Over the last ten years individual New Zealand instutions and successive Governments have increased their funding for the provision of professional development in Information and Communication Technologies (ICT). This funding acknowledged the competence and confidence of staff in the educational use of ICT directly impacted upon the capacity and capability of institutions to positively engage their learners in ICT-supported learning environments.
Initially, the professional development offered to teachers followed conventional models of provision. In essence, a perceived need (i.e. teachers’ lack of personal ICT skills and theoretical knowledge to effectively use ICT) was centrally addressed. This was achieved by either, the creation of a range of professional development activities, provided within a defined timeframe, and facilitated by external experts or, by the funding of Advisory Services. The initial professional development, where external experts advised and/or delivered learning events to address the identified deficiencies in staff’ knowledge, is based upon a ‘deficit’ model of professional development.

Influenced by the educational reforms of the early 1980s a instution-focused model of professional development has been slowly developed. The ICT PD model encourages institutions to reflect upon staff capabilities and confidence in ICT and the impact of ICTs on their teaching and learning practices. In essence there is a shift from funding a ‘deficit’ approach to an ‘empowerment’ approach (i.e. institutional internal reflection and decision making on how, when and why ICTs could be integrated drive the creation, provision, timing and content of institution-focused professional development)
This presentation illustrated both empowerment and deficit models of professional development.