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IV. TRAINING STRATEGIES, STANDARDS AND ONLINE COURSES

ICT in Teacher Education - Papers and Reports

Recommended:
*** ICTs in teacher education: A planning guide
This UNESCO document provides resources to help teachers, administrators and policy makers better apply ICTs to teacher education programmes, and aims to describe a framework for ICTs in teacher education. The authors also suggest guidelines for the development of a strategic planning process.

Other Useful Sites:

Teachers’ orientation towards ICT professional development
“This paper examines the types of ICT professional development teachers prefer to engage in. A mixed method approach was adopted. The findings suggest that teachers’ orientation to ICT professional activity remain focused on technical competency even if they are interested in pedagogical analysis. It is not until a teacher has reached a personal competency level with an ICT application that they begin to seek more constructivist orientated ICT professional development activity.”

Online Communities of Practice and their Role in the Professional Development of Teachers

This article examines the way virtual CoPs can support teachers’ continuous professional development by providing access to authentic, relevant, and flexible learning that is not constrained by time and can be accessed according to individual needs.

Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature
This journal article reviewed existing literature to determine the various barriers that have limited teachers’ adoption and integration of ICT in teaching and learning, despite the huge investments on ICT infrastructure and professional development. “The article concluded that knowing the extent to which these barriers affect individuals and institutions may help in taking a decision on how to tackle them.”

Teacher characteristics and ICT integration: a study in pre-service and in-service primary education teachers in China
This study looks into the “internal” teacher variables (affective, motivational, cognitive) and processes that influence one’s ICT adoption in teaching practices.

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries
“This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize (various types of) information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities.
To the extent possible in a brief work, the handbook combines a global perspective—including information about best practices and successful projects from both developing and developed countries—with attention to the challenges faced by education policymakers, teachers, and students in Least Developed Countries (LDCs) and countries attempting to meet the goals of Education for All (EFA). … The handbook draws experiences and lessons learned from over 50 programs and initiatives in 25 developing countries, and includes two short cases studies on projects in Guinea and Namibia.”

Building the ICT capacity of the next generation of teachers in Asia Australasian Journal of Educational Technology, 2012, Volume 28, Special issue 6
This special issue of the Australasian Journal of Educational Technology features “the different approaches adopted by teacher education programs to develop ICT in education competencies for pre-service teachers, and in some papers, examine the impact on pre-service teachers’ competencies and future practices in schools.”

ICT and Initial Teacher Training
The Centre for Educational Research and Innovation (CERI) of OECD conducted a comparative study among 15 countries to look at how teacher training institutions prepare pre-service teachers (student teachers) in integrating ICT effectively in their future classrooms. The site also includes a number of country reports and institutional case studies.

ICT in teacher education: Examining needs, expectations and attitudes
This paper presents the findings of an exploratory case study that looked into pre-service teachers’ expectations of and attitudes toward the learning and integrating of ICT into their teaching and learning practices. “Findings from this case study show unexpected consistency in teacher candidates’ comments despite changed circumstances. This study could be employed as a useful reference for the design of an ICT curriculum for Teacher Education programs.”

Status of ICT Integration in Education in Southeast Asian Countries
This publication by SEAMEO includes sections on Professional Development for Teachers and School Leaders and Teaching and Learning Pedagogies. It also features a few case studies and good practices.

Survey of Schools: ICT in Education
This 2013 Survey funded by the European Commission “collected and benchmarked information from 31 European countries (EU27, HR, ICE, NO and TR) on the access, use, competence and attitudes of students and teachers regarding ICT in schools.” It spells out the obstacles that continue to persist in the optimized utilization of ICT in Education despite the improved provision and use of ICT in schools.
Key recommendations include an integrated approach to ICT teaching in schools that would call for a greater investment in teachers’ training, improved teacher support, increased incentives, and enhanced monitoring.

21st Century Learning Design
Based on the findings and recommendations of the research study “Innovative Teaching and Learning” (ITL) funded by Microsoft Partners-in-Learning, the 21st Century Learning Design (21CLD) rubrics for Learning Activities and Student Work was developed as “a global professional development program for teachers and schools to develop more innovative pedagogies that develop students’ skills for the 21st Century.” (ITL Research (2011)):

WorthWhileWebs
This page lists a number of useful websites that focus on either of two aspects of technology and staff training: teacher training in the use of ICTs; and using IT in professional development programmes. The featured websites include professional development programmes and conferences for teachers, online journals on Education Technology, and some ongoing projects.

Teacher Education: the Role of Open and Distance Learning
This publication by the Commonwealth of Learning is meant to apprise Ministries of Education and the wider higher education community about the potential of alternative approaches to pre-service and in-teacher teacher education, in particular open, distance, and technology-mediated learning.   Information contained in the document will be helpful in designing and implementing policies at the national and institutional levels.

Articles on Technology and Teacher Education
The Contemporary Issues in Technology and Teacher Education (CITE) Journal provides a variety of peer-reviewed articles covering different issues, studies, and practices in the area of ICT-supported teacher education.  The site offers articles on general topics (under the headings “Current Practice” and “General”) as well as discipline-specific technology use (under the headings “English”, “Mathematics”, “Science”, and “Social Studies”. Current Practices -- Discipline-specific and general areas

Building teacher educator TPACK: Developing leaders as a catalyst for change in ICT Education
This paper highlights the role of teacher educators as role models in the development of ICT competence among the next generation of teachers. It chronicles the implementation of an Australian university that looked into the professional development of teacher educators in the area of TPACK – evidences of which will guide the enhancement of the professional development process.

Online Teacher Support Programs: Mentoring and Coaching Models
This publication by the North American Council for Online Learning (NACOL) describes the mentoring mentoring programs developed by different schools to assist in “developing effective novice virtual school teachers and in supporting the continued growth of experienced virtual school teachers.”