ICT Pedagogical Licence
Latest news
The moderation rounds for ICT Pedagogical Licence applications have been updated. Read more>>
Overview
The ICT Pedagogical Licence acknowledges teachers who effectively integrate ICT into teaching and learning.
Teachers gain accreditation with the ICT Pedagogical Licence by developing and submitting portfolios that demonstrate how their pedagogical practices meet the licence's indicators.
Indicators
Gaining accreditation
Steps to apply for the ICT Pedagogical Licence
Moderation rounds in 2008
Outcomes
Focus area |
Indicators Elaborations (new window) 221k
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Professional Knowledge |
I understand how ICT can be used to support and enhance what students learn, how they learn, and when and where their learning takes place |
Professional Practice |
I plan learning experiences within units of work that use ICT to achieve curriculum goals and are based on student developmental needs, interests, prior knowledge and experiences I provide opportunities for students to use ICT to enhance the learning of concepts and processes, working independently and as part of a group I provide challenging tasks that integrate learning areas and involve student ICT use throughout all stages of the learning process and for a range of purposes I create opportunities for students to use ICT to develop and apply new knowledge, skills and understanding I effectively manage the access to and use of ICT resources in meeting learner needs I provide opportunities for students to purposefully use a range of communication tools in their learning; and to participate with others in ICT projects in local, national or global communities I plan assessment tasks that incorporate the use of ICT to meet learning goals |
Professional Values |
I set my own ICT learning goals based on regular reflection of my own professional practice and determined needs I am committed to developing my skills, knowledge and abilities required to exploit the potential of ICT in education I critically review and select from ICT resources and teaching and learning approaches and adapt where necessary I operate safely, legally and ethically when using ICT and teach and model this practice for students |
Professional Relationships |
I seek opportunities to contribute to professional teams to share what I know and do regarding ICT and pedagogy |
Gaining accreditation
There are three pathways to accreditation. Regardless of the pathway taken, candidates need to submit digital portfolios to be considered for accreditation with the licence. The portfolios must demonstrate how teacher practices meet the licence's indicators.
Pathway 1: Online ICT Curriculum Integration Course
Candidates can apply to participate in this online course twice in 2008. The course is facilitated and runs for 10 weeks.
Pathway 2: Regional workshops
To find out more about these workshops, contact a Regional Technology Manager.
Pathway 3: Independent
This pathway is for candidates who do not wish to participate in the ICT Online Curriculum Integration Course or regional workshops because they:
- believe they already meet the indicators of the ICT Pedagogical Licence
- have undertaken other professional development to help them meet the indicators of the licence, including other Smart Classrooms Digital Pedagogies initiatives.
Independent submissions require a moderation processing fee of $165 (GST inclusive). This payment form (new window)
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will need to be lodged at the time of the portfolio submision.
Steps to apply for the ICT Pedagogical Licence
Step 1: |
Confirm the suitability of the ICT Pedagogical Licence Do this through the Online Self-Assessment Tool. The tool can help candidates determine where they currently are in their digital pedagogy shift and the level of the framework they should be working towards. |
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Step 2: |
Read the Portfolio pack: ICT Pedagogical Licence (new window)
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The pack contains important information about the licence and accreditation. |
Step 3: |
Seek principal or line manager support The principal or line manager of each candidate will need to sign a supporting statement (contained within the portfolio pack) to endorse that the candidate’s portfolio items reflect their typical practices and are not one-off examples. |
Step 4: |
Choose a pathway to accreditation Each of the pathways can help candidates construct their digital portfolios. |
Step 5: |
Check the moderation rounds and the portfolio submission dates Candidates should choose the date that suits them best. |
Step 6: |
Lodge a submission The official online submission form must be used. The form will go live a week before the submission date (see below) for each moderation round. NB: An example of the form is available to help teachers prepare their online submissions. Submissions can only be accepted through the online submission form. |
Step 7: |
Ensure a confirmation email has been received If a candidate has not received a confirmation email from the PDFramework email box within a week after their submission due date, they need to email to confirm their submission. |
Please allow up to six weeks following portfolio submission to receive feedback.
Moderation rounds in 2008
| Moderation | Portfolio submission opening date |
Portfolio submission due date |
|---|---|---|
| Round 2 | 9am on Tuesday, 3 June 2008 | 5pm on Tuesday, 10 June 2008 |
| Round 3a (updated) | 9am on Monday, 1 September 2008 | 5pm on Monday, 8 September 2008 |
| Round 3b (new) | 9am on Monday, 6 October 2008 | 5pm on Monday, 13 October 2008 |
| * Round 4 | 9am on Monday, 27 October 2008 | 5pm on Monday, 3 November 2008 |
*The Round 4 moderation round is for teachers who have completed the ICT Curriculum Integration online course.
Outcomes
Candidates who successfully obtain their ICT Pedagogical Licence and intend to apply for the ICT Pedagogical Licence Advanced should keep a copy of their licence portfolio. Doing so will assist moderators in assessing the candidates' ICT pedagogical journeys. Also, much of what is presented for the ICT Pedagogical Licence can be rewritten to demonstrate the ICT Pedagogical Licence Advanced.
Postgraduate credit for licence holders
ICT Pedagogical Licence holders may undertake an additional assessment task to gain academic credit through the Professional Development Pathways initiative.
This initiative provides Department of Education, Training and the Arts staff with the opportunity to gain tertiary credit for postgraduate qualifications after undertaking identified and approved professional development programs and completing an approved assessment task.
The more the merrier, with ICT Pedagogical Licence submissions
When it comes to submitting your application for the ICT Pedagogical Licence, the more information you submit, the better is your chance of gaining accreditation.
But, as Home Hill State High School teacher Ros Gall found out, the information that is submitted must be the ‘right’ information.
Ros’ initial application read as though it focused on her technical support role in the school.
After lodging her application for the licence, the accounting and ICT teacher was asked to provide additional information about her teaching and learning activities, including examples of her students’ learning tasks.
‘The mistake I made in my first submission was to place too much emphasis on the tasks I was setting for my students, rather than on my pedagogy,’ Ros said.
‘I really needed to discuss my teaching methods and the resulting learning experiences of my students.
‘I found that providing evidence that students can generate emails or use blogs to communicate with each other, or use software to create or discover, is more significant than sending examples of the tasks I set for my students to complete in class.
‘When it comes to applying for the ICT Pedagogical Licence, it is more about providing evidence of student learning.’
To elaborate her application, Ros reviewed a Certificate I IT program she has adapted for students who are not eligible for an OP score or a higher-level vocational education and training certificate.
‘I wanted to give these students the chance to graduate with some sort of qualification,’ she said.
The program teaches students how to create digital Word documents, presentations and databases so they are prepared for doing similar tasks when they leave school.
While the thought of going for the ICT Pedagogical Licence initially didn’t excite Ros, what began as a chore quickly became a worthwhile learning experience.
She said going for the licence made her look at what she was doing, which helped her develop new delivery and assessment strategies.
‘Once I started writing my application, the challenge of looking at the way I was incorporating ICT made me think seriously about the educational value of the tasks I was giving to students,’ Ros said.
‘This turned it into a fruitful learning exercise.’
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