THE NEEDS OF TEACHERS ICT COMPETENCIES IMPROVEMENT

Genut Gedvilien - Prof.Dr. Faculty of Social Sciences, Vytautas Magnus University. The author of a nu!er
of scientific "u!lications in national and international #ournals.
$reas of scientific interests% teaching and learning "aradigs, learning in grou"s - research into cognitive and
social s&ills, learning grou" Dynaics, adult learning, '(T technology. $ddress% De"artent of )ducation
Sciences, Faculty of Social Sciences, Vytautas Magnus University, *. Donelai+io str. ,-, *aunas, .ithuania, .T-
//0/-. )-ail% g.gedviliene1sf.vdu.lt, "hone% 2345 34 3046//
Virgini#a 7ort&evi+ien - Master degree in Vocational )ducation and Training Manageent at the faculty of
Social Sciences at VMU.
$reas of scientific interests% social "artnershi" in vocational education and training, the use of '(T in studines,
adult learning, lifelong learning.
$ddress% M. Dau&8os g. 9:-/, .T-//0-3, *aunas. )-ail% vird;ute1gail.co , "hone% 2345 :5- 0-6//.
THE NEEDS OF TEACHERS ICT COMPETENCIES IMPROVEMENT
GENUT GEDVILIEN, VIRGINI1A BORTKEVIIEN
University of Vytautas Magnus, Lithuania
Abstract
Information and communication technology (ICT) industry has become one of the largest and fastest
growing economic sectors influencing our life, wor and learning methods! The incor"oration of ICT into all
economic activities is indis"ensable to those #tates, which wish to im"rove the effectiveness of teaching and
learning "rocesses! Modern educational curriculum is related to the latest ICT! It is commonly agreed, that ICT
have "ositive im"act on education and that the im"act relies on the abilities of the teacher to wor effectively!
$or this reason, it is necessary for teachers to develo" the com"etence for use and a""lication of information
and communication technologies (Teacher%s ICT Com"etence)! The article aims to study ICT com"etence of the
teacher and its develo"ment!
The "roblem is that the ra"idly changes in teaching and learning environment and teaching
re&uirements, therefore the re&uirements for the &ualification of teachers are changing as well! The content of
education is directly lined to the most recent information technologies, which creates a new teachers ' training
needs! (lso it leads to a lac of information about these needs and rising u" a need for the teachers to ac&uire
the usage com"etence of information and communication!
The aim of the research ) to determine teacher*s ICT com"etence and the areas of ICT com"etencies
necessary for the teachers and its develo"ment needs!
The following methods were a""lied in the research+ literature review, a written survey, using
standardi,ed &uestionnaire, analysis of statistical data! #tatistical analysis was carried out by using Microsoft
-.cel and #/## "rograms!
The results from the research data analysis are as follows+ ICT com"etence in the investigation has
shown, that it is necessary to im"rove and develo" the trainings of teachers woring with information
technology, the use of their curricular com"etences+ the ca"acity of the com"uter to "re"are the "rocess of
te.tual and "ictorial learning material, com"uter "rogramming, "re"aration of tests, the develo"ment of the
com"uteri,ed testing "rograms, res"ondents even indicated the need to im"rove the use of ey Internet services!
( research of teachers' ICT com"etences "resents seven areas of teachers ICT com"etencies+ basic ICT
com"etences0 technological ICT com"etencies0 ICT "olicy com"etencies0 com"etencies in the ethical area of
ICT use0 com"etencies of ICT integration into the teaching sub1ect0 com"etencies of didactical methods based
on the use of ICT0 com"etencies of managing teaching2learning "rocess!
*ey<ords% Teachers= '(T co"etencies, the i"roveent of '(T co"etencies, the field of '(T
co"etencies.
BACKGROUND
Peranent changes in the science and technology, urge us to e>change our !ehavior, as <ell it raises
ne< re?uireents for teachers "rofession @ gro<, reflect, analy;e, develo" e>isting s&ills and ac?uire ne<, i.e.,
this is lifelong learning "rocess.
9
'n this conte>t, there has !een o!#ection !et<een increased "rofessional re?uireents and availa!le
vocational training. ABualification is not an eternal "rocess. De?ualification in encourage !y regular ongoing
activities of the characteristics of changeAC.auDac&as et al., 055/, ".3-E. Professional ?ualification i"roveent
is ainly deterined !y the success of the educational "rocess, so they ac?uire the "eranency of character
develo"ent. $ ne< learning "aradig "oses ne< re?uireents for the teacher% the a!ility to <or& in various
learning environents, the disseination of ne< ideas, &no<ledge and achieveents in the assessent of
inforation literacy re?uireent, the search for innovative teaching ethods. For& organi;ation and "lanning
changes affects to change the re?uireent for "rogras in schools% ore co"le> training "rogras content
re?uire e>tensive &no<ledge of acadeic e>as and so on. Modern, ne< curriculu is directly related to the
latest inforation technologies and this is increasingly !ased on teaching ethods and tools.
'n any research the general agreeent is that the ne< inforation and counication technologies have a
"ositive i"act on education CSchacter, 9666E. There is no dou!t CGaefner, 966-H Schacter 9666H *nier;inger et
al. in 0550H The strategy of '(T i"leentation in educational syste, 0555E, that the introduction of '(T is
lin&ed directly <ith students in their learning and "erforance i"roveent training, "rofessional develo"ent,
education, oderni;ation and change. 't is e"hasi;ed that students achieve !etter results if they are teached !y
those, <ho ore so"histicated in inforation technology and ore conscious of their "rofessional "re"aration
C$ndresen 0550, Mar&aus&ait 0555E.
'n order to guarantee a successful teachingIlearning "rocess, teachers are no longer enough #ust "rofession
co"etencies, increasingly deals a!out the teacherJs <illingness and readiness to "re"are the student for life%
social s&ills, career education. CGedvilien et al., 0595, ".:E. 't re?uires a teacher to use ne< <or&ing ethods,
fors, ne< ethods of assessent of learning outcoes. 'n this conte>t is changing roles of teacher and learning
relationshi". $ll this encourages teachers not only to i"rove their ?ualification, !ut also to e>"lore their
training needs. The teacher is !ecoing a develo"er of teaching ClearningE o""ortunities Cnot the holder of
&no<ledgeE, <hich should act li&e a training e>"ert, coordinator, otivator, training ClearningE "rocess
stiulator.
The research "ro!le - ra"idly changes in teaching and learning environent and teaching
re?uireents, therefore the re?uireents for the ?ualification of teachers are changing as <ell. The content of
education is directly lin&ed to the ost recent inforation technologies, <hich creates a ne< teachersJ
"rofessional develo"ent needs and to deterine the inforation needs of these shortages. The necessity is to
o!tain a teacherJs inforation and counication co"etence in the use and a""lication Chereinafter - the
teacher '(T co"etenceE.
The o!#ect of investigation @ teachersK '(T co"etence.
The ai - to esta!lish teachersJ '(T s&ills and needed to a&e u" for teachers '(T co"etencies and
their develo"ent needs.
The o!#ectives%

9. To reveal the teachers '(T s&ills and co"etence conce"ts.
0. )"irically "resent '(T teachers co"etencies and their training needs.
TEACHER`S ICT COMPETENCE
The concept of competence
)>aining teacherJs co"etence in '(T, it ust first to agree on the conce"t of co"etence, !ecause
co"etence is often e?uated <ith ?ualification. 'n the literature can !e found various definitions of the conce"t.
Lecent e>"lorations of the .auDac&as C055,E revealed the distinction !et<een ters of co"etence and
?ualification, although he argues, that differences of these definitions are not large, !ut "oints out, that the notion
of co"etence is closer to the <orld of <or& environent. The ter 3ualification can !e used <hen it coes to
<hat a an "re"aring to ac?uire in the educational syste or <hat is the educational "rocess o!#ectives
C.auDac&as 055,, ". 34E. $ccording to .auDac&as, Dienys C055/E, an integral "art of the ?ualification is
co"etence. 'f you descri!e the ?ualification of readiness Ca""ro"riatenessE is <idely ultifunction activities
Cainly "rofessionalE, the functional co"etence i"lies the a!ility to "erfor a "art of the activity, i.e. a one
activity function or even o"eration. Fhen it coes to huan readiness Cca"acityE to carry out certain activities,
uses the notion of co"etence C.auDac&as et al., 055/E.
'n the (a!ridge 'nternational Dictionary C966,E defined co"etence as the a!ility to do soething at a
reasona!le level. 'n the literature can !e found ore so"histicated definition of co"etence%
(o"etency are s&ills, a!ilities and characteristics, the a""earance of huan activities in order to
success,
<hen they "erfor certain tas&s and <or& under certain circustances CTrotter et al., 0559E.
(o"etence - the huan a!ility to act or e>"ression, due to the individualJs &no<ledge, a!ilities, s&ills,
attitudes, "ersonality traits and values CMucevi+ien et al., 0555E.
0
(o"etence includes t<o essentially different eanings. $ccording .e"ait C0559E, researchers tal& a!out
the dou!le eaning of the "henoenon of co"etence. Nn the one hand, it is @ !ehavior, <hich !y !rea&ing
do<n into se"arate "arts Cfragented nature of e>cellenceE, <e can to onitor and evaluate in the <or& "lace.
Nn the other hand, it is - a holistic co"etence, i.e. a!ility to assess the ne< situation, choose the a""ro"riate
ethods of o"eration and continuous integration in the su!#ect and "rofessional &no<ledge.
Golististic co"etence e"hasi;es huan characteristics and values, attitudes to theselves as a "rofessional,
<hich ena!les a "erson to act in uncertain situation C7ra;dei&is, 0553E.
Teacher`s ICT competence
TeacherJs '(T co"etence - one of the ost i"ortant in the odern <orld and its constituent co"onents, the
s&ills taught !y life itself, not #ust in foral educational institutions CDagien, 055-E. TeacherJs "rofession is
really difficult, re?uiring any different s&ills, and the ost i"ortantly - constant innovation and alternation in
changes. This idea is "erfectly highlighted !y e>a"le of using inforation technology. Modern an, including
teachers and students, do not iagine life <ithout a co"uter and the internet. Schools actively used not only for
the internet, e-lessons for teaching "resentations, various soft<areKs, !ut ore and ore "o"ular electronic diary
<hich soon in every school <ill !ecoe a necessity. (urrently, teacher, <hich is disa!led to <or& <ith the
co"uter, can hardly <or& at school. 'nforation technology s&ills develo"ent and use of any educational
"rocess is currently very to"ical. This !ecoes very i"ortant in the conte>t of teacher '(T co"etence and
continuous i"roveent. TeacherJs co"etence in '(T is an integral "art of all educational co"etence. These
are - the &no<ledge, s&ills, attitudes, values and other "ersonality characteristics, that condition the successful
use of '(T in "edagogical "erforance. Teacher '(T co"etence consists of CMucevi+ien, 055,E%
9.7asic co"etence in '(T% '(T literacy.
9.9. $!ility to use '(T and anageent '(T Ctechnological literacyE.
9.0. 'nforation ca"acities and their use Cinforation literacyE.
9.3. Social, ethical and legal standards in their &no<ledge and a!ility in '(T s&ills Csocial co"etenceE.
0.'ntegral educational '(T co"etence.
0.9. The a!ility to use '(T in teaching and develo"ing studentsJ co"uter literacy Cteaching co"etenceE.
0.0. $!ility to "lan, anage and analy;e the use of '(T "rocesses Canagerial co"etenceE.
TeachersJ '(T s&ills and their develo"ent are analy;ed in foreign C7aase, 9664H OPQ, 0553H Do<ries, 0553H
Godinet, 0553H .a<, 055/ and so on.E and in .ithuanian C7ra;dei&is, 055,H 7ra;dei&is et al., 0553H Mucevi+ien,
0553H (hre"tavi+ien et al. 0553H Dagien, 055,H Mar&aus&ait, 0550 and othersE scientific studies, !ut they
usually focus on the teachers !asic and the technological '(T co"etencies and a lot less e"hasis is ade on
teachers co"etencies, necessary for successful integration of '(T into teaching ClearningE "rocess and <or&
<ith students. Thus, the successful integration of '(T s&ills training ClearningE "rocess re?uires not only !asic
'(T co"etence C<or&ing in MS Nffice suite "rograsE, !ut the use of '(T ClearningE ethics "olicies, governing
the '(T didactic ethods, !ased on the use of '(T and other s&ills areas. The analysis of foreign literature for
docuents, governing teachers '(T co"etencies and scientific researches, have !een identified, that '(T
co"etence of teacherJs and teachersK in foring the necessary '(T s&ills areas CSa!aliaus&as et al., 055:E% 9.
7asic '(T co"etencies, 0. Technological co"etencies '(T, 3. '(T "olicy co"etencies, /. )thical use of '(T
co"etencies, ,. 'ntegration of '(T into teaching su!#ect areas, :. Didactic ethods !ased on the use of '(T
co"etencies, 4. Training ClearningE "rocess <ith the '(T anageent co"etencies.
RESEARCH METHODOLOGY
Sample
The study sa"le <as the targeted and convenient. 'n the research "artici"ated :-4 res"ondents CteachersE fro
*aunas, *lai"da, PanevDys, Riauliai and Vilnius district schools.
Research methods
The follo<ing ethods <ere a""lied in the research% literature revie<, a <ritten survey using standardi;ed
?uestionnaire, analysis of statistical data. Statistical analysis <as carried out !y using Microsoft )>cel and SPSS
"rogras.
Research tool
'n order to deterine teachersK '(T co"etences and its develo"ent needs, Vytautas Magnus University
together <ith the .ithuanian (ha!er of (oerce, 'ndustry and (rafts conducted a research of teachersK
3
needs, <hich characteri;ed the current situation and "ers"ectives guidelines. The study <as "lanned and
organi;ed to deterine '(T co"etencies of teachers, <hich hel"s and ena!le teachers to develo" high ?uality of
educational training activities ClearningE "rocess. The research "rocedure consisted of several ste"s% 9E analysis
of scientific literatureH 0E develo"ent of a ?uestionnaireH 3E the course of investigationsH /E investigation of the
data analysis.
Ethics
Lesearch <as !ased on "rinci"les of diagnostic ethics% !enevolence, res"ect of "ersonality, #ustice and right to
receive "recise inforation.
RESULTS
T<enty-first centuries raises ne< challenges for teachers. Technology, inforation, counication and the
econoy rate re?uires "ro"er "re"aration of teachers to ada"t to the ne< generation for the changing conditions.
Bualification i"roveent leads to career gro<th. For these reasons, teachersK see&s to continuously i"rove
their s&ills, !ecause environental changes are !ecoing the ne< re?uireents. 'n order to deterine the '(T
co"etence and its develo"ent needs, have !een conducted a research, <hich characteri;ed the current
situation and "ros"ects guidelines. The research too& into account teachersJ e>isting teaching e>"erience for
?ualifications. For the research <as chosen Vilnius, *aunas, *lai"da, Riauliai and PanevDys district schools
and vocational school teachers. 'n the research "artici"ated - :-4 res"ondents CteachersE fro *aunas, *lai"da,
PanevDys, Riauliai and Vilnius district schools. The data in Figure 9 reveals, that the ost res"ondents <ere
fro *aunas - 35.6 "ercentH *lai"da - 00, 00 "ercentH Riauliai and Vilnius city <as the sae nu!er of
res"ondents - 9:./3 "ercent. $t least "art of the res"ondents - the PanevDys - 9/.59 "ercent. CFig. 9E.

Vilnius Riauliai PanevDys *lai"da *aunas To<n
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Figure 9. Characteristics of five towns` teachers, participated in the research
The teachersJ '(T &no<ledge and s&ills survey <ere assessed according to the i"ortance of the ans<er
o"tions in ascending se?uence fro 9 - it does not atter, to : - the ost i"ortant Csee Fig. 0E. Survey
res"ondentsJ ans<ers <ere in very diverse range, thus leading to the characteristic tendencies and generali;ing
the findings to a ore unli&ely. 't can !e e>cluded that the ost su!#ects <ould li&e to i"rove, is the te>tual
and visual learningIteaching aterials and a co"uter Cidentified as the ost i"ortant - 03.4SE C-5.40 TTE,
develo"ent of educational co"uter soft<are, even 0,.9S, test "re"aration and the use of co"uteri;ed testing
soft<are - 0/.:S of the res"ondents, 05.3S of res"ondents indicated the need to i"rove !asic use of internet
services C-5.996 TE.
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Test "re"aration and the use of testing co"uter soft<are
The use online learning environents
Pre"aration of )-learning reference aterial

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Teachers' ICT knowledge and skills
C$. Te>tual and visual learning I teaching aterials "rocessing <ith a co"uter, 7. (reation of educational
co"uter soft<are, (. The use of !asic 'nternet services, D. Usage of educational soft<are and 'nternet services
in the educational "rocess, ). Test "re"aration and the use of testing co"uter soft<are, F. The use online
learning environents, G. Pre"aration of )-learning reference aterialE.
The o!tained data suggests that res"ondentsJ "re"aration is ?uite different, as their needs. Nn the other
hand, "erha"s a lac& of certain &no<ledge and s&ills to evaluate their significance or they are not sufficiently
i"ortant in the learning "rocess. TeachersJ "re"aration to <or& <ith inforation technology, the high level of
diversity is due to the fact, that in any cases this co"etence is ac?uired through foral and inforal <ays -
learning on their o<n. 't is therefore i"ortant to antici"ate and "re"are such ethodological and technical aids
to hel" teachers develo" self-co"etencies, necessary to <or& <ith inforation technology.

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Figure 3.

Teachers ICT competencies required for successful job evaluation
To find out teachersJ '(T co"etencies in the learning "rocess, it <as i"ortant to &no< <hether
teachers are co"etent to identified '(T co"etencies, re?uired for successful <or& accreditation. N!tained
ans<ers sho<ed Csee Figure 3E, that the co"etence and the learning "rocess for at least an e?ual nu!er had
"artici"ated in the study

PanevDys and Vilnius teachers - 5.64 "ercent, the ost teachers in *aunas - 0.69
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"ercent. 7efore learning ac?uired the co"etencies of the ost teachers have dee"ened in *aunas - 96./0
"ercent, near <as the city of Vilnius - 6.00 "ercent, PanevDys teachers - 4.0- "ercent. The least aount of the
co"etences has !een dee"ened in *lai"da - ,.3/ "ercent. These co"etencies are already !een ac?uired
!efore learning, the ost teachers had in *lai"da city - 9/.,: "ercent. Uear!y - *aunas city teachers - -.4/
"ercent, Riauliai teachers - -.0, "ercent. These co"etencies in PanevDys teachers have "ossessed at a
iniu level - of ,.-3 "ercent.
Teachers have !een in?uired, if they have the co"etence to define the !asic '(T co"etencies. $fter suing
u" the survey data it sho<ed Csee Figure /E. This co"etence !efore training the ostly had teachers in *aunas -
/.36 "ercent. Siilar data <ere o!tained including city of *lai"da C9./: "er cent.E and Riauliai C9.6, "ercentE.
The least aount of no co"etence C5./6 "ercentE had PanevDys teachers. 7efore learning co"etencies the
ost have !een dee"ened in *aunas - 96.,9 "ercent. Uear!y <ere Vilnius teachers - 95.0/ "ercent, PanevDys
teachers - -.06 "ercent. The least aount of co"etencies ac?uired !efore learning have dee"ened the sae
nu!er of teachers "artici"ated in the research of *lai"da and Riauliai city - :.3/ "ercent accordingly. These
co"etencies are already !een ac?uired !efore learning. The ost have !een "ossessed in *lai"da -9/.9,
"ercent, -.06 "ercent - Riauliai teachers and :.-3 "ercent - *aunas city teachers. These co"etencies have
"ossessed are already !een ac?uired "ointed out !efore learning at a iniu level - the sae nu!er of
PanevDys and Vilnius have had - ,.34 "ercent.
During the investigation there <ere i"ortant to find out <hether teachers are co"etent to define the
'(T teacher technological co"etencies. The o!tained results revealed that very little of those co"etencies
!efore learning did not have "artici"ating teachers fro *lai"da, PanevDys and Vilnius - the ans<ers see& u"
to 9 "ercent. $s can !e seen fro Figure ,, ainly this co"etence <as dee"ened !y the teachers fro *aunas -
09.-6 "ercent, a half less C95.,6 "ercentE indicated !y Vilnius teachers.

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Figure /. Teachers` basic ICT skills definition
Nther studies have involved sall differences in teachersJ data% PanevDys - -./4 "ercent, Riauliai - :./4
"ercent. The least aount of co"etence has !een dee"ened - ,./4 "ercent !y *lai"da city teachers. Fhile the
ost of this co"etence has !een dee"ened !y teachers in *aunas, !ut <e see that in further data, those
co"etencies, even !efore learning, the a#ority C9,./0 "ercentE of teachers <ere fro *lai"da, Riauliai city -
4./: "ercent. Those co"etencies !efore learning have !een indicated !y the sae nu!er of PanevDys and
Vilnius teachers - /.6- "ercent. The least aount of this co"etence, <hich teachers had !efore learning C3.6-
"ercentE <as indicated only !y *aunas city teachers.
$naly;ing the ac?uired co"etencies, teachers, <ho there <ere surveyed, <ere as&ed <hether they
have ?ualification to define its co"etencies in '(T "olicy Csee Fig. :E. The study involved ainly C:./3
"ercentE *aunas city teachers. They "ointed out that they did not have the co"etence !efore learning. The least
aount of co"etencies <as indicated !y PanevDys teachers - 5.6- "ercent. )?ual nu!ers C0.// "ercentE
ar&ed !y the *lai"da and Riauliai city teachers, Vilnius city - 9.6, "ercent. 't is interesting to note that !efore
learning, the co"etencies have !een dee"ened !y the sae nu!er of "artici"ating cities of Vilnius and
PanevDys - evenly 95.0/ "ercent. 7efore learning ac?uired the co"etencies C05.3/ "ercentE have !een
dee"ened !y *aunas teachers. The least aount of co"etencies C-.4- "ercentE indicated !y *lai"da teachers.
This co"etence !efore learning, the ostly C95.0/ "ercentE <as indicated !y *lai"da teachers.
:

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Figure ,. Definition of Teacher technological ICT competencies
PanevDys and Riauliai city ans<ers <ere divided e?ually - to /.36 "ercent. The least aount of
co"etence "rior to learning <as 0.63 "ercent of PanevDys teachers.
Les"ondents <ere as&ed, <hether they have ?ualification to define its ethical use of '(T in
co"etencies Csee Fig. 4E. The data received in survey revealed, that !efore learning did not have the
co"etence ainly o!served C,.69 "ercentE *aunas city teachers.
There <ere indicated the least aount, <hich is distri!uted !y the sae nu!er C5.66 "ercentE aong
teachers fro PanevDys, Riauliai and Vilnius. 7efore learning ac?uired co"etencies have !een dee"ened
ainly !y *aunas teachers - 09.9- "ercent, the least !y *lai"da city - :./ "ercent. Nther data are distri!uted as
follo<s% Vilnius city - 90.30 "ercent, Riauliai - 95.3/ "ercent, PanevDys - -.-4 "ercent. 't is interesting to note
that co"etence !efore learning had a siilar nu!er of teachers fro *aunas - 3, 6/ "ercent and Vilnius - 3./,
"ercent, fro PanevDys - /./3 "ercent, Riauliai - /.63 "ercent. The ost C93.46 "ercentE this co"etence !efore
learning, had teachers fro *lai"da.

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Figure 4.
Definition of Teachers' ICT usage ethical competencies
't is clear, that teachers have ?ualification to define its ethical use of '(T co"etencies. Uo< itKs tie for
teachers to "resent the ?uestion, of <hether they are co"etent to identify the '(T didactic ethods, !ased on
the use of '(T co"etence Csee Fig. -E. The suary of the survey data sho<ed, that this co"etence !efore
learning did not have ?ualification the ostly in *aunas - ,./0 "ercent, the least aount C5.66 "ercentE !y
Vilnius teachers. 'n other cities, the data distri!ution% *lai"da city - 0./: "ercent, PanevDys - 9./- "ercent,
Riauliai - 3./, "ercent.
7efore learning ac?uired co"etencies ainly have !een dee"ened !y *aunas - 00.94 "ercent, Vilnius city
teachers - 90.-9 "ercent, PanevDys teachers - 95.-/ "ercent, *lai"da city teachers - -.-4 "ercent. The least
aount of ?ualification has !een dee"ened C4.-- "ercentE !y Riauliai teachers. Those co"etencies !efore
learning have !een "ossessed "rior to learning ainly indicated !y teachers fro *lai"da - 6.-, "ercent, in
addition C,./0 "ercentE !y Riauliai teachers. 't is interesting to note that this co"etence has already !efore
learning C9.64 "ercentE PanevDys teachers. 'n?uired <hether they are co"etent to identify the teachingI
learning "rocess, <hen <or&ing <ith '(T anageent s&ills, received data Csee Figure 6E sho<ed that the
co"etencies !efore learning ainly had !y *aunas C ,.69 "ercentE and !y Vilnius C3.-/ "ercentE teachers.
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Figure -. The identification of Teacher competencies in ICT while using didactic methods
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Figure 6. The identification of teachers` management skill competencies in teaching/learning process when working
with ICT
The co"etencies !efore learning did not have at least C9.64 "ercentE the sae nu!er of *lai"da and
PanevDys cities teachers. The study revealed, that !efore learning ac?uired the co"etencies ainly have !een
dee"ened in *aunas teachers - 09.:4 "ercent. $fter *aunas, <as ran&ed city of Vilnius - 99.-0 "ercent, that have
!een dee"ened the least aount of the co"etencies. Then indicated :./ "ercent !y Riauliai teachers. 't is <orth
entioning that this co"etence "rior to learning had the ostly teachers fro *lai"da C95.3/ "ercentE.
*aunas city C3.6/ "ercentE and Vilnius C3./, "ercentE had only little difference in test results. The least aount
C0./: "ercentE of entioned co"etencies indicated !y the PanevDys teachers.
'n todayJs school is very i"ortant not only focus on the co"etencies, that are necessary for "lanning
the teaching "rocess, the selection ethods for teaching and a""lication, assessent of learning outcoes for
"ractical usage and a""lication develo"ent. Today, it is also i"ortant that the teacher <ould !e the ost
interested in e>"loring ne< <ays of teaching and ethods of o"eration, !ecause training ust &ee" "lace <ith
innovation. Therefore, teachers are e>treely relevant to <or&ing <ith inforation technology s&ills
develo"ent and a""lication of all learning "rocesses. Many teachers e>"ressed the need to i"rove the te>tual
and visual learning I teaching aterials for co"uters, teaching co"uter soft<are develo"ent, test "re"aration
and the use of testing of co"uter soft<are s&ills.
't is necessary to recoend and to e"hasi;e that teachers need to continually i"rove and develo"
their <or& <ith inforation technologies, their use of co"etencies in the educational "rocess, i.e. co"uter
s&ills to "re"are te>tual and visual learning aterials, assessent tests and use of co"uter learning outcoes
assessent soft<are. The ost i"ortant recoendation of the odern teacher <or&ing in a odern school -
to a""ly the teaching ethods, <hich <ill hel" to reveal the candidatesJ co"etence in the overall evaluation and
to "rovide as uch inforation a!out the student and teacher ac?uired learning outcoes.
Conclusions
9. TeacherKs '(T co"etence C&no<ledge, s&ills, attitudes, values and other "ersonality characteristicsE is an
integral and necessary "art of all educational co"etenciesH it ena!les the teacher to achieve a successful
teachingIlearning "rocess% studentsJ active use of "rofessional inforation "ractices, to achieve !etter
"erforance, create ne< or odify e>isting teaching ethods.
0. There are distinguished soe teacher '(T co"etence, necessary for '(T s&ills areas% 9. 7asic '(T
co"etencies 0. Technological co"etencies for '(T 3. '(T "olicy co"etencies /. )thical use of '(T
co"etencies ,. 'ntegration of '(T into teaching su!#ect areas, :. Didactic ethods, !ased on the use of '(T
co"etencies 4. Training ClearningE "rocess <ith the '(T anageent co"etencies.
3. The research of '(T co"etencies deonstrated the need to i"rove and develo" the teachersJ <or& <ith
inforation technologies and their use of co"etencies in education% co"uter s&ills to "re"are te>tual and
visual learning aterials Cas identified a!ove 03.4SE C-5.40 TTE, the develo"ent of teaching co"uter soft<are
6
Ceven identified 0,.9SE, test "re"aration and the use of testing of co"uter soft<are Cidentified 0/.:S of
res"ondentsE, 05.3S of res"ondents indicated the need to i"rove !asic services, of internet use C-5.996 TE.
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MOKYTO1J IKT KOMPETENCI1OS TOBULINIMO POREIKIAI
Santrauka
'nforaciniV ir &ouni&aciniV technologi#V C'*TE industri#a ta"o vienas didDiausiV ir grei+iausiai augan+iV
e&onoi&os se&toriV, daran+iu Xta&Z WsV gyvenio, dar!o ir o&yosi !Wdui !ei inici#uo#an+iu 8iV sri+iV
&aitZ. '*T Xtrau&ias X visas W&io vei&las yra nei8vengiaas tos valsty!s, &urios nori "agerinti o&yo ir
o&yosi "rocesV vei&singuZ. Taigi sie&iant s&ingo ir &o&y!i8&o '*T integravio X o&yoCsiE "rocesZ,
!Wtina o&y&las a"rW"inti '*T, o o&yto#us !ei o&inius rei&iaois '*T &o"etenci#ois. Todl strai"sny#e
yra nagrin#aa a&tuali aa' aDiaus "ro!lea @ o&yto#V '*T &o"etenci#a ir #os to!ulinias. $tli&tas
tyrias "ristato se"tynias o&yto#V '*T &o"etenci#V sritis ir #V to!ulinio rei&alinguZ, sie&iant s&ingo
'*T integravio X o&yoCsiE "rocesZ% !a;iniV '*T &o"etenci#VH technologiniV '*T &o"etenci#VH '*T
"oliti&os &o"etenci#VH '*T naudo#io eti&os &o"etenci#VH '*T integravio X o&oZ#X daly&Z &o"etenci#VH
dida&tiniV etodV, "agrXstV '*T naudo#iu, &o"etenci#VH o&yoCsiE "roceso su '*T valdyo &o"etenci#V.
Tyrimo problema @ S"ar+iai &intant o&yo ir o&yosi a"lin&ai !ei o&yoIsi "roceso rei&alavias,
&ei+iasi ir rei&alaviai o&yto#V &valifi&aci#ai. Ugdyo turinys tiesiogiai sie#asi su nau#ausiois
inforacinis technologi#ois, o tai su&uria nau#us o&yto#V &valifi&aci#os to!ulinio "orei&ius ir nuleia
inforaci#os a"ie 8iuos "orei&ius trW&uZ. $tsiranda !Wtiny! o&yto#ui Xgyti inforaci#os ir &ouni&aci#os
naudo#io !ei tai&yo &o"etenci#Z Ctoliau @ o&yto#o '*T &o"etenci#aE.
Tyrimo objektas @ Mo&yto#V '*T &o"etenci#a.
Tyrimo tikslas @ nustatyti o&yto#V '*T &o"etenci#Z ir #Z sudaran+ias o&yto#as rei&alingas '*T
&o"etenci#V sritis !ei #V to!ulinio "orei&ius.
Udaviniai:
9. $ts&leisti &o"etenci#os ir o&yto#V '*T &o"etenci#os sa"ratas.
0. )"iri8&ai "ristatyti o&yto#V '*T &o"etenci#V sritis ir #V to!ulinio "orei&ius.
Tyrimo metodai: o&slins literatWros anali;, a"&lausa ra8tu - an&etaviasH a"ra8oosios statisti&os etodai.
Tyrimo procesas. Sie&iant i8siai8&inti o&yto#V '*T &o"etenci#Z ir #os to!ulinio "orei&ius, Vytauto DidDio#o
universitetas &artu su .ietuvos "re&y!os, "raons ir aatV rWV asociaci#a atli&o o&yto#V "orei&iV tyriZ,
&uris chara&teri;avo esaZ situaci#Z ir "ers"e&tyvos gaires. Tyrio duoenV rin&iui tai&ytas a"&lausos ra8tu
etodas. Tyrias !uvo "lanuo#aas ir organi;uo#aas sie&iant nustatyti o&yto#V turias '*T &o"etenci#as,
&urios "adeda ir leidDia o&yto#ui &o&y!i8&ai vystyti "edagoginb vei&lZ o&yoCsiE "rocese.
Tyrimo procedr sudar &eli eta"ai% 9E o&slins literatWros anali;aviasH 0E &lausiyno &WriasH 3E tyrio
eigaH /E tyrio etu gautV duoenV anali;avias.
Tyrimo imtis. Tyrio itis !uvo ti&slin ir "atogio#i. Tyrie dalyvavo @ :-4 res"ondentai Co&yto#aiE i8
*auno, *lai"dos, PanevDio, RiauliV ir Vilniaus a"s&ri+iV o&y&lV.
Tyrimo etika. Vy&dant tyriZ !uvo uDti&rinti eti&os "rinci"ai% geranori8&uas, "agar!a asens oruui,
teisinguas ir teis gauti ti&sliZ inforaci#Z.
Tyrimo rezultatai. $tli&to tyrio re;ultatai "ad#o i8s&irti o&yto#o '*T &o"etenci#Z sudaran+ias ir
o&yto#as rei&alingas '*T &o"etenci#V sritis% 9. PagrindiniV '*T &o"etenci#V sritisH 0. TechnologiniV '*T
&o"etenci#V sritisH 3. '*T "oliti&os &o"etenci#V sritisH /. '*T naudo#io eti&os &o"etenci#V sritisH ,. '*T
integravio X o&oZ#X daly&Z &o"etenci#V sritisH :. Dida&tiniV etodV, "agrXstV '*T naudo#iu,
&o"etenci#V sritisH 4. Mo&yoC-siE "roceso su '*T valdyo &o"etenci#V sritis. '*T &o"etenci#os tyrias
tai" "at "arod, &ad !Wtina to!ulinti ir "ltoti o&yto#V dar!o su inforacinis technologi#ois, #V
"anaudo#io ugdyo "rocese &o"etenci#as% ge!#ius &o"iuteriu rengti te&stinb ir vai;dinb o&yosi
edDiagZ CXvardi#o &ai" svar!iausia 03,4SEC-5,40TTE, o&oV#V &o"iuteriniV "rograV rengiZ CXvardi#o net
0,,9SE, testV rengiZ ir &o"iuterinio testavio "rograV naudo#iZ CXvardi#o 0/,:S res"ondentVE, 05,3S
res"ondentV nurod "orei&X to!ulinti "agrindiniV interneto "aslaugV naudo#iZ C-5,996TE.
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