The Limits of Programmed Professional Development on Integration of Information and Communication Technology in Education

Autor/inn/en	Peeraer, Jef; Van Petegem, Peter
Titel	The Limits of Programmed Professional Development on Integration of Information and Communication Technology in Education
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 6, S.1039-1056 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Information Technology; Teaching Methods; Foreign Countries; Professional Development; Multiple Regression Analysis; Communities of Practice; Teacher Educators; Interviews; Focus Groups; Pedagogical Content Knowledge; Technology Integration; Questionnaires; Workshops; Vietnam + Suchen Sie Ihr Suchwort? Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Community; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Fragebogen; Lernwerkstatt; Schulung
Abstract	In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on "Technological Pedagogical Content Knowledge" inspired the development of the program. In a longitudinal panel study, we followed a group of 1191 teacher educators (the "total accumulated population"). We describe the trainees' reaction to training and learning outcomes and we compare the use of ICT by educators who participated in the program with those who did not participate. Data was collected from self-reported questionnaires and focus group interviews. Comparison of the use of ICT for teaching over the course of the program shows that an ICT core group of enthusiasts made significant progress in integrating ICT into teaching practice. Exploratory multiple regression analysis highlights technological pedagogical knowledge and membership of a community of practice as significant factors for improved use of ICT. Nevertheless, the elements of the professional development program explain only 26.2% of variance. We discuss the extent to which programmed professional development can have an effect on integration of ICT in education and reflect on how to make training programs more effective. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10