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  • Teachers' orientation towards ICT Professional Development

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    52541_1.pdf (198.9Kb)
    Author(s)
    Prestridge, Sarah
    Griffith University Author(s)
    Prestridge, Sarah J.
    Year published
    2008
    Metadata
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    Abstract
    The demand for the transformation of pedagogy has precipitated a worldwide concern for teacher professional development in Information and Communications Technologies (ICT). Approaches to ICT professional development that orientate teachers towards the attainment of ICT skills have become redundant. Rather notions of pedagogical analysis and development of teacher confidence in change are expected outcomes that enable teachers to transform their beliefs and practices. This paper examines the types of ICT professional development teachers prefer to engage in. A mixed method approach was adopted. Data are draw from teacher ...
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    The demand for the transformation of pedagogy has precipitated a worldwide concern for teacher professional development in Information and Communications Technologies (ICT). Approaches to ICT professional development that orientate teachers towards the attainment of ICT skills have become redundant. Rather notions of pedagogical analysis and development of teacher confidence in change are expected outcomes that enable teachers to transform their beliefs and practices. This paper examines the types of ICT professional development teachers prefer to engage in. A mixed method approach was adopted. Data are draw from teacher interviews and a questionnaire. The findings suggest that teachers' orientation to ICT professional activity remain focused on technical competency even if they are interested in pedagogical analysis. It is not until a teacher has reached a personal competency level with an ICT application that they begin to seek more constructivist orientated ICT professional development activity.
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    Conference Title
    Act on ICT
    Publisher URI
    https://acce.edu.au/
    Copyright Statement
    © 2008 Australian Council for Computer Education. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
    Publication URI
    http://hdl.handle.net/10072/22286
    Collection
    • Conference outputs

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