The Vital Program: Transforming ICT Professional Development

Bradshaw, Pete; Twining, Peter; Walsh, Christopher S.

doi:10.1080/08923647.2012.655553

Cited by 27 publications

(20 citation statements)

References 11 publications

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“…Moodle, experience in front of a computer. [8] mentioned learning environments as one of the key components as well as one of the challenges in professional development in ICT. The updated innovative pedagogy is based on complex learning behavior, that require learning in a social and collaborative context, while using the potential of the technology in the studied field [21].…”

Section: Discussionmentioning

confidence: 99%

“…Developing a model for effective large-scale continuous professional development for teachers is a significant obstacle for many governments worldwide, because of various issues [8]. The main issues are related to the teachers' population perceptions and knowledge of digital learning concept, the teacher trainers' needs regarding their personal starting point and the schools they will work at, and the constant support and follow-up.…”

Section: What Do Teacher Trainers Need In the Field Of Ict?mentioning

confidence: 99%

“…The program encourages and responds to teachers' reflective practice matching the teaching and learning demands of the twenty-first century [8].…”

Section: What Do Teacher Trainers Need In the Field Of Ict?mentioning

confidence: 99%

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Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Choresh¹,

Megen-Nagar²

2017

IJIET

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Abstract-The national program of ICT in Israel emphasizes the professional development of teacher trainers in ICT and pedagogical innovation. The purpose of the study is to identify the scale components of teacher trainers' professional development in ICT. The research used quantitative method. 53 teacher trainers of a training program participated in the study. Subjects filled in a self-report questionnaire about their satisfaction from the training course and pedagogy and content knowledge self-efficacy. Exploratory and confirmatory factor analysis found the questionnaire in total valid and reliably explaining the characteristics of the training program and the contribution of five latent factors that are recommended to be components of teacher trainers' professional development in ICT scale: Applicative knowledge, learning process, teaching strategies, time management, and learning environment. The conclusion of the study is that a recommended model for professional development of teacher trainers in ICT will include these five components, while observing the development in a two-dimensional way: one -from simple to the complex, and two -from external to internal. Future research is recommended to continue and develop the professional development scale, and increase its validity through increasing the number of items collected from the literature, from joint discussions between teacher trainers and researchers, and from interviews with teacher trainers.Index Terms-ICT, professional development, teacher trainers. I. INTRODUCTIONIn the era of the 21st century, computer and information skills are critical skills for day to day life in general and to academic development in particular [1], [2]. Preparing the education system graduates for the demands of the employment world of the 21st century is a need and a central national goal in the State of Israel [3]. The national ICT program has teacher trainers working to assist schools in promoting innovative pedagogy that integrates ICT, in accordance to the program's outputs. According to literature, assimilation of technology in schools is a long-term process, which only occurs if there is a change in the systemic characteristics [4].Professional development of teachers and teacher trainers in ICT is an interesting subject due to the plan for adapting the education system for the 21st century and the challenges entailed. The unique role of teacher trainers is reflected in Manuscript received April 8, 2016, revised June 2, 2016. N. Choresh is with the Academic College in Wingate, Israel (e-mail: noa_c@wincol.ac.il).N. Magen-Nagar is with the Gordon College of Education, Israel. She is also with the School of Education in Bar-Ilan University, Israel (e-mail: nogamagen@gmail.com).influencing the overview school level rather than at the individual teacher level. This is a complicated mission that requires a deep comprehensive organizational perspective. Therefore, the goal of the current pilot study is to identify and indicate the key components which are crucial for an...

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Section: Discussionmentioning

confidence: 99%

Section: What Do Teacher Trainers Need In the Field Of Ict?mentioning

confidence: 99%

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Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Choresh¹,

Megen-Nagar²

2017

IJIET

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“…In terms of the actual process of CPD, there is a need to have agreed content, ownership of CPD materials and a culture-shift away from teachers having CPD 'done' to them (Bradshaw et al, 2012). Nevertheless, there remains value discord in relation to types of CPD: transformative CPD, which rates informal and collaborative learning highly, is not favoured by key policy-making and managerial stakeholders (Kennedy, 2011).…”

Section: Cpd In the Use Of Learning Technologiesmentioning

confidence: 99%

“…The issues above suggest that part of the solution might be technology that is easier to use, is cheap and/or free and, above all, saves time or has quick and easy tools (Bitner and Bitner, 2002). Other solutions suggested by the deficits identified could be to: give 'ownership' and make access flexible (Bradshaw et al, 2012;Beetham and Sharpe, 2007); evaluate, trial, show value to engage teachers' interest (Butler and Sellborn, 2002); change entrenched attitudes and beliefs (Hew and Brush, 2007;Guskey, 2002). We share Guskey's (2002) view that teacher behaviours will change only if teacher beliefs are challenged.…”

Section: Cpd In the Use Of Learning Technologiesmentioning

confidence: 99%

One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

Compton

Almpanis

2018

Compass

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Despite extensive investment, levels of enthusiasm for technology enhanced learning (TEL) are notoriously varied amongst the key stakeholders. A growing body of research shows that TEL is often expected by students and, when used effectively, has a positive impact on engagement and outcomes. Despite this, transmissive models of continuous professional development (CPD) that focus on the technology and systems over the pedagogic underpinnings can feel like a compliance mechanism ripe for resistance. We argue that a more effective approach utilises simpler, cloud based tools to highlight pedagogic approaches and that adaptations in the way CPD happens provide an environment within which exploration, utilisation and even transformation in practice can occur.

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Teacher Professional Development (TPD) in Schools

Morris¹

2019

Student Voice and Teacher Professional Development

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The Vital Program: Transforming ICT Professional Development

Cited by 27 publications

References 11 publications

Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

Teacher Professional Development (TPD) in Schools

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