Training Teachers to Use New Technologies Impacts Multiple Ecologies: Evidence from a National Initiative

Autor/inn/en	Davis, Niki; Preston, Christina; Sahin, Ismail
Titel	Training Teachers to Use New Technologies Impacts Multiple Ecologies: Evidence from a National Initiative
Quelle	In: British Journal of Educational Technology, 40 (2009) 5, S.861-878 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2008.00875.x
Schlagwörter	Foreign Countries; Teaching Methods; Inservice Teacher Education; Knowledge Base for Teaching; Professional Development; Program Evaluation; Teacher Educators; Faculty Development; Educational Principles; Instructional Effectiveness; Educational Technology; Technology Integration; Computer Uses in Education; Educational Policy; Educational Environment; National Programs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme evaluation; Programmevaluation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsprinzip; Unterrichtserfolg; Unterrichtsmedien; Computernutzung; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; nicht übertragen
Abstract	A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an "organic" approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10