From transaction to transformation: information and communication technology, professional development and the formation of communities of practice

Triggs, Pat; John, Peter

doi:10.1111/j.1365-2729.2004.00101.x

Cited by 73 publications

(42 citation statements)

References 20 publications

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“…Also cooperation between-schools is seen as an important key factor for the integration of ICT. The central features that underpin this process are contact with colleagues who shared similar interests, interaction that involves knowledge exchange, and encouragement to take risks, combined with support in analysing why things go wrong and how they can be improved (Triggs & John, 2004). Table 1 Five areas of local ICT policies from a school improvement approach…”

Section: The Impact Of Ict School Policiesmentioning

confidence: 99%

“…Lai & Pratt, 2004), and cooperation between-schools (e.g. Triggs & John, 2004). Baylor and Ritchie (2002) conclude that ICT training has an important influence on how well ICT is embraced in the classroom.…”

Section: The Impact Of Ict School Policiesmentioning

confidence: 99%

“…Local ICT policies Clear goals and systematic strategies for educational change (Reynolds et al, 2000) Development of an ICT plan facilitating comprehensive ICT integration and fostering an environment towards the realisation of the vision in the ICT plan (Otto & Albion, 2002) Strong leadership to guide change efforts (Gray, 1997) Leadership to effectively direct the process of ICT integration (Dawson & Rakes, 2003) Profession development and support for the implementation of reforms (Stoll, 1999) Support and training to ensure ICT integration (Lai & Pratt, 2004) (Self) evaluation systems for monitoring change processes (MacBeath, 1999) Evaluation to monitor the integration of ICT and guide ICT planning (Kennewell et al, 2000) Networking and exchange of good practice with other schools working on the same reform (Hopkins & Reynolds, 2001) Cooperation to create between-school communities for the dissemination of ICT-related knowledge (Triggs & John, 2004) …”

Section: School Improvementmentioning

confidence: 99%

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ICT integration in the classroom: Challenging the potential of a school policy

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

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Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal's perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.

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Section: The Impact Of Ict School Policiesmentioning

confidence: 99%

Section: The Impact Of Ict School Policiesmentioning

confidence: 99%

Section: School Improvementmentioning

confidence: 99%

See 1 more Smart Citation

ICT integration in the classroom: Challenging the potential of a school policy

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

View full text Add to dashboard Cite

show abstract

“…According to the EFA Global Monitoring Report 2005 (UNESCO 2005, 229), 'Teachers' subject mastery and verbal skills, their expectations of students and their own passion for learning are significant factors for school quality'. Teachers are increasingly expected to be life-long, autonomous, and self-regulated learners with the ability to adapt readily to changing circumstances (Fullan 2007;Triggs and John 2004;McCormik and Scrimshaw 2001). Investment in high quality training programme design and implementation is necessary to realise the potential of new models of TPD programmes such as the English in Action Secondary Teaching and Learning Programme.…”

Section: Resultsmentioning

confidence: 99%

School-based teachers’ professional development through technology-enhanced learning in Bangladesh

Shohel

Banks

2012

Teacher Development

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To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology enhanced learning, in this case the use of Apple iPods (iPod touch), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology enhanced support systems impact on classroom practice and helps teachers' professional development. Using the case of a pre-pilot intervention in the Underprivileged Children's Educational Programs (UCEP) schools, it explores the teachers' professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers' professional development through technology enhanced learning is contributing significantly to in-service training in a resource constrained context.

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“…Jung (2005) argues that a well-designed professional development program is essential to meet the demand of today's educators who want to learn how to use ICT effectively for their teaching. In general, professional development programs on ICT integration are often criticised for their lack of effectiveness (Brinkerhoff, 2006;Triggs & John, 2004). Nevertheless, there are few published evaluations of programs on integration of ICT, and it can be argued that more research is needed to document the effects of teacher development efforts on classroom practices (McDougall, 2008).…”

Section: Introductionmentioning

confidence: 99%

The limits of programmed professional development on integration of information and communication technology in education

Peeraer¹,

Petegem

2012

AJET

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In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on Technological Pedagogical Content Knowledge inspired the development of the program. In a longitudinal panel study, we followed a group of 1191 teacher educators (the "total accumulated popluation"). We describe the trainees' reaction to training and learning outcomes and we compare the use of ICT by educators who participated in the program with those who did not participate. Data was collected from self-reported questionnaires and focus group interviews. Comparison of the use of ICT for teaching over the course of the program shows that an ICT core group of enthusiasts made significant progress in integrating ICT into teaching practice. Exploratory multiple regression analysis highlights technological pedagogical knowledge and membership of a community of practice as significant factors for improved use of ICT. Nevertheless, the elements of the professional development program explain only 26.2% of variance. We discuss the extent to which programmed professional development can have an effect on integration of ICT in education and reflect on how to make training programs more effective.

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From transaction to transformation: information and communication technology, professional development and the formation of communities of practice

Cited by 73 publications

References 20 publications

ICT integration in the classroom: Challenging the potential of a school policy

ICT integration in the classroom: Challenging the potential of a school policy

School-based teachers’ professional development through technology-enhanced learning in Bangladesh

The limits of programmed professional development on integration of information and communication technology in education

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