Making better connections: models of teacher professional development for the integration of information and communication technology into classroom practice

This is the report of a study into ways in which teachers, teacher educators and education leaders are being supported to acquire the skills and knowledge they need to ensure effective use of information and communication technology (ICT) in the school setting.

Research indicates that a substantial amount of work is done in teacher education to ensure student teachers gain both personal skills and pedagogic approaches to using ICT in the classroom. However, there is evidence that a great deal of difficulty was encountered in presenting student teachers with valid and meaningful examples of ICT classroom use as part of their school experience. Course coordinators commented upon the large difference between what was learned about classroom applications of ICT in the university setting and what was practised in field placements.

As far as training for virtual schooling was concerned, many of the elements for developing student teachers’ online learning skills appeared to be present. Student teachers were found to be using online activities in a variety of ways in their pre-service programmes.

Issues emerging from this study which require further development include: 1. The capacity of Deans/Heads of Schools to understand the complexity of effective technology integration and the various enabling factors that need to be addressed. 2. The need for curriculum and pedagogies of the various teacher education programmes to be developed so that student teachers have ample opportunities to observe effective use or participate in developing effective use of ICT in classrooms. 3. Effective incorporation of ICT throughout university programmes. 4. Professional development of teacher educators emphasising the importance of the integration of ICT in their own teaching and learning.

The report notes that governments, systems and teacher education institutions and professional associations need to work collaboratively to develop coherent agendas around the integration of ICT in schooling.  Ths will lead to the development of benchmarks in regard to students’ learning outcomes; standards for beginning and advanced teachers; standards for school-based and system-level capacity; and teacher education programmes and institutions to support the student outcomes. Ultimately, professional development strategies will be linked to these benchmarks and standards.

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