Teacher Beliefs, Integrating Information and Communication Technologies, and Professional Development Strategies (original) (raw)
Related papers
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
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.
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.
Contemporary Issues in Technology and Teacher Education, 2017
Supporting change in teacher practice: Examining shifts of teachers' professional development preferences and needs for technology integration. Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two points (2009 and 2015) to examine what they perceived as useful technology PD with regard to content and format. Specifically, since technology changes quickly, we sought to examine whether there were any changes to what teachers perceived as useful content and format for technology PD. Over 6 years, more teachers reported that personalized technology PD tended to be more effective. Although some things remained consistent regarding content (e.g., utilizing Web 2.0 resources continued to be preferred PD content by teachers in both years), other content preferences changed (e.g., mobile applications and pedagogical-focused knowledge and skills). Regarding PD format, the authors found that in 2015 more teachers perceived online and face-to-face workshops, personal learning networks, and conferences as useful. Finally, teacher-led PD and in-class support were suggested as useful by more teachers in 2015. Thus, more personalized, sustained, and situated PD is needed to effectively support K-12 teacher technology integration.
Background: Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study: The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program: The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design: This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings: Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions: The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement. Full Citation: Hutchison, A., & Woodward, L. (2018). Examining the technology integration planning cycle model of professional development to support teachers’ instructional practices. Teachers College Record, 120(10).
Journal of Research on Technology in Education
One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers' personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers' abilities and values, and teachers' quality of technology integration according to Bloom's taxonomy. By surveying 724 middle and high school teachers, and using structural equation modeling, this study showed that values mediate the influence of PD exposure on technology integration. Results suggest that PD may be most effective when targeting improving teachers' values in addition to enhancing technology-related skills.
A national survey of 1,441 literacy teachers in the U.S. was conducted to understand the integration of digital technology into instruction. This paper reports results from open-ended questions in the survey aimed at determining teachers’ perceptions about how to improve professional development in the area of technology integration. Data were analyzed using qualitative methods. Respondents identified four factors that they believe would contribute effectively to their own professional development: (a) time- time to explore, practice, and prepare for literacy instruction into which they integrate technology; (b) access- access to equipment during and after professional development; (c) knowledge- access to higher-level knowledge, knowledgeable presenters, and relevant background knowledge; and (d) support- ongoing, follow-up, and small group support. Implications for the improvement of literacy teachers’ professional development and student learning are discussed.
Review of Educational Research, 2007
The literature base on technology professional development for teachers reveals that there is a long way to go in understanding methods of effective practice with respect to the various impacts of these activities on teaching and learning. In the No Child Left Behind era, with programs like Preparing Tomorrow’s Teachers to Use Technology, the Fund for the Improvement of Post Secondary Education, and E-rate (the schools and library portion of the Universal Service Fund) that have been targeted as No Demonstrated Results, we need to move to a more systematic study of how technology integration occurs within our schools, what increases its adoption by teachers, and the long-term impacts that these investments have on both teachers and students. In addition to the findings of a comprehensive literature review, this article also articulates a systematic evaluation plan that, if implemented, will likely yield the information needed to better understand these important educational issues.
International Journal of Integrative Research (IJIR), 2023
The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education
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.