Teachers and ICT: Exploring a metacognitive approach to professional development

Australasian Journal of Educational Technology (Impact Factor: 1.52). 01/2004; 20(1).
Source: OAI


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.

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    • "They used reflective sheets to enable research participants to reflect on their experiences of being involved in staff development. In a later study, Phelps et al (2004) directed academics to examine their feelings, motivations and beliefs, and also provided academics with the opportunity to select learning strategies that were congruent with their learning style. Decker (1998) also proposed that students in computing programmes are given responsibility to train others. "

    Full-text · Dataset · Oct 2014
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    • "Fishmana, Marxa, Besta and Tal (2003) note that professional development, ie, teacher learning includes changes in the knowledge, beliefs and attitudes of teachers that lead to the acquisition of new skills, new concepts and new processes relating to the work of teaching. Particularly, changes in attitude, values and beliefs develop the confidence of teachers for ongoing learning Integrating mobile phones into teaching: Teacher training 175 (Phelps & Graham, 2004). Therefore, when providing professional development, shifting teachers' beliefs, values and attitudes must be one of the focal objectives. "
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    ABSTRACT: This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3-day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1-day Reviewing Workshop. During the Planning Workshop, teachers were provided with a hands-on-session on the use of mobile phones in science teaching followed by collaborative lesson planning activities. The methodological approach taken to evaluating the initiative was qualitative, and data were collected using observations and fieldnotes. The data were analysed using thematic analysis techniques with the support of NVivo8 (QSR International Pty Ltd., Victoria, Australia) qualitative data analysis software. It was found that as professional development for teachers was provided separately as Planning and Reviewing Workshops, these workshops supported the teachers in recognising the educational potential of mobile phones, in learning how to use them in science teaching and learning, in changing their attitudes towards the use of mobile phones in teaching and in sharing knowledge and skills relating to mobile phone applications in science teaching and learning.
    Full-text · Article · Feb 2014 · British Journal of Educational Technology
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    • "P. Aubusson et al. professional learning that enables opportunities for critical reflection and access to changing knowledge, effective teacher use of information technologies in their classrooms is likely to be limited. The slow adoption of such technologies by teachers has been noted with concern by governments and employing authorities worldwide (Peck, Cuban, and Kirkpatrick 2002; Schuck 2002; Phelps, Graham, and Kerr 2004). One possible reason for such slow adoption is that teachers' work environments inhibit connectedness; they are literally and physically disconnected. "

    Full-text · Article · Oct 2009 · Research in Learning Technology
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