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Training teachers to use new technologies impacts multiple ecologies: evidence from a national initiative

  • Christina J. Preston
    ,
  • Niki Davis
    ,
  • Ismail Sahin
Research Output: Contribution to journal Article Peer-review

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 861-878

Journal (Volume, Issue Number)

British Journal of Educational Technology (Volume 40, Issue 5)

Publication milestones

  • Published - 01/01/2009

Publication status

Published - 01/01/2009

ISSN

0007-1013

External Publication IDs

  • handle.net: 10547/224112
  • Scopus: 68949128995

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