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The aim of this study was to explore skills that a teacher needs in order to apply ICT in education. This study is a descriptive - survey research. The data were collected through Delphi method. Ten experts in the field of new technologies, IT teachers in the ICDL Iran institute, informants in the Smart School project, 25 teachers working in smart schools with at least 5 years of experience in developing and implementing content were invited for participation in the research. At the first stage, experts prioritized items, giving each item a weight taking into considerations factors such as importance, necessity and priority of the item for the teacher inside the classroom. They also carried out two tests, i.e. Friedman test and Spearman's coefficient of agreement. Thus, the level of agreement between ten expert participants and validity of the priorities as set by the entire group of participants was determined. At the second phase, after applying the priorities, in order to achieve maximum consensus, items were again handed to the participants, resulting in a 95/48 percent agreement. The findings showed an increase in means and standard deviation in the second phase, indicating convergence among the participants. Results showed that all the correlation coefficients are significant at 1% alpha, which shows the validity of each component and high agreement. With the contribution of experts, ICT application skills were divided into general and specialized skills, while competency was divided into three components: cognitive, functional and emotional.

Keywords: Basic ICT skills, ICT specialist skills, Cognitive competence of ICT, Functional competence of ICT, ICT emotional competencies

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