While basic skills may suffice for the moment, educational providers need to be aware, as far as is possible, of the future directions of technology, and to include these in initial teacher education courses and in professional development courses. 2.3 Evaluation of Software While the ability to produce, or to facilitate the production by students, of resource materials is important, the beginning teacher in particular needs to be equipped to use integrated software packages and commercial applications. The key issue for computer proficiency is pedagogical rather than technical. While basic skills will assist teachers to advise and supervise students, the most important competency associated with computers is the ability to structure classroom and student-centred learning. As research indicates, there is a need for classrooms to become more student-centred.
Teachers can use the potential of computers to focus on student learning.
The successful integration of computers into the classroom will depend on the ability of teachers to structure the learning environment in non-traditional ways, to develop socially active classrooms, encouraging cooperative interaction, collaborative learning, group work and the development of teaching behaviours in students. The role of teachers in such classrooms will become that of guides, facilitators and learners, as teachers receive instruction, assistance and guidance from students. The key skills of the future will include the ability to develop innovative ways of using technology to enhance the learning environment, and to encourage creativity and research. Computers can be used as integrating tools in helping students engage with concepts and ideas across the KLAs. Such a pedagogical shift is likely to have considerable impact on assessment procedures in schools.