Article

Teachers and ICT: exploring a metacognitive approach to professional development

Renata Phelps
Source: OAI

ABSTRACT Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related to skills, attitudes, confidence, values and understandings, integration and school leadership. This paper reports on a research project which investigated the applicability of such an approach to teacher professional development. The approach was found to have significant outcomes in terms of computer skill development, and in influencing teachers' approaches to their own and their students' learning.

0 0
 · 
0 Bookmarks
 · 
128 Views
  • Source
    [show abstract] [hide abstract]
    ABSTRACT: This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta-methodology for those researching from complexity-based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) and the implications of these for teacher professional development within a whole-school context.
    Renata Phelps. 01/2010;
  • [show abstract] [hide abstract]
    ABSTRACT: Purpose – The purpose of this paper is to critically examine an assessment task, undertaken by pre-service science teachers, that integrates the use of technology (in this case digital video-recorders and video-editing software) whilst scaffolding skill development. The embedding of technology into the assessment task is purposeful, aiming to address a recognised need for teachers to gain the necessary pedagogical knowledge, technical competence and, importantly, confidence to implement productive technology-based tasks in their classrooms. Design/methodology/approach – A Wisdom of Practice Scholarship approach has been adopted to critically analyse an aspect of teaching and learning in which the author has been engaged. The evaluation draws on student reflections of the task and student evaluations from two successive cohorts. These data have been analysed against the learning outcomes of the unit, broader principles of assessment design and the extent to which modelling a technology-based task was seen by the students to be transferable to their own practice. Findings – Development of technological skills emerged as the most frequently mentioned personal learning by the participating students. Others were the development of collaborative skills, communication skills, literacy, critical literacy and science content. Importantly, students believed that what was learned through the assessment project would be applicable to their future work as teachers. Originality/value – This approach to assessment, providing an opportunity for students to develop and demonstrate generic and subject-specific learning outcomes in an engaging way as well as gaining experience with appropriate technologies, would be applicable beyond the narrow scope of the study.
    Campus-Wide Information Systems 11/2009; 26(5):345-354.
  • [show abstract] [hide abstract]
    ABSTRACT: Professional development in information and communication technology (ICT) remains a major imperative for schools as technologies, and what teachers are able to do with them, continue to evolve. The responses of individual schools to this ongoing challenge can be highly diverse and inevitably shaped by past and current cultural practices, which include the values, attitudes and beliefs of school leaders and teachers themselves. This paper provides case study data from seven schools, drawing attention to the diverse ways in which individual schools approach teacher learning and providing a stimulus for educational leaders to reflect upon how the histories and cultures within their own schools may enable or constrain change in relation to ICT use. Informed by complexity theories, the paper argues that a focus on the complex, nuanced, social dynamic of ICT professional learning within the whole-school context is critical in supporting change surrounding ICT integration.
    Asia-pacific Journal of Teacher Education - ASIA-PAC J TEACH EDUC. 01/2011; 39(1):47-63.

Full-text (2 Sources)

View
24 Downloads
Available from
Jan 11, 2013