8 Introduction

Tracy Boger

It is widely accepted that twenty- first century teachers and students should possess a minimum level of competency in digital literacy (Alberta Education, 2009; ISTE, 2018; UNESCO, 2023). Digital literacy encompasses not only basic technical skills and knowledge, but also critical thinking skills, communication skills, and ethical considerations for navigating the digital world. One implication of this is that teachers require ongoing professional development to remain current with evolving technology.

Although professional practice standards differ from province to province, ongoing professional development is an expectation of all certified teachers in Canada. For example, in Ontario, the Ontario Standards of Practice for the Teaching Profession (Ontario College of Teachers, 2000) provides clear expectations for ongoing professional learning and professional knowledge.

Ongoing Professional Learning: Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

 Professional Knowledge: Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.

Similarly, the Professional Standards for BC Educators (BC Teacher’s Council, 2019) includes an expectation for ongoing professional development for all certificated teachers in BC.

Educators engage in career-long learning.

Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies of education, teaching and learning that are informed by theory and practice. Educators identify their professional needs and work to meet those needs individually and collaboratively. (p. 5)

Alberta Education’s Teacher Quality Standard (TQS; 2023) not only requires ongoing professional development for teachers; it explicitly states that teachers must stay informed about technological advancements. The Teacher Quality Standard requires that teachers maintain “an awareness of emerging technologies to enhance knowledge and inform practice” (p. 3). Professional teaching standards in the context of teaching in Alberta will be explored in Chapter 9.

Although most schools include technology in their instruction, there is significant variation in how much emphasis is placed on technology and the specific teaching strategies that are used (UNESCO, 2023, p. 20). Technology can be taught either as a standalone subject, such as computer programming or integrated into core subject areas like math, science, social studies, or English. When technology is taught as a standalone subject, the curriculum is typically outlined in a program of study that has clearly defined learning outcomes that guide pedagogical choices. In other cases, technology outcomes may be listed in a separate curriculum document. For example, in Alberta, the Information and Communication Technology (ICT) Program of Studies (2000) provides direction for technology integration into core subject areas. The ICT Program of Studies will be explored in detail in Chapter 11. While this document clearly outlines technology learning outcomes for students, it is important to note that it was never intended to define technology standards for teachers, as is the case with most curricular documents. This means that curricular documents alone may not be adequate to guide teachers’ professional development growth plans around technology.

In cases where technology is integrated into core subjects, teachers have considerable autonomy over what, when, and how technology is used. To help guide these pedagogical decisions, teachers may consult school guidelines, policies, and resources from professional organizations. One such organization is the International Society for Technology in Education (ISTE), which has established technology standards for teachers, students, school leaders, and coaches (ISTE, 2018). In Canada and many other parts of the world, educational technology policy directives and guidelines have been based on the ISTE standards. Chapter 10 will examine ISTE’s role in advancing technology standards, including its impact in Canada.

REFERENCES

Alberta Education. (2000). Information and communication technology program of studies. https://education.alberta.ca/information-communication-technology/program-of-studies/

Alberta Education. (2009). Career and technology studies curriculum. https://education.alberta.ca/career-and-technology-studies/programs-of-study/

Alberta Education. (2023). Teaching quality standard. https://open.alberta.ca/publications/teaching-quality-standard

B.C. Teachers’ Council. (2019). Professional standards for BC educators. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teacher-regulation/standards-for-educators/edu_standards.pdf

International Society for Technology in Education. (2018). ISTE standards. https://cdn.iste.org/www-root/PDF/ISTE%20Standards-One-Sheet_Combined_09-2021_vF3.pdf

Ontario College of Teachers. (2000). The standards of practice for the teaching profession. https://www.oct.ca/-/media/PDF/Standards%20Poster/OCTStandardsFlyerENPUBLISH.pdf

United Nations Educational, Scientific, and Cultural Organization. (2023). Global education monitoring report 2023: Technology in education – A tool on whose terms? Paris, UNESCO. https://doi.org/10.54676/HABJ1624