Professional development for policy-makers, school leaders and teachers (pre-summit paper EDUSummIT 2013) (original) (raw)
Related papers
Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.
Responding to Challenges in Teacher Professional Development for ICT Integration in Education
There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts. Discussion by the thematic working group on TPD at EDUsummIT 2015 in Bangkok identified several challenges to successful TPD. This paper discusses those challenges, describes four cases of successful TPD from varied contexts, and derives a model for TPD based on observed commonalities in the cases.
Teacher Professional Development and ICT: Strategies and Models
Yearbook of the National Society for the Study of Education, 2007
The continuous striving for better teachers and better schools has taken many different paths. One such path involves the use of Information and Communication Technologies (ICT) in teaching and learning. It is clear that ICT is increasing access to information, inspiring new developments in teaching, and allowing individuals and communities to interact at any time. Debates between technology supporters and skeptics about the use of ICT in classroom teaching have been growing. Although disputes over the value of using ICT in education are one factor, the lack of availability of ICT in schools is another reason its use is limited. Other dynamics include the realities and culture of the typical classroom and teachers' knowledge, skills, beliefs, and expertise (CEO particularly the lack of teacher professional development.
Moving education into the digital age: the contribution of teachers' professional development
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action.On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlig...
EFFECTIVE INTEGRATION OF ICT WITH PROFESSIONAL DEVELOPMENT OF TEACHERS
Professional development should help engage teachers in activities that improve their performance in the classroom. In addition, professional development of the teacher–learner has become a focus with recent changes in teacher evaluations in some states, i.e., adopting pay-for-performance models. If student achievement is contingent on a highly effective teacher, then the duty of every school district and building-level administrator is to find and implement the best professional development opportunities. Technology and the use of ICT has created an entirely new avenue for professional development. Able to plan instruction which promotes problem analysis, critical thinking, creativity, leadership development and decision-making based upon subject matter, organization and integration of content and the relationship of content to education, career and life goals; student learning and motivation, with emphasis on individual differences; the community; and current education standards and practices
ICT-Related Teacher Professional Development: Models and Strategies
It is clear that Information Communication Technologies (ICT) are increasing access to information, inspiring new developments in teaching, and allowing individuals and communities to interact any time. Although disputes over the value of using ICT in education is an obstacle to their adoption, the lack of availability of ICT in schools is another. Other obstacles include the realities and culture of the typical classroom and teachers' knowledge, skills, beliefs, and the lack of teacher professional development.
European Journal of Education Studies, 2021
Central to the entire discipline of education in the digital age are the concepts of Teacher Professional Development (TPD) and, Information and Communication Technologies (ICTs) integration in teaching and learning. In recent years, there has been a growing recognition of the vital links between ICT-TPD and improved education standards. However, minimum attention has been given to the integrated ICT-TPD programmes that incorporate training opportunities to assist teachers learn how to integrate ICT for teaching based on teachers' immediate professional needs, experiences, and skills considering current improvements in pedagogy. The purpose of this qualitative study was to investigate secondary schools' teachers' perspectives with regards to effective ICT-TPD programmes. Data were collected through interviews of a purposeful selection of sixteen participants who were selected based on their exemplary ICT usage behaviour. Data from the interviews were analysed using the thematic analysis technique to gain indepth understanding of teachers' perspectives on the subject under investigation. The analysis revealed five salient components leading to effective ICT-TPD: Teachers as a Community of Professional Practice; Teacher Champions (Mentors/Coaches); Teachers' Research; Teacher Appraisals (Accreditation); and Cascading good Practice. The findings from this study suggest that teacher's accounts of appreciation and dissonances with the TPD programmes in the context of integration of technology in teaching mirrored similar issues in literature. However, the findings also revealed some nuanced shifts on teacher perceptions and attitudes to the quality of teacher professional development for ICT integration in classroom teaching.
Teacher Education and Professional Development: 10 Years of ICT Integration and What?
DOAJ (DOAJ: Directory of Open Access Journals), 2008
This paper reports on designs for effective uses of ICTs in teaching and learning in teaching education. Applying Engeström's schema (1987) at three different levels of use of the computer as a cultural tool, three sociocultural accounts, each one reflecting a different design activity for the betterment of teacher learning environments, were constructed. For each, clusters of interactions at the university-school partnership, networked classroom, and virtual collaborative space levels are described. As the history of each activity is Laferrière y Gervais : Teacher Education and Profession al Development… presented, key features of the designed learning environments stand out, and trajectories of student teachers, teachers, and schools are highlighted.