{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,7,11]],"date-time":"2024-07-11T23:36:38Z","timestamp":1720740998763},"reference-count":18,"publisher":"IGI Global","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2011,4,1]]},"abstract":"<p>Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers\u2019 ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers\u2019 educational ICT literacy, based on the existing Lithuanian requirements for teachers\u2019 pedagogical ICT literacy programmes. The paper is based on the data of the research study \u201cTeachers\u2019 Training on ICT Application in Education\u201d developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.<\/p>","DOI":"10.4018\/jdldc.2011040101","type":"journal-article","created":{"date-parts":[[2011,10,19]],"date-time":"2011-10-19T16:13:43Z","timestamp":1319040823000},"page":"1-10","source":"Crossref","is-referenced-by-count":8,"title":["Development of ICT Competency in Pre-Service Teacher Education"],"prefix":"10.4018","volume":"2","author":[{"given":"Valentina","family":"Dagiene","sequence":"first","affiliation":[{"name":"Vilnius University, Lithuania"}]}],"member":"2432","reference":[{"key":"jdldc.2011040101-0","unstructured":"Ananiadou, K., & Claro, M. (2009). 21st Century skills and competencies for new millennium learners in OECD countries. 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Syslo (Eds.), Proceedings of the Third International Conference on Informatics Education \u2013 Supporting Computational Thinking (LNCS 5090, pp. 282-292).","DOI":"10.1007\/978-3-540-69924-8_26"},{"key":"jdldc.2011040101-5","unstructured":"Emokykla. (2007). Reikalavimai mokytoj\u0173 kompiuterinio ra\u0161tingumo programoms: Patvirtinta \u0161vietimo ir mokslo ministro 2007 m. kovo 29d. \u012fsakymu ISAK-555. Retrieved from http:\/\/www.emokykla.lt\/"},{"key":"jdldc.2011040101-6","unstructured":"Emokykla. (2008). Pedagog\u0173 rengimas IKT taikymo aspektu: Mokslinio tyrimo ataskaita. Retrieved from http:\/\/www.emokykla.lt"},{"key":"jdldc.2011040101-7","unstructured":"European Commission. (2005). Common European principles for teacher competences and qualifications. Retrieved from http:\/\/ec.europa.eu\/education\/policies\/2010\/doc\/principles_en.pdf"},{"key":"jdldc.2011040101-8","unstructured":"European Commission. (2007). Key competencies: A developing concept in general compulsory education. Retrieved from http:\/\/www.eurydice.org"},{"key":"jdldc.2011040101-9","unstructured":"International Society for Technology in Education. (2000). Educational technology standards and performance indicators for all teachers. 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