A framework for reviewing teacher professional development programmes in information technology

Abstract

There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher professional development are considered in terms of the paradigm, leading to consideration of the comprehensiveness of professional development programmes. The analysis is illustrated by discussion of the professional development programme in place in a school. The analysis strongly suggests that a school-focused approach is appropriate for teacher professional development in the information technology area.

Information and Communications Technology In-service Training for Teachers: Cyprus in perspective

“…Applying the categories of professional development identified by McDougall & Squires (1997), the content of the ICT INSET courses offered by the PI and the CDU can be classified mainly in the category 'Skills in using particular software programs' and secondly, in the category 'Integration of ICT into existing curricula'. Traces of the categories 'Underpinning theories of education' and 'Changes in teachers' roles' could be found in some courses.…”

“…Therefore, two studies were independently conducted in 1996 and 1998 to highlight teachers' training background and needs. The second study also aimed to investigate the content and form of ICT INSET provision in terms of the categories of professional development identified by McDougall & Squires (1997). Both studies indicate that the majority of teachers are shown to lack an ICT training background while the approach to training appears piecemeal, focused mostly on off-site training and oriented towards the acquisition of basic computer skills.…”

Teacher education and information technology: challenges for teacher education

“…6, No. 2) by McDougall & Squires (1997) and which I extended in that issue's editorial. It also provides evidence that, in Australia at least, developing effective use of ICT in science teaching does indeed require innovation at several levels.…”

Reaping ITEM Benefits

“…It is generally acknowledged in the literature that getting ICT professional development 'right' is very difficult to achieve (Mumtaz 2000, Selwood et al 2000, Visscher & Brandhorst 2001, McDougall & Squires 1997. At the same time, despite the difficulties, there is also recognition that there are critical links between staff ICT ability and staff ICT use, and staff ICT ability and student ICT ability (Kennewell et al 2000, Russell et al 2000).…”