OTHER+COMMENTS

Answering the additional questions?

=Success Factors?= =Barriers?= =Challenges?= Dailhou (1991) considers the issues of time; access to hardware and software; the need for resource materials; support; rewards and incentives plus attitudes; Vision; changing roles; plus suggest what PD nends to be for the future.

//What is the impact of ICT PL on teachers?// Brown (2006) claims that ICT policy discourse lacks critique and the overselling of ICT has been at the expense of deeper intellectual debate over the way in which new digital technologies may affect teacher's lives and work culture - for better for worse.

How do you evaluate the integration of ICT across the curriculum? (EDIT 419)
//One way to evaluate the above question //Ask (observe) teachers before and after after they have engaged in ICT professional learning.

Cuttance (2001) found that schools that developed ICT-based innovations found the discipline of researching and measuring the impact of their innovations to be a significant challenge. Watson et al. (2006:27) suugest that a number of studies have suggested the need for the developemnt of metyhodologies that effectively measure student outcomes as a rseult of ICT integration. (//I think the issue for me is more the need for methodologies to measure teacher outcomes//).

//Teacher resistance to change //Cuttance (2001) found that perhaps the major challenge faced by the schools was that inherent in all innovation and change processes-mustering support and commitment from a critical mass of staff to give credence to the innovation. In many cases this involved winning over staff who were wary of continual change in schools and who were not receptive to the idea that integration of ICT could assist in providing enhanced learning opportunities for students.

The problem was exacerbated in many cases by the focus of systemic training and development initiatives on technical skills, with little or no provision of programmes to support professional development in the integration of technology into the practice of teaching and learning. This reflects the limited nature of current system perspectives about the nature of teaching and learning with technology, but, more importantly, it indicates a lack of vision about what can be achieved by learning through technology.

**
 * LearnScope Change Model