Search results for: Information communication technologies (ICT)
Page 3/4 37 items
Innovative Uses of IT Applications in STEM Classrooms: A Preliminary Review of ITEST Teacher Professional Development
In this article, the authors were interested to examine how innovative information technology (IT) classroom applications are integrated into teacher professional development. The authors conducted an exploratory study of The National Science Foundation (NSF) -funded Innovative Technology Experiences for Students and Teachers (ITEST) projects. The authors found that these projects share practices not always found in STEM professional development, including the involvement of youth in the active learning process and an emphasis on STEM career connections with both teachers and students.
Updated: Feb. 08, 2012
In this article, the authors examine to what extent ICT is being used by the teachers and how they are using ICT in their teaching. The authors also discuss how factors such as the subject being taught, teaching experience, gender and age influence the use of ICT in teaching.The findings revealed that teachers in the secondary schools in Hamar do use ICT but few use ICT very often. However, most are still unsure whether ICT will have any positive effect on the learning outcome for their students.
Updated: Dec. 13, 2011
Acknowledging the Complexity and Diversity of Historical and Cultural ICT Professional Learning Practices in Schools
The current article presents case study data, drawing attention to the diverse ways in which individual schools approach teacher learning and providing a stimulus for educational leaders to reflect upon how the histories and cultures within their own schools may enable or constrain change in relation to ICT use. This article argues that a focus on the complex, nuanced, social dynamic of ICT professional learning within the whole-school context is critical in supporting change surrounding ICT integration.
Updated: Sep. 14, 2011
A Study of Greek Teachers’ Satisfaction with the Implementation of the European Pedagogical ICT License Pilot Course
This study presented a survey which examines Greek teachers’ satisfaction with the implementation of the European Pedagogical Information and Communication Technology License (EPICT) pilot course. The results demonstrated that course content, facilitators’ support, and collaboration among facilitators and teachers and among teachers themselves had a positive impact on teachers’ satisfaction.
Updated: Jul. 26, 2011
In this article, the author argues that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice. The author considers the reforms in the ICT teacher training policy in Hong Kong. The article shows that these reforms, and the fact that Hong Kong is a 'wired', has resulted in pre-service teachers being well informed in the technical competencies of computer usage and its pedagogical manifestations.
Updated: Mar. 22, 2011
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.
Updated: May. 25, 2010
Transformative Learning-Based Mentoring for Professional Development of Teacher Educators in Information and Communication Technologies: An Approach for an Emerging Country
The purpose of the present study is to suggest a structure of one-to-one mentoring based on the transformative learning theory in order to meet professional development in ICT. In the scope of this study, in order to meet professional development in ICT in Turkey, the characteristics and the functioning of the structure of one-to-one mentoring based on the transformative learning theory are explained. Finally, the present study puts forward some suggestions regarding the application of the structure and mentions the contributions of the structure to professional development in ICT.
Updated: Apr. 07, 2010
Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Updated: Jan. 12, 2010
Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development
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. Findings suggest that learner-centered ICT integration is more likely to occur needs-based, collaborative professional development programs are provided.
Updated: Nov. 16, 2009
Professional Development for Information Communication Technology Integration: Identifying and Supporting a Community of Practice through Design-Based Research
Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such collaborative professional development. Principles for this research approach are discussed and address the membership of a CoP and teacher/researcher ownership of research goals and design.
Updated: Nov. 03, 2008