Clayton, John and Elliott, Richard and Saravani, Sarah-Jane (2009) ICT PD Cluster Programme Research Review Project: ICT PD cluster programme: Past practices and future trends. Project Report. Emerging Technologies Centre, Hamilton, New Zealand.
PDF (Future Trends)
- Accepted Version
Restricted to Repository staff only
Abstract or Summary
Over the last ten years there have been significant increases in the integration of ICTs in New Zealand schools. Investment in infrastructure, equipment and applications has been supported by a corresponding increase in the funding for Professional Development (PD) provision for teachers in Information Communication Technologies (ICT). This is based on the assumption that the level of competence and confidence of teachers in ICT impacts directly upon the capacity and capability of schools to positively engage their learners in ICT-supported learning environments. Influenced by the school reforms of the late 1980s (i.e. Tomorrow’s Schools) a school-focused, school-administered model of professional development was conceived by the New Zealand Ministry of Education (Ministry) in 1996. The ICT PD model encouraged groups of schools (clusters) to reflect upon the potential impact and influence of ICTs on their learning communities and stakeholders. This reflection assisted schools to identify why, when and how ICTs could be integrated within their current practices. The outcome of this process, combined with schools’ existing knowledge of their teachers’ capabilities and confidence in ICT, influenced decisions on the focus, design, delivery and assessment of professional development activities. While the shift from a deficit to an empowerment approach enables schools to take ownership of the professional development process, it also places extra demands upon school leadership. An identified risk inherent in the shift of approach is the ability of the existing school leaders to undertake the task of identifying and providing the appropriate and relevant professional development events to meet the specific needs of the school. In order to mitigate this risk, the Ministry funded the position of a national coordinator to help school leaders to become familiar with the new tasks they faced. The primary purpose of this report is to identify those key features of the current model of ICT PD provision (as demonstrated through a series of research reports to the Ministry including comparison with international studies and policies) that could be considered ‘best practice’. In addition, some consideration is given to whether these should be retained as recommendations for any future model of ICT PD provision and which other initiatives could be recommended for inclusion.
|Item Type:||Monograph (Project Report)|
|Keywords that describe the item:||ICT PD Cluster, professional development, ICT enhanced learning, educational policy|
|Subjects:||L Education > L Education (General)|
|Divisions:||Research Facilities > Emerging Technologies Centre|
Corporate > Library
|Deposited On:||08 Dec 2009 00:58|
|Last Modified:||30 May 2012 23:39|
Repository Staff Only: item control page