Attitudinal responses to teacher professional development for the effective integration of educational technology

Bliss, Timm J.

doi:10.1080/13674580300200197

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…It is centrally determined, supply driven and functions on a purely individual basis; there is no clearly agreed framework for either schools or individual teachers to determine their in-service training objectives and priorities (Karagiorgi & Symeou, 2005). Similarly to what Bliss and Bliss (2003) would have said, for most teachers in Cyprus, professional development translates to afternoon workshop sessions during which they gather in a classroom to learn about the latest hot topic, determined by others. With regards to beginning teachers in elementary education, in view of the lack of any induction courses, similarly to what occurs in Malta, teachers are 'thrown in at the deep end, with a full-teaching load and associated responsibilities […] with limited support structures to draw upon and can feel isolated, stressed and anxious' (Bezzina et al, 2005, p. 18).…”

Section: The Context: An Overviewmentioning

confidence: 95%

Teachers' in‐service training needs in Cyprus

Karagiorgi

Symeou

2007

European Journal of Teacher Education

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Needs-identification studies should be systematically conducted to bring clarity to the decisions about the expectations from particular in-service training schemes. This article aims to present the results of a research study diagnosing teachers' in-service training needs in Cyprus. For the purposes of the study, questionnaires were distributed to a random stratified sample of schools state-wide. Findings outline teachers' preferences on aspects of professional development, such as content, teacher participation, efficiency and organization. Despite the resulting diversity of collected views, emerging recommendations focus on the adoption of preferred thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in-service training activities. These findings can prove significant in shaping professional development policies within the framework of a recently announced initiative for educational reform in Cyprus.Il serait indispensable de mener systématiquement des études d'identification de besoins afin d'apporter des clarifications sur les attentes de différents programmes de formation continue. L'objectif de cet article est de présenter les résultats d'une étude de recherche menée dans le but de diagnostiquer les besoins de formation initiale des enseignants à Chypre. A cette fin, des questionnaires ont été distribués à un échantillon stratifié aléatoire d'écoles dans tout l'état. Les résultats schématisent les préférences des enseignants sur des aspects du développement professionnel, tels que le contenu, la participation du professeur, l'efficacité et l'organisation. En dépit de la diversité résultante des points de vue rassemblés, les recommandations présentées se focalisent sur l'adoption d'orientations thématiques préférées, le développement de formes alternatives de formation continue, l'établissement de liens avec l'amélioration d'école, le déplacement de modèles d'organisation du niveau central au niveau local et l'encouragement de la participation des enseignants dans les activités de formation continue. Ces résultats peuvent prouver importants à la formation des politiques de développement professionnel dans le cadre d'une initiative récemment annoncée pour la réforme de l'enseignement à Chypre.Los estudios de las necesidades-identificació n se deben realizar sistemáticamente para traer la claridad a las decisiones acerca de las esperanzas de la instrucció n de esquemas particulares de instrucció n interna. Este artículo se propone presentar los resultados de un estudio de investigació n diagnostica de las necesidades en instrucció n interna de los maestros en Chipre.Por eso, los cuestionarios fueron distribuidos a una muestra estratificada aleatoria de escuelas en todo el país. Las conclusiones resumen las preferencias de los maestros en aspectos del desarrollo profesional, tal como: contento, la participació n ...

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Section: The Context: An Overviewmentioning

confidence: 95%

Teachers' in‐service training needs in Cyprus

Karagiorgi

Symeou

2007

European Journal of Teacher Education

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“…Thus, evaluation should investigate whether practices of participants have actually changed for the better (Mathison, 1992). Emphasis should shift from working on teachers to working with teachers, towards improvement of teaching and learning for students (Bliss & Bliss, 2003). Training as traditionally and typically delivered in Cyprus tends to treat teachers as separate from the larger context of the classroom, school and community, as Navarro and Verdisco (2000) have suggested.…”

Section: Effectiveness: Links To School Improvementmentioning

confidence: 98%

“…Within the Cyprus education system, there are few explicit connections between national priorities and school or individual needs. As Bliss and Bliss (2003) would say, for most teachers professional development translates to afternoon workshop sessions during which they gather in a classroom to learn about the latest hot topic, determined by others. However, in-service training should be directed to teachers' needs and not to providers' interests.…”

Section: Diagnosis Of Needs: National School and Individualmentioning

confidence: 99%

Teacher professional development in Cyprus: reflections on current trends and challenges in policy and practices

Karagiorgi

Symeou

2006

Journal of In-Service Education

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“…Researchers have frequently found that leadership plays a key role in the successful and effective implementation of technology in K-12 school districts (Anderson & Dexter, 2005;Bliss & Bliss, 2003;Meltzer & Sherman, 1997;Schiller, 2002). A key component of the Michigan Freedom To Learn (FTL): One-to-One Learning initiative evaluation was to obtain valid data from a rigorous and comprehensive research study to gauge the impacts of the program relative to its primary goals.…”

Section: Purpose Of the Studymentioning

confidence: 99%

The Role of School Leadership in a Large-Scale Student Laptop Implementation

Allen¹,

Franceschini²,

Lowther³

2010

InSITE Conference

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Researchers have frequently found that leadership plays a key role in the successful and effective implementation of technology in K-12 school districts. A key component of the Michigan Freedom To Learn (FTL): One-to-One Learning initiative evaluation was to obtain valid data from a rigorous and comprehensive research study to gauge the impacts of the program relative to its primary goals. An evaluative research component examining the effectiveness of leadership in FTL initiative as perceived by FTL teachers and lead teachers was added as an extension to the initial multi-year evaluation plan to examine the roles of school leadership (principals, assistant principals, or others) in relationship to the effective implementation of the FTL laptop program. This paper summarizes the 2007-2008 evaluation results of the leadership survey distributed the to Michigan Freedom to Learn (FTL) program teachers, in their effort to improve student learning and achievement in Michigan schools through the integration of laptop computers with teaching and learning in K-12 classrooms. The results obtained from the survey provided insight into the relationships between the identified leadership attributes and successful program implementation.

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Attitudinal responses to teacher professional development for the effective integration of educational technology

Cited by 9 publications

References 4 publications

Teachers' in‐service training needs in Cyprus

Teachers' in‐service training needs in Cyprus

Teacher professional development in Cyprus: reflections on current trends and challenges in policy and practices

The Role of School Leadership in a Large-Scale Student Laptop Implementation

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