Search results for: Prestridge Sarah

This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. The findings suggest evidence of both collegial and critical forms of discussion. Collegial discussion was found to be important in developing and maintaining community while critical discussion was vital for its role in transforming teachers' beliefs.