Show simple item record

dc.contributor.convenorSamantha Smithen_US
dc.contributor.authorPrestridge, Sarahen_US
dc.contributor.editorAssoc Prof Kathryn Moleen_US
dc.date.accessioned2017-04-24T09:18:22Z
dc.date.available2017-04-24T09:18:22Z
dc.date.issued2008en_US
dc.date.modified2013-03-19T22:34:14Z
dc.identifier.refurihttp://www.acce.edu.au/item.asp?pid=1157en_US
dc.identifier.urihttp://hdl.handle.net/10072/22286
dc.description.abstractThe 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent203760 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherACCEen_US
dc.publisher.placeBelconnen ACTen_US
dc.publisher.urihttp://www.acce.edu.au/item.asp?pid=1157en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameAustralian Computers in Education Conference 2008en_US
dc.relation.ispartofconferencetitleAct on ICTen_US
dc.relation.ispartofdatefrom2008-09-29en_US
dc.relation.ispartofdateto2008-10-02en_US
dc.relation.ispartoflocationCanbera ACTen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchcode330199en_US
dc.titleTeachers' orientation towards ICT Professional Developmenten_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2008
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record