This unit applies to practitioners working to develop and apply a wide range of ICT knowledge. It equips educators to knowledgeably analyse and apply various technologies in an educational setting.
Educators may need to seek the assistance of an ICT technical specialist, depending on the limitations of their own technical skills and knowledge.
Not applicable.
Element | Performance Criteria |
1. Identify ICT standards and trends for an educational context | 1.1 Identify hardware and software standards currently in use 1.2 Identify and analyse network technology standards currently in use 1.3 Analyse trends in deployment of ICT in education and learning |
2. Analyse competing new technology solutions | 2.1 Identify specific educational requirement that can be met by technology 2.2 Identify range of functions and capabilities supplied by benchmarking competing technologies 2.3 Select critical features of competing technologies for analysis 2.4 Conduct an analysis of technologies using various performance indicators 2.5 Select and report on appropriate new technology by considering the analysis of critical features |
3. Develop a strategy to optimise current technology | 3.1 Identify unused capacity in existing technology 3.2 Identify applications for unused capacity appropriate to educational outcomes 3.3 Develop, and present where required, a strategy for exploiting additional capacity 3.4 Assess the cost and efficiency of the strategy against available resources and budgets 3.5 Recommend a course of action in line with the assessment |
Required skills
cognitive skills to:
review, analyse, consolidate and synthesise knowledge about current ICT-related technologies relating to education
think critically and generate and evaluate complex technical ideas
identify and provide complex solutions to ICT-related issues relating to education
communication skills to:
collaborate and work with vendors, consultants and peers
conduct project-based activities
demonstrate and model varied delivery and facilitation methods and techniques
give presentations
initiate and facilitate group discussions in seeking feedback on applications for unused capacity
research suitability of learning content for electronic development
share ideas and information
learning skills to:
analyse new areas of learning
evaluate effectiveness of learning practice, and analyse and identify suitable learning practice and learning strategies for groups and individual learners
literacy skills to:
articulate ideas and information effectively
develop reports that deal with complex ideas and concepts
numeracy skills to analyse, manipulate and validate data, specifications and reports
planning and organising skills to:
anticipate or predict risks
develop a learning strategy for an organisation
plan for contingencies
teamwork skills to:
monitor group and individual interactions when seeking feedback
respond to feedback to improve educational solutions
research skills to ensure that all options are explored and recommendations are comprehensive and balanced
technology skills to:
complete electronic research
confirm the technology to be used for different modes of teaching and learning
review and discuss learning styles and practice involving ICT
understand current ICT standards.
Required knowledge
benchmarking principles to assess technologies
budgeting and cost-benefit analysis principles
contemporary policy and approaches to learning and assessment
content and requirements of the relevant delivery and assessment strategies
how to create an effective learning experience using electronic technology
information technology principles and terminology, particularly those related to:
using the internet
reviewing technology capabilities
describing e-learning methodologies and using related vocabulary.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: knowledge of contemporary ICT issues in an educational environment documented review, analysis and recommendation of complex ICT solutions for an educational environment research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies. |
Context of and specific resources for assessment | Assessment must ensure: competence is consistently demonstrated over time, and over a range and variety of complex situations access to required assessment facilities and resources. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate review of applied projects or learning activities, relating to the research direct observation of contextual application of skills oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: TAEDEL801A Evaluate, implement and use ICT-based educational platforms TAELED704A Review enterprise e-learning systems and solutions implementation. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Hardware and software may include: | application: database internet browser spreadsheet word-processing cloud-based solution commercial content management systems customised development tools in-house laptop learning management systems notebook other mobile devices peripheral devices personal computer (Mac or PC) personal digital assistant (PDA) server smartphone student management systems system: computer security device drivers operating system tablet (iPad or similar) workstation. |
Network technology may include: | cabling infrastructure internet internet access modems, routers and other connectivity devices networks remote sites servers virtual private network (VPN) voice network wide area network (WAN) wireless networks. |
Benchmarking competing technologies may include: | assessment based on specifications and information presented by potential vendors identifying organisations using different brands or versions of technology and comparing performance and functionality of other options using operating data and direct testing to compare the performance of two or more competing technology products. |
Critical features may include: | capacity compatibility with existing systems cost of implementation ease of implementation end user friendliness future expansion of the connection speed of operation training and support requirements. |
Learning and development
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.