BIBLIOGRAPHY

__ACOT, 1995 (//accessed 4th Mar. 2006//), //Apple Classroom of Tomorrow// //~////Changing the Conversation about Teaching, Learning and Technology// //~A Report on 10 Years of ACOT Research,// Apple Computer Inc., Cupertino, CA,__ //http://images.apple.com/education/k12/leadership/acot/pdf/10yr.pdf//

//__p.18 those (approaches) that had the most impact did the following: 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; Provided ongoing support to help implement change and innovation.__//

//__p.19 Characteristics of successful staff development: Constructivist learning environment; Situated staff development; Time for reflection; Specific plans for change; Immediate and on-going follow-up support__//

__Anderson, N., Baskin, C. and Halbert, M., 2002 (accessed 4th Mar. 2006), ‘Sustaining and supporting teacher professional development in ICT’,__// __International Education Research Conference – Australian Association for Research in Education,__ //http://www.aare.edu.au/02pap/and02399.htm

//__- report on teacher professional development initiative using on-line learning via Blackboard____//®

Anderson, N and Henderson, M. 2004 (accessed 4th Mar. 2006), ‘e-PD: blended models of sustaining teacher professional development in digital literacies’,// E–Learning,__ __//Volume 1, Number 3, pp. 383-394, http://www.wwwords.co.uk/pdf/viewpdf.asp?j=elea&vol=1&issue=3&year=2004&article=4_Anderson_ELEA_1_3_web&id=165.228.129.12

//Anderson and Henderson (2004:383) professional development of teachers in the use of information and communication technologies should be sustained over time.__//

//__Traditional and popular methods of PD in the form of single or short series face-to-face sessions have negligible impact on the take-up of ICT in classroom practice.__//

//__p.384 sustained, collaborative, situated and reflective experiences are more likely than ‘one-shot’ delivery models to generate change in practices and thinking leading to integrating ICT in more effective ways__//

//__p.385 Over the past 10-15 years, communities of practice (CoPs) and learning communities have become popular__//

//__Blended models combine face-to-face learning with online learning in a variety__// //__of combinations involving differing proportions of each.__//

//__p.386 Neither face-to-face, computer mediated communication nor blended approaches appear inherently to address this problem__//

__British Educational Communications and Technology Agency, 2006 (accessed 4th Mar. 2006),__// __Educational research into ICT and teacher continuing professional development (CPD) - a selection of abstracts and further sources____//, http://www.becta.org.uk/page_documents/research/wtrs_bibs_cpd.pdf

//- cites Computer-Mediated Communication (CMC) and Electronic Portfolios__//

__Bugden, T (Convenor), 2003 (accessed 4th Mar. 2006),__// __Blueprint for Education ~ Key Findings and Recommendations,__ __//Leadership Group on Teacher Learning, State Government of Victoria, Australia. http://www.det.vic.gov.au/det/resources/blueprint/pdfs/findings-Teacher-Learning.pdf

Dailhou, P. 1991, ‘Grab em by the …or How to get Primary Teachers to Adopt computers’,// In Taking Time__//__, Proceedings of the 8th Annual Conference of the NSW Computer Education Group, July, pp.59-72. __ //__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.__//

__Davis, N. 1997, ‘Framing Teacher Professional Development’,__// __Journal of Information Technology for Teacher Education____//, vol. 6, no. 2, pp. 109 –113.

//Davis (1997:109) five commonly observed foci for teacher professional development: 1. Skills with particular applications; 2. Integration into existing curricula; 3. IT-related changes in curricula; 4. Changes in the teacher role and 5. Underpinning theories of education__//

//__Davis (1997:162) a summary seven foci: 1. Skills with particular applications; 2. Integration into existing curricula; 3. IT-related changes in curricula; 4. Changes in the teacher role 5. Changes in the manager role; 6. Underpinning theories of education and Evaluation and development of this framework__//

//

//__Cognitive, psychomotor and affective learning domains__//
__Clark, D. 2001 (accessed 4th Mar. 2006),__ __Learning Domains or Bloom's Taxonomy – The Three Types of Learning__//__, http://www.nwlink.com/~donclark/hrd/bloom.html __ //

Dailhou, P. 1991, ‘Grab em by the …or How to get Primary Teachers to Adopt computers’, In Taking Time//, Proceedings of the 8th Annual Conference of the NSW Computer Education Group, July, pp.59-72

__Downes, T., Fluck, A., Gibbons, P., Leonard, R., and others, 2001 (accessed 1st Mar. 2006),__// __Making better connections: models of teacher professional development for the integration of information and communication technology into classroom practice____//, Department of Education, Science and Training Australian Government, http://www.dest.gov.au/NR/rdonlyres/3A88BB29-9798-49A1-90DB-0E46590E96BF/1593/MBC.pdf

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.

//ABSTRACT__// //__Within the literature the concept is variously referred to as staff development, in-service training, professional development, and continuing professional development.__//

//__Ultimately, professional development strategies will be linked to these benchmarks and standards.__//

//__p.18 One of the continuing themes recurring in the literature is that patterns of system-level resource allocation tend to favour a training model over alternative models that the literature argues or demonstrates are more effective in the long term.__//

//__p.19 Professional development needs to be integrated with a comprehensive change process that deals with the full range of impediments to and facilitators of student and teacher learning (CERI 1998;__// //__Darling-Hammond & McLaughlin 1996; Hawley & Valli 1999).__// //__• There is a reciprocal relationship between individual and organisational development (Connolly__// //__1998; Cook 1996; Little 1994; Fullan 1991; Hawley & Valli 1999).__// //__• There is a need for balance: individuals should design their professional plans to fulfil their school’s needs; schools should meet individual as well as whole faculty needs in pursuing professional development (National Foundation for the Improvement of Education 1996).__// //__• Professional development programmes need to build an infrastructure to promote and sustain teacher learning and instructional improvement over the long term in order to generate organisational changes and sustain teacher change (Fontaine 2000b; O’Day, Goertz & Floden 1995).__//

//__p.19 Effective professional development is:__// //__– Rigorous, sustained and adequate to the long-term change of practices; (National Foundation for the Improvement of Education 1996); is sustained, ongoing and intensive, and supported by modelling coaching and collective problem solving around specific problems of practice (CERI 1998);__// //__– Directed towards teachers’ intellectual development and leadership (National Foundation for the Improvement of Education 1996);__// //__– Designed and directed by teachers, incorporates the best principles of adult learning and involves shared decisions designed to improve the school (National Foundation for the Improvement of Education 1996);__// //__– Experiential, engaging teachers in concrete tasks of teaching, assessment, observation, and reflection that illuminate the process of learning and development (CERI 1998);__// //__– Grounded in inquiry, reflection, and experimentation that are participant-driven (that is, learners take responsibility for posing questions and exploring answers) (CERI 1998);__// //__– Collaborative and interactional, involving a sharing of knowledge among educators and a focus on teachers’ communities of practice rather than individual teachers, with support from both inside and outside of setting (Hawley & Valli 1999) (CERI 1998).__// //__• Professional development requires adequate time for inquiry, reflections, and mentoring and is an important part of the normal working day, week, and year of all teachers (CERI 1998; National Education Commission on Time and Learning 1994; National Foundation for the Improvement of__// //__Education 1996). It also involves rethinking the work and working conditions of teachers, and their professional roles and responsibilities.__// //__• There is a positive correlation between teacher professionalism (teacher as learner, teacher as researcher) and improved student learning outcomes (Coughlin & Lemke 1999; Davis 1999; Delannoy 2000; Groundwater-Smith 1998; Smith 1999).__//

//__p.21 The ICT specific CPD literature supports all of the major thrusts of the generic literature. A review of this literature by Brand (1997) provided the following list of principles:__// //__• Time. Teachers must have time to acquire and transfer knowledge and skills in technology to the classroom (Boe 1989; Hawkins & MacMillan 1993). Schools have not yet determined what kind of training and practice time is necessary in order for teachers to effectively integrate technology into the curriculum (Harvey & Purnell 1995).__// //__• Take into account varying needs. When designing staff development sessions on technology, individual differences and strengths must be taken into consideration (Boe 1989; Browne & Ritchie 1991; Shelton & Jones 1996).__// //__• Flexibility of professional development opportunities. Staff development in technology should not be based on a “one size fits all” philosophy.__// //__• Provisional support. The provision of a person or team with experience in both technology and curriculum can assist in matching staff development to school/district goals (Kinnaman 1990).__// //__• Collaborative development. Effective technological development of teachers takes place in a collaborative learning environment. Peer coaching and modelling have been most effective in transforming knowledge and skills gained in workshops to implementation in classroom practice(Browne & Ritchie 1991; Kinnaman 1990; Persky 1990).__// //__• Remuneration and teacher recognition. Teachers may need to be provided with incentives and recognition in order to motivate them to acquire new computer skills (Kinnaman 1990). Research from the business sector supports this.__// //__• Sustained staff development. Computer-related professional development must be ongoing and systematic (Kinnaman 1990). One shot workshops are ineffective.__// //__• Link technology and educational objectives. Training in technology must have a pedagogical focus. Guiding teachers to think about the curriculum helps them to address how to integrate technology (Guhlin 1996; Persky 1990).__// //__• Intellectual and professional stimulation. The model of staff development which is used for technology must put the teacher/learner at the centre of the process. Meaningful contexts for learning must also be considered (Stager 1995).__// //__• Clear administrative message. Administrators must support teachers’ training in technology with__// //__action. As Boe (1989) has argued, an information-based society requires a new vision of teaching and associated expectations for staff development.__//

//__p.81 For example, CERI (1998) indicates effective professional development needs to be:__// //__– Experiential, engaging teachers in concrete tasks that illuminate the process of learning and development;__// //__– Grounded in inquiry, reflection, and experimentation that are participant-driven;__// //__– Collaborative and interactional, involving a sharing of knowledge among educators and a focus on teachers’ communities of practice with support from both inside and outside of setting (Hawley &Valli 1999);__// //__– Connected to and derived from teachers’ work with their students (Hawley & Valli 1999);__// //__– Sustained, ongoing and intensive, supported by modelling coaching and collective problem solving around specific problems of practice; and__// //__– Connected to other aspects of school change (Darling-Hammond & McLaughlin 1996) integrated with a comprehensive change process (Hawley & Valli 1999).__//

Ehman, L., Bonk, C. and Yamagata-Lynch, L. 2005 (accessed 4th Mar. 2006), ‘A model of teacher professional development to support technology integration’.// Association for the Advancement of Computing In Education Journal (AACE) Journal, 13//(3), pp. 251-270. http://www.editlib.org/index.cfm/files/paper_6078.pdf?fuseaction=Reader.DownloadFullText&paper_id=6078 // __Ehman, Bonk and Yahagata-Lynch(2005:251) program characteristic include: (a) classroom-based curriculum projects, (b) teacher choice, (c) systematic reflection on practice, (d) reports by teachers of their work to other professionals, and (d) impact by teachers on others in their schools.__// //__p.256

Ehman, Bonk and Yahagata-Lynch(2005:__//__263) A variety of TICKIT elements fostered teacher knowledge (cognitive domain), skill (psychomotor domain), confidence, motivation, and beliefs (affective domain).__

Ellul, R, nd, 'The Intel teach to the future program',// Synergy//, Volume 2, Number 1, pp.49-50. //
 * //Train the trainer then master teachers - teacher librarians//

Fitzallen, N. 2004 (accessed 5th Mar. 2006), ‘Profiling teacher’s integration of ICT into professional practice’//,// AARE International Education Research Conference//, Australian Association for Research in Education (AARE). http://www.aare.edu.au/04pap/fit04868.pdf. // __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.__//

__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’.__ // __Holkner, B. 2006, ‘Standards for teachers of ICTs: Recognising professionalism’,__// __Australian Educational Computing__//__, Journal of the Australian Council for Computers in Education, Vol. 20, N 2, pp. 23-26. Holkner (2006:25) argues for a community to produce and collect examples of good practice in ICT education. This article prompted me to consider a number of issues in relation to professional learning for teachers. Are professional standards the way we assess professional learning? Are they the right or wrong way to assess professional learning? Is a competency-based approach appropriate when considering the professional learning of ICT by teachers? __ __Howland, J and Wedman J.2004, ‘A process model for faculty development: individualizing technology learning’__// __Journal of Technology and Teacher Education____//, v12 i2 p239(25) //Successful professional development allows educators to exert control over the type and content of experiences they have (Wilson & Berne, 1998) and includes practice and follow-up support for what is being learned (Joyce & Showers, 1995). Increasingly, researchers indicate that technology should be integrated into professional development experiences (Hasselbring et al., 2000; Isaak & Ward, 2000; Pan, 2000) to ensure the effective integration of technology in teaching and learning (Reed & McNergney, 2000). Furthermore, ongoing professional development programs in technology integration--such as the one described in this study--increase preservice teachers' comfort levels and assist in changing their philosophies regarding the value of technology use in teaching and learning (Hasselbring et al., 2000; McDermott & Murray, 2000).__//

InfoDev, nd (**accessed 4th Mar. 2006**),// ICTs and Teacher Professional Development **–** **Models and Best Practices in Teacher Professional Development**//**, The Information for Development Program, http://www.infodev.org/section/programs/mainstreaming_icts/education/ed_rec_resources/ed_resources_tpd** //Cites two ‘standards-based models (//International Society for Technology in Education (ISTE) Educational Technology Standards and National Staff Development Council Standards for Professional Development)// and one community-collaborative model (//South African Curriculum (Wiki Book)

__Jenson, J., Lewis, B. and Savage, R. 2002, ‘No one way: working models for teachers' professional development.’,__// __Journal of Technology and Teacher Education____//, v10 i4 p481(16). //key areas which albeit general, are worth repeating here: incentives, both financial and time; the importance of play and discovery; flexibility which makes allowances for all levels of competency and interest; ongoing technological and curricular support, both online and in person; onsite work, where teachers learn on the computers they will be using with their students; an activity-based emphasis--teachers don't learn "stand alone" skills, but instead use computers in relation to the activities they design and will ask their students to do; and the importance of scalability and sustainability of any program.__//

__Laferrière, T. 1997 (accessed 4th Mar. 2006), ‘A six-phase tentative general model of professional development’,__// __Proceedings of The 14th International Conference on Technology and Education,__ __//pp. 556-558 http://www.tact.fse.ulaval.ca/model/ang/model.html //1. Developing an awareness of the network phenomena; 2. Mastering the Internet and Intranet Resources; 3. Seeing new possibilities for learning and teaching; 4. Establishing new classroom management routines; 5. Directing project-based learning and 6. Knowledge building communities__//

Lewis, D. 2004, ‘Continuing Professional Development through the DfES Training School Programme’,// Journal of In-service Education, //Volume 30, Number 3, pp.377-390 accessed 4th March 2006 at http://journalsonline.tandf.co.uk/media/8cac2pxwxr6rqxrrvbfk/contributions/l/1/5/q/l15q47237h5h7686.pdf //Report on a ‘Training School” in the UK//

__Little, J.W. 1994 (accessed 1st Mar. 2006).__// __Teachers’ Professional Development in a Climate of Educational Reform____//, http://www.ed.gov/pubs/EdReformStudies/SysReforms/little3.html Four alternatives to traditional training model -// Teacher collaboratives and other networks//;// Subject matter associations//;// Collaborations targeted at school reform//;// Special institutes and centers____//. Six Principles of Professional Development:// Professional development offers meaningful intellectual, social, and emotional engagement with ideas, with materials, and with colleagues both in and out of teaching//;// Professional development takes explicit account of the contexts of teaching and the experience of teachers//;// Professional development offers support for informed dissent//;// Professional development places classroom practice in the larger contexts of school practice and the educational careers of children//;// Professional development prepares teachers (as well as students and their parents) to employ the techniques and perspectives of inquiry//;// The governance of professional development ensures bureaucratic restraint and a balance between the interests of individuals and the interests of institutions__//__. __ Lundin, R. 2002. ‘The state of technology in education: A reality check’,// The Practising Administrator, //(1), 10-13.

__Maggs, P. 2004, 'PD that integrates ICT', Educare News, May, pp. 12-13.found: __//
 * __//if students are excited most teachers prepared to have a go//__
 * __teachers respond to what their peers ahve been able to achieve__
 * __when teacher can see how a resource might be used, usually keen to try it__
 * __it is important to be comfortable with knowing your students will potentially know more than you do.__

McMorrow, J.F. 2000 (accessed 5th March 2006), Issues of Significance Canvassed in Submissions To The New South Wales Review Of Teacher Education – Information Technology//, Review of Teacher Education in NSW, Teacher Education Review Taskforce. https://www.det.nsw.edu.au/teachrev/submiss/infotech.htm

McRae, D., Ainsworth, G., Groves, R., Rowland, M. and Zbar, V. 2001 (accessed 4th Mar. 2006),// PD Australia 2000 - A National Mapping of School Teacher Professional Development//, Commonwealth Department of Education, Training and Youth Affairs, Canberra, ACT, http://pandora.nla.gov.au/pan/21763/20010919/www.detya.gov.au/schools/Publications/2001/pd/2000.pdf


 * Design Principles for Effective Professional Development** — after Hawley and Valli (1999: 38ff)

__Hawley, WD & Valli, L. 1999, ‘The Essentials of Effective Professional Development’, in Darling-Hammond, L & Sykes, G (eds.) (1999),__// __Teaching as the Learning Profession: Handbook of Policy and Practice____//, Jossey-Bass, San Francisco.Hill,

Goals and Student Performance// — driven, fundamentally, by analyses of the differences between (1) goals and standards for student learning and (2) student performance.__// __Teacher Involvement__// __— involves learners (such as teachers) in the identification of their learning needs and, when possible, the development of the learning opportunity and/or the process to be used.__// __School Based__// __— is primarily school based and integral to school operations.__// __Collaborative Problem Solving__// __— provides learning opportunities that relate to individual needs but for the most part are organised around collaborative problem solving.__// __Continuous and Supported__// __— is continuous and ongoing, involving follow-up and support for further learning, including support from sources external to the school.__// __Information Rich__// __— incorporates evaluation of multiple sources of information on outcomes for students and processes involved in implementing the lessons learned through professional development.__// __Theoretical Understanding__// __— provides opportunities to develop a theoretical understanding of the knowledge and skills to be learned.__// __Part of a Comprehensive Change Process__// __— is integrated with a comprehensive change process that deals with the full range of impediments to and facilitators of student learning.__// //__After outlining their 'Design Principles’, Hawley and Valli note that 'the bad news is that__//

//__p. 162__// //__• **Training** (in the 1950s and 60s): a highly centralised process, which had very clearly defined goals and structures, generally of a limited nature. His example was how to teach a new syllabus. 'Your reach was as far as your [centrally controlled and administered] budget would allow. There'd be a couple of people going round the whole state telling teachers what to do.'__// //__• **In-service education** (1970s and early 80s): 'Short course stuff started appearing. There was still central control, but there was a higher level of awareness of individual needs. It was not so lock-step. Just as the idea of teaching kids became more thoughtful and better targeted so did ideas about__// //__teaching teachers, although 'teachers learning together' was more the term. They started checking out what teachers actually liked to do more carefully. That shows a shift of focus in itself. You could expand your reach by train-the-trainer and other cascade models. ('There is still', he noted in an aside, 'a crucial place for these.')__// //__• **Professional development** (1980s and early 90s): 'The widespread institution of pupil-free days had a big impact on this. There was a vogue for "whole school" stuff. Very tiring. You'd be nearly always doomed to disappointment. But you had schools making up their own minds about what they were__// //__going to do. Central reach was qualified by local control and it was much harder to find common or at least universal themes across schools at any level of detail. At school level people were becoming more competent about the design of programs. It began to become a recognised job.'__// //__• **Learning and development** (now and in the future): 'A learning culture approach, with schools and teachers making their own choices aligned with central priorities.' The other features he described were very similar to those outlined as the products of Hawley and Valli's meta-analysis (p. 17).__//

McDougall, A. and Squires, D. 1997 (accessed 4th Mar. 2006), ‘A Framework for Reviewing Teacher Professional Development Programmes in Information Technology’,// Journal of Information Technology for Teacher Education//, vol. 6, no. 2, pp. 115–126. http://taylorandfrancis.metapress.com/media/274ewnyhtp0j076klqfw/contributions/x/q/3/7/xq37253174jur397.pdf

//refer to Davis (1997)//

__No Author, 2004, ‘Professional Development Introduction’,__// __T.H.E. Journal____//, retrieved 4th March 2006 from http://thejournal.com/articles/16832

//Effective professional development: Involves teachers in the planning and selection, but balances the needs of individual educators with the needs of the campus and district; Provides a practical, utilitarian component to all efforts; Links educators to each other to create a larger learning community; Offers ongoing support; and Provides opportunity for experimentation and reflection__//

Pagram, J. 2000, ‘Teacher Learning technologies competencies project, retrieved 1st April 2006 from [|http://www.acce.edu.au/tltc/default.asp]

As reported by Pragam (2000) the comprehensive discussion paper on Teacher Learning Technology Competencies (TLTC) produced by The Australian Council for Computers in Education (ACCE) identifies a range of issues relating to the ‘Professional development in learning technology’ (Pagram 2000:18-20)

and that for Postgraduate education (Pagram 2000:22) that stakeholders recognised that the aging teacher population required access to post-graduate studies and that tertiary credit for skills and knowledge was a desirable trend being gradually adopted across the country.

Phelps, R., Graham, A and Kerr, B. 2004 (accessed 5th Mar. 2006), ‘Teachers and ICT: Exploring a metacognitive approach to professional development’,// Australasian Journal of Educational Technology//, 20(1), 49-68 http://www.ascilite.org.au/ajet/ajet20/phelps.html

//As Lundin (2002) points out, despite years of concerted effort in all Australian states, it is unlikely that more than fifty percent of teachers have a basic standard of computer skills.//

Poplin, C.J, 2003 (accessed 4th Mar. 2006), ‘Models of Professional Development’,// T.H.E. Journal//, http://thejournal.com/articles/16392_1

//Models mentioned include: Coaching and Mentoring; Face-to-face Training; Train the Trainer; Web-based training; //

Probert, E. 2004, 'Information literacy and ICT: A New Zealand experience, __Teaching and technology__, September. //
 * //Teacher/content integration framework - a HOW to do it.//

Roblyer, M.D. 2006, Integrating Educational Technology into Teaching //(4th Edition), Pearson, Upper Saddle River, NJ.

//p.294 the U.S Department of Education recommends that 30% of a school district’s technology budget be spent on professional development, currently only 6% is…the burden falls onto teachers’ shoulders to take responsibility to learn how to integrate ICT effectively into the curriculum//

Rowe, H.A.H. 1993,// Learning with Personal Computers//, ACER, Hawthorne, Victoria

Ruffles, D. 2005, 'Creating elearning leaders' Autumn //
 * //discusses Vic VET CeLL program http://www.sofweb.vic.edu.au/ict/pd/CeLL.htm//////////////////////////////////////////

Russell, G., Finger, G, and Russell, N. 2000 (accessed Feb. 2005), ‘Information Technology Skills of Australian Teachers: implications for teacher education’, Journal of Information Technology for teacher Education, Vol 9, No. 2. http://www.triangle.co.uk/pdf/viewpdf.asp?j=jit&vol=9&issue=2&year=2000&article=Russell_JITT_9_2&id=147.10.160.31

School Education Division, 2005 (accessed 1st Mar. 2006), Professional Learning, Tasmanian Department of Education, http://www.education.tas.gov.au/ictpl/

This site is an information portal designed to support teachers in meeting the needs of today’s learners. The site provides context and information on a range of ICT applicable to teachers in the classroom.

Mentions mentors and on-line mentors

Smith, P.V.,1999. ‘Managing Continuing Professional Development to Support School-Based Target Setting’, Journal of Inservice Education, vol. 25(1), pp. 85–96.

Teitel, L. 2004 (accessed 4th Mar. 2006), ‘Two Decades of Professional Development School Development in the United States. What Have We Learned? Where Do We Go from Here?’, Journal of In-service Education, Volume 30, Number 3, pp.401-416, http://journalsonline.tandf.co.uk/media/hf0bwnqulq7w6by3rpfm/contributions/k/4/0/1/k4014863jr825121.pdf

// // // // // // // // // // // //

Report on professional development school(s) in the US
__TeleLearning Inc.1999 (accessed 4th Mar. 2006), In-service Teachers Professional Development Models in the Use of Information and Communication Technologies, http://www.tact.fse.ulaval.ca/ang/html/pdmodels.html

Professional development is both a personal and an organizational issue.__

Watson, G. 2001 (accessed 4th Mar. 2006), ‘Models of Information Technology Teacher Professional Development that Engage with Teachers’ Hearts and Minds’, Journal of Information Technology for Teacher Education, Vol. 10, Nos 1&2, pp. 179-190, http://taylorandfrancis.metapress.com/media/b2jpwwvrwgh3jq64qwtm/contributions/q/2/m/1/q2m162215846861q.pdf

p. 180 most … professional development (of IT for teachers) is driven by …’re-tooling’ intentions. That is, they intend to augment the existing curriculum by providing specific skills and competencies focused on specific types of applications.

p. 181 a different model… is required. A ‘re-forming’ model (based on a sequence of stages of) orientation, adoption, evaluation, innovation and institutionalisation.

p. 179 (the ‘re-forming’ model) identifies ideas such as the change of teacher role, home-grown experts, comfortable shoes approach, let them struggle and killer applications.

__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. __ Willis, J and Cifuentes, L. 2005, ‘Training teachers to integrate technology into the classroom curriculum: online versus face-to-face course delivery’ Journal of Technology and Teacher Education, Spring 2005 v13 i1 p43(21)

at the end of the course skill level growth for the F2F teachers was higher than for the OL teachers in Advanced Computer Use and in Teacher Internet Use, although there were no noted differences in skill level growth in Basic Computer Use.

Yocam, K. 1996. ‘Teacher-centered staff development for integrating technology into classrooms’. T.H.E. Journal, 24//(4), pp.88-91.

//Refer ACOT above//

//Probert, E. 2004, 'Information literacy and ICT: A New Zealand experience', Teaching and Technology, September, pp.13-15.//