and teaching career progression graph

In 2008, education.au (now Education Services Australia) commissioned market research into ICT use by Australian educators.

The graph above shows how a sample of 1167 Australian educators have assessed their capability into the use of ICT to support their teaching. Each band shows the percentage of educators with similar levels of teaching experience who fall into one of the 4 categories.

Findings include:

  • ICT proficiency is much greater for teachers with over 2 years experience than those in the first 2 years of their career
  • overall ICT proficiency levels are similar for educators of all experience levels after 2 years practice – 68-70% compared to 43% of those in their first 2 years (proficient or transforming practice)
  • a greater proportion of teachers who are further into their career (10-20 years plus) rated their proficiency as transforming practice
  • late career teachers also use the Internet more frequently – 89% use the Internet daily compared to 74% in the first 5 years of their practice
  • the sample group is likely to be slightly biased towards those with greater ICT knowledge

This research appears to dispel conventional wisdom that new teachers are more ICT-savvy than their more experienced counterparts.

The 4-scale ICT capability rating loosely maps to ICT capability frameworks developed by Australian education systems – see edna ICT professional learning frameworks and resources theme page.

 

Rating < 2 years 2-5 years 5-10 years 10-20 years > 20 years
Foundation 22% 7% 5% 8% 6%
Emergent 35% 25% 24% 23% 27%
Proficient 38% 43% 44% 40% 33%
Transformational 5% 25% 26% 29% 33%
Use Internet every day 74% 74% 90% 84% 90%

 

  • Foundation – developing my ICT skills
  • Emergent – using ICT to support teaching and learning
  • Proficient – confident in use of ICT to support learning outcomes
  • Transforming practice – new ways of engaging students within and beyond the classroom
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