ICT in‐service training and school practices: in search for the impact

Karagiorgi, Yiasemina; Charalambous, Kyriacos

doi:10.1080/02607470600981995

Cited by 41 publications

(20 citation statements)

References 24 publications

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“…A significant part of variance in the application of ICT for teaching and support of student learning was explained by additional engagement in action research and communities of practice. We agreed with others (Barton & Haydn 2006;Karagiorgi & Charalambous 2006;Latchem & Jung 2010) who have argued that it may be best to combine programmed professional development addressing TPACK of teacher educators with incentives for additional engagement with the topic, especially as encouragement for ICT enthusiasts to exchange with and encourage peers. VVOB supported the launch of a series of Communities of Practice (CoP) where teacher educators of different TEIs could exchange and share experiences.…”

Section: Case 4: Vietnam -Institutional Capacity Development In Teachmentioning

confidence: 78%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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Abstract:Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.

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Section: Case 4: Vietnam -Institutional Capacity Development In Teachmentioning

confidence: 78%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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“…The responses of teachers indicate the significant impact of ICT training on their personal attitudes and skills. However, it was more stressed that the trainings should be very much relevant to the needs of teachers and related to the context of classroom practices that also affect the overall system of educational organization, such as the access to resources, curriculum, time and environment (Karagiorgi & Charalambous, 2006). ICT trainings are to be designed for TEs to support the evolution of their classroom, school, region and trainers, too (Davis, Preston & Sahin, 2009).…”

Section: Resultsmentioning

confidence: 99%

Effect of ICT Skills on the Job Satisfaction of Teacher Educators: Evidence from the Universities of the Sindh Province of Pakistan

Sahito¹,

Väisänen²

2017

IJHE

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This research paper is a reflection of the results of collected data from Teacher Educators (TEs) regarding their skills and expertise in Information and Communication Technologies (ICT). Seven themes were inductively identified and called, 7Es like as: (a). Expertise in use of windows programmes; (b). Expertise in use of security measures; (c). Expertise in use of hardware instruments; (d). Expertise in use of internet; (e). Expertise in creating accounts; (f). Expertise in installation of softwares; and (g). Expertise in use of softwares. All extracted themes reveal the utility of the study and thematic analysis.

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“…At the same time, ICT core group members showed a high appreciation for expert input from specialists. As argued by others (Barton & Haydn, 2006;Karagiorgi & Charalambous, 2006;Latchem & Jung, 2010), we believe that it may be best to combine programmed professional development addressing TPCK of teacher educators with incentives for additional engagement with the topic, especially as encouragement for ICT enthusiasts to exchange with and encourage peers. The Asia-Pacific region has the advantage of a relative youthful population, which makes the education sector more receptive to harnessing newer (and cheaper) forms of educational ICT (Lee, Hung & Cheah, 2008).…”

Section: Discussionmentioning

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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ICT in‐service training and school practices: in search for the impact

Cited by 41 publications

References 24 publications

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Effect of ICT Skills on the Job Satisfaction of Teacher Educators: Evidence from the Universities of the Sindh Province of Pakistan

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

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