ICT teacher training: Evidence for multilevel evaluation from a national initiative

Abstract

This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of 'organisational support and change' emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.

The Impact of School Culture, Technology Leadership, and Support Services on Teachers’ Technology Integration: A Structural Equation Modeling

“…Önceki araştırmalar yönetici desteği, meslektaş işbirliği ve teknik yardım faktörlerinin öğretmenlerin teknolojiyi kullanımına yönelik inanç ve hazır bulunuşlukları üzerinde etkili olduğunu göstermiştir (Butler ve Sellborn, 2002;Davis, Preston ve Sahin, 2009;Inan ve Lowther, 2010). Teknolojinin benimsenmesinde veya kabulünde meslektaşlar arasındaki işbirliği ve gözlemin önemli bir belirleyici olduğu görülmektedir (Aşkar ve Usluel, 2003;Sahin ve Thompson, 2007).…”

Posibilidades de la web 2.0 en orientación educativa: un estudio exploratorio sobre su presencia en las web de los departamentos de orientación de secundaria = Affordances of web 2.0 in educational guidance: an exploratory study on the web presence in sec

“…Esta situación no es diferente a la señalada en otros estudios más generales en los que se concluye que, por diversos factores tanto de carácter interno como externo, y a pesar del considerable incremento en equipamiento tecnológico, ni se ha generalizado ni extendido el uso de la tecnología ni, sobre todo, su incorporación está generando los frutos esperados en cuanto a la mejora sustancial de los procesos educativos en las instituciones escolares (Davis, Preston y Sahin, 2009;Law, Pelgrum y Plomp, 2008;Sigalés, Mominó, Meneses y Badía, 2008;Tondeur, Valcke y Van Braak, 2008;Fundación Telefónica, 2011). El ámbito de la orientación no es ajeno a esta tendencia detectada tanto a nivel nacional como internacional, y parece que los esfuerzos desarrollados por algunos autores en la línea de destacar tanto la necesidad como las ventajas de integrar las TIC en las acciones de orientación no han tenido el eco suficiente (Cabeza, 2010;Campoy y Pantoja, 2003;Cogoi, 2002Cogoi, , 2005Iacob, 2012;Lora, 2009;Pantoja, 2004 Las razones que pueden explicar este escaso desarrollo de lo que algunos autores denominan e-orientación (Campoy y Pantoja, 2003) o, cuando menos, la reducida utilización de las herramientas TIC en el campo de la intervención orientadora, son de muy diverso origen.…”

The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

“…A procedure for data gathering was developed and a number of tools to collect the necessary information were designed and validated. Keeping in mind the aim of obtaining information to identify trends and practices on the use of ICT at the school, and considering previous research findings in which characteristics of schools are pointed out as a key issue when integrating technology (Davis, Preston, and Sahin 2009;Ertmer 2005;Law, Chow, and Allan 2005;Nachmias et al 2004;Tearle 2003), three dimensions were combined to classify the centres: infrastructure, use and innovation.…”

“…This points out the need for identifying the variables related to ICT integration in schools (BECTA 2004;Ringstaff and Kelley 2002;Tearle 2003). The conclusions of some of these studies is that ICT integration processes are complex and that internal and external factors play an important role (Davis et al 2009;Ertmer 2005;Law et al 2005;Nachmias et al 2004;Tearle 2003). Amongst the internal factors, characteristics of school organisation and staff are mentioned.…”