Continuing Professional Development in ICT for teachers (original) (raw)

To reflect the scope of relevant material, the report is divided into three sections: Section A reports on the contemporary contexts which have a bearing on ICT CPD Section B presents key understandings about teachers' professional learning, which have relevance to the provision of effective ICT CPD Section C reports on the factors found in the literature which contribute to effective ICT CPD. The literature suggests that there are issues which are specific to ICT CPD, which are linked to wider approaches to the effective professional development of teachers. These affect the degree to which pedagogy is prioritised in the provision of CPD. Issues which can be identified relating specifically to ICT are: An over-emphasis on skills training in itself at the expense of deep understanding and application of skills to developing learning and teaching. This is linked to a perceived need to address a skills 'deficit' in teachers, rather than to develop a focus on pedagogy. The challenge of developing an appropriate 'vision' for ICT among school leaders, which is focused on pedagogy and teacher development as a priority. 'Policy tensions' which deflect from coherent and consistent development of pedagogy using technologies, and create conflicts over how time and resources are used to embed technologies within schools.

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