Classroom reflection

The school where I worked was filled with teachers who had recently obtained their ICDL certificates. Everyone proudly spoke about their high scores, but at the computer desks, the reality was quite different.

Sometimes, when I entered the computer room, I would find my colleagues staring helplessly at their monitors. Some of them still did not know how to properly shut down the system and would press the power button directly, as if dealing with an old television set.

The school principal, despite holding an advanced degree, would call me whenever he needed a research paper or an article. He would sit at his desk, hand me a list of topics, and say, “Go find these for me on the Internet.” One day, I politely suggested, “Perhaps you could find some time to learn computer skills yourself.” He smiled calmly and replied, “I don’t have the time.”

Time went by. In a school where everyone had proudly framed their skill certificates, hardly anyone could actually put those skills into practice. The world of education was changing—through the Internet, digital software, and online presentations—but amidst these transformations, many teachers stood still, unwilling to take even a small step forward.

And day by day, I became more convinced that true skill lies in practice, not on paper. Education, above all else, requires the courage to learn anew.

From certification to real competence

Hossein Talebzadeh — Faculty Member, Department of Social Sciences, Farhangian University, Tehran

Introduction

In recent years, training in information technology skills, including ICDL courses, has been recognized as a necessity for teachers. However, field experiences suggest that despite completing these courses and obtaining official certificates, the practical ability to utilize these skills remains quite limited.

Discussion

• Lack of sustained practice: Skills acquired in a classroom setting were not consistently applied in daily work.
• Overemphasis on certification over competence: The focus was primarily on obtaining certificates rather than ensuring genuine proficiency.
• Inadequate institutional support: Minimal follow-up training or encouragement from school administrations.
• Psychological barriers: Fear of technology, resistance to change, and preference for traditional methods.

Meanwhile, educational systems were rapidly integrating new technologies—learning management systems, multimedia presentations, and online assessments. Teachers who could not adapt risked becoming increasingly disconnected from the evolving needs of students and the broader educational landscape.

Conclusion

Certificates alone do not equate to competence. Genuine proficiency in any skill, particularly in information technology, requires continuous practice, real engagement, and a willingness to embrace new learning experiences.

Practical recommendations for teachers

1. Practice regularly—even outside formal duties.
2. Seek help proactively when facing technical difficulties.
3. Adopt a growth mindset toward technology.
4. Participate in peer learning communities.
5. Focus on practical outcomes in teaching and assessment.
6. Stay updated with new educational technologies.