Sunday, June 10, 2007
Exploring ICT Professional Development
An effective Professional development plan for teachers is the key to successfully integrating ICT into curriculum as discussion posting indicates (USQ….). According to Joyce and Showers (1983)[i] staff development can make a powerful difference in performance of both teachers and students.
Professional development plan for schools and colleges are being updated to take into consideration not only acquiring ICT skills but also changes in specific teaching strategies and beliefs as well Hunt (1971).
[ii]MeKenzie (1991) indicate that to create staff development for the information age, the following elements must be considered : Staff development must offer immersion and transformation; must inspire teachers to invent; must be experienced based; must hook the curiosity , wonder or passion of teachers; must respond to teachers concerns and interest; must be consider the feelings, fears, and anxiety of the learners; must be engaging; must be catered for learners development stages; and must be properly supported and funded.
Providing proper Staff development is more important now than ever before as the role of teachers and educators is shifting to meet the new era of information age.
I believe we are seeing some improvements in that aspect. Many places have already shifted the funding from infrastructure to Staff development. Research tells that 10-25% of ICT budget should be spent on staff development[iii]. At our college we are spending 20% of our budget on Staff development. We are moving in the right direction
[i] Joyce, B. and Showers, B. Power in staff development through research in training. Alexandria, Virginia: ASCD, 1983.
[ii] The Educational Technology Journal
Vol 1 . . . No 4 . . . April, 1991
Editor: Jamieson McKenzie, Ed.D.
[iii] EDU5471 Computer based resources in education. Module 5a: Exploring ICT Professional development USQ, 2007.
Integrating ICTs as a Professional Educator
1. Integrating ICT into curriculum
The task of integrating technology in curriculum is not a simple one as many of the participants had highlighted in their discussion postings (USQ, FET5471); Many factors affect this integration process: Teachers beliefs and practice, teachers skills, just-in-time Technical support, allocation of time, professional development, rewards and more … are some of factors that hinder this integration process.
I have found that the ACOT report[i] ( ) has labeled the stages of evolution in the classrooms to be very interesting and it reflect how different staff at my college at different levels of their integration process.
My college like many other places start to have a paradigm shift from the understanding of IT infrastructure will improve learning to have a better understanding in terms of support more effective teaching with ICT to transform the design and delivery of curriculum and to improve learning outcomes for students. Teachers are being attained to ICT pedagogical instead of learning the IT skills.
Addressing the new demand of teaching and learning, would require from us, the teachers, to review the pedagogical, psychological and technological issues confronting the seamless integration of technology into education. Addressing these issues would involve everyone-students, faculty, academic, administrators, and IT staff.
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