WHERE+AND+WHEN

=When and where should ICT PD be delivered?=


 * Mode of //Delivery//** //(What is the best form of ICT PD for teachers?) (Where and when should ICT PD be delivered?)//

Gilding and Thompson (2004:10) outline four modes of delivery for professional development: face-to-face; online; other technologies or blended.

Anderson and Henderson (2004:385-386) __mention__ that blended models combine face-to-face learning with online learning in a variety of combinations involving differing proportions of each. They also __mention__ that face-to-face sessions (particularly one-off or short series) have negligible impact on the take-up of ICT in classroom practice but believe that a blended delivery mode is most likely to be successful for sustained learning engagements. __The use of a blended mode for delivery is also consistent__ with many of the underpinning elements of models for successful learning and development such as preferences for small group, school-based, classroom-based learning (ACOT:18 1995; McRae et al. 2001; Jenson, Lewis and Savage 2002; Ehman, Bonk, and Yamagata-Lynch 2005:251).

Willis and Cifuentes (2005) found that skill level growth for the F2F (face-to-face) teachers was higher than for the OL (online) teachers.

I feel MCEETYA (2006:8) provides the succinct answer to this question. In the school, by teachers for teachers as part of the normal teaching day. The MCEETYA 'Principles' also provide guidance to the question 'Who us repsonsible for teacher professional development?"

//Gilding, J and Thompson, L (Backroad Connection), 2004 (accessed 5th March 2006),// Trends in Professional Development, //Australian National Training Authority (ANTA): http://pre2005.flexiblelearning.net.au/sharingknowledge/pdtrendsparta.pdf //p.5 there are many different approaches to staff training and professional development and a variety of strategies employed. Most PD programs still use traditional methods, such as workshops, stand-along training modules, and mentoring strategies. There is an increasing but still a low number of companies adopting a fully online approach. Those incorporating online within their total PD plan are blending strategies with a mix of traditional methods.// //p.10 //modes of delivery// fell into four broad categories – face-to-face, online// //(meaning internet/web based), other technologies (eg. Satellite, CD-ROM), and// //blended (mix of more than one mode usually including face-to-face).// //p.15 **teaching approaches** used within Staff Development programs. Approaches are categorised into: group; individual based; problem or project based; skill-based; workplace based; mentoring and coaching approaches; self-managed learning; and courses, workshop or further study.// //p.18 By **orientation** we mean the overall aim of the professional development activity. Our analysis was based on the following broad categories: skills development; knowledge transfer; attitudinal change; organisational change; capability building.// //p.20 //motivations// for PD and particular program initiatives included the following:// //to achieve the goals, aims and objectives of strategic plans; to promote and proactively contribute to sustainability and the ‘liveability’ agenda; compliance attainment; quality standards (eg to ensure consistency and adherence to standards of operators or staff across in diverse locations); economic and business.// //p.21 **success factors** for online professional development include: Adopting a platform that integrates with company systems; selection of appropriate system (i.e. relevant, available, affordable, sustainable); Consulting broadly with stakeholders to make sure operations/strategies are aligned with business needs and directions; Actively involving and getting the support of IT people, staff, and management; Strategic commitment to access (and where appropriate common platform); Defining system requirements and not being driven by systems or technology; Good instructional design; Having exciting, interactive activities; Access to a tutor/coach/mentor/trainers; Preparation of training staff (on options, new forms of teaching, new role and relationships), and providing the ability and the means for staff to go through the mind shift necessary; Supporting tutors/mentors; Using ‘champions’ to communicate wins, and as mentors and advocates; Providing regular information to managers and staff, and using consultative forums; Employees getting detailed information about each program and how to use the system, also getting information to team leaders so that they could target the employees who needed training; Getting meaningful feedback through methods such as focus groups; Paying attention to image when developing course material and courses –they need to be attractive, modern and engaging; Managing senior management expectations on the reality of what can be achieved; Managing suppliers and being firm about what you need; Having good administrative systems; Good clear documentation to support learners, tutors, and system administrators; Adequate, appropriate, and timely technical support (eg first and second tier,for learners and tutors); rapid response; and having ‘onsite support’ in the initial stages; Immersion in an online learning experience; Enthusiasm of tutors is remarked upon by students as contributing to their positive experiences with online learning; Online facilitators who are able to ‘let go’ of control of project outcomes and trust that people will manage themselves to achieve them; Collaboration between workplaces; Staff having a role in learning which enables tacit knowledge to be shared with other staff thereby increasing the competitive advantage of the company; Giving training leaders, not only support but the ‘power and autonomy to work through the bureaucracy’.// //