MAPPING STUDENT TEACHERS, TEACHERS, AND TEACHER EDUCATORS' PERCEIVED ICT KNOWLEDGE AND SKILLS

Since technology is advancing so rapidly, the global economy, with its emerging industries and occupations offers tremendous opportunities for those who have the knowledge and skills to take advantage of it. However, in this era of rapid change, many skills become obsolete nearly as fast as they are learned. As a result, schooling and learning in general are coming more and more under siege. Pressures to change and improve schooling have forced a rethinking of education, which increases the already growing need for teachers who have adequate ICT knowledge and skills to improve student' learning and achievement in a knowledge-based society. This means that not only do student teachers need to acquire new theoretical insights and skills with regard to how learning is conceived, but teachers and teacher educators as well, since a successful 21st century schools system depends on highly skilled and motivated teachers who are able to use new technologies to support and improve their own pupils and students' achievement gains. How are student teachers, teachers and teacher educators prepared for this new role? The integration of ICT in the curricula leaves much to be desired since most professional development programs focus primarily on formal learning activities such as delivering workshops and organizing particular study days. As a result, teachers' professional technology development is sometimes disconnected from the professional context or genuine learning needs and wishes. Mapping teachers' perceived ICT knowledge and skills is therefore a prerequisite for the growth of successful technology development programs. This paper addresses the design and development of an instrument that can be used to map teachers' perceived ICT knowledge and skills.