WHICH+TEACHERS

=Which teachers (in the school) are in the greatest need of ICT PD?=

Introduction
//(What is prodessional developemnt?)// McRae et al. (2001:62) outline how the nature and responsibility for teacher training has changed over the past sixty or so years. In the 1950s and 60s teacher **training** was a highly centralised process; the 1970s and 80s with **in-service education** whilst there was still central control, there was also a higher level of awareness of individual needs. In the 1980s and 90s **professional development** saw central reach devolved, qualified by local control and finally, now and in the future **learning and development** or **professional learning** is alargely cultural approach, with schools and teachers making their own choices aligned with central priorities. It is into this culture of independent learning and life-long development that teachers currently engage with the integration of Information and Communication Technologies (ICT) with pedagogy __and education__. **(125 words)

Traditional models of professional development
Dailhou(1991,63-64) states that teachers need training that is diverse and appropriate; of a high quality; they have a say in constructing; is voluntary; is provided over a long period of time; is provided by ‘credible peers’; has a high percentage of ‘informal time’ built in; contributes to their vision as to how computers can be used in the classroom and is more about classroom than hardware.

ACOT (1995,18) found that professional development that had the most impact involved small-group collaborations among teachers; took place in working classrooms; built on teachers’ existing knowledge about curriculum and practice; provided opportunities to experiment and reflect on new experiences and provided ongoing support to help implement change and innovation.

Bugden (2003,4-8) identified that teacher learning must be valued at all levels, within and beyond schools, and given the highest priority; Schools should be the locus of teacher learning; school leaders and teachers have a critical role in identifying, developing and sustaining strong teacher learning cultures; Schools with best practice approaches to teacher learning devote significant resources to that learning, and share that learning; schools should be encouraged and supported to be creative and innovative in their approaches to teacher learning and resourced accordingly; formalised and structured professional learning teams can most powerfully affect teacher learning; teams of teachers, schools, networks and clusters can address their specific learning needs; teachers need ready access to spaces for their learning; teacher learning is best supported where the links between performance and development are made explicit; teachers learn from their students, through reflection and have an obligation to share best practice with their colleagues; teacher learning occurs in a continuum from pre-service programs and throughout a teacher’s career; teacher learning should be informed by current knowledge about students’ lives, social and cultural experiences and expectations, and their learning needs.

Gilding and Thompson (2004,10-21) provide a structural framework for considering various strategies and approaches to professional development. The framework they propose includes consideration of mode of delivery, teaching strategies and orientation. They also consider motivation, success factors, barriers and challenges. To contextualise this generic framework I have included a consideration of the audience for ICT learning and development.

Somewhere between fifty to eighty percent of teachers may require new or ongoing ICT learning and development (Rowe 1993; Bennet and Lockyer 1999 quoted in Fitzallen 2004:3; Russell, Finger and Russell 2000; Lundin 2002 quoted in Phelps, Graham and Kerr 2004). However, it is unclear from the literature as to who are the most likely audience for ICT teacher learning and development. Williams et al. (1998) found that whilst on the surface the use of ICT by Scottish teachers appears high (in excess of 95% of teachers report using computers in the classroom) the use of ICT is actually fairly low as it is narrowly focused with word processing dominant. Dailhou (1991,63) reports that the most receptive teachers to change and to technology are experienced teachers. On the other hand, McMorrow (2000) reported that older teachers may in fact be the most resistant to change to incorporating computers into their pedagogy**. (150 words).
 * Audience** //(Which teachers are in greatest need of ICT PD?)//



Bennett and Lockyer (1999) suggest that ongoing professional development for// //teachers is essential to enhance integration, as only 20% of teachers felt competent// //enough to integrate ICT into their classroom.// //

Pagram (2000:25) suggets that initially “computing competencies” for teachers were aimed largely at those teachers who were using computers, who were for the most part computer studies teachers and (as business computers became ubiquitous) business studies teachers. This may imply that it is allm other teachers that arev in the greatest need.

Pagram (2000:26) thyen says that Enthusiastic teachers began to establish the value of computer and communication technology in the classroom.

McKenna (2004:20) if teacher learners genuinely see themselves as learners and researchers in learning practice, they achieve results which excite and motivate them to continue exploring options with their students.

Lundin (2002:XX or 18) it would be hazardous to say that more than 50% of teachers have such skills to a basic standard.

Phelps et al. (2004) Leaders 5% Early Users - 15% Keen to learn -30% Followers - 35% Laggards - 15%



//Williams, D., Wilson, K., Richardson, A., Tuson, J. and Coles, L. 1998 (accessed 5th Mar. 2006), Teachers' ICT skills and knowledge needs - Final Report to SOEID, The School of Information and Media, The Robert Gordon University, Scotland. http://www.scotland.gov.uk/library/ict/append-title.htm

the study found that whilst on the surface the use of ICT by Scottish teachers appears high (in excess of 95% of teachers report using computers in the classroom, the use of ICT is actually fairly low as it is narrowly focused with word processing dominant.//