Source: Journal of Technology and Teacher Education. 17 (3), pp. 315-348. (July 2009).
A mixed-method study was carried out to examine how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration.
A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Teacher data were categorized by grade level, discipline, and teaching experience.
Findings suggest that learner-centered ICT integration is more likely to occur needs-based, collaborative professional development programs are provided. Study data suggest that membership in a community of practice may be one way to increase learner-centered ICT integration.