Item history (bjohas, Sun Feb 14 2021 22:33:21 GMT+0000 (GMT))

TY - JOUR
TI - Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative
AU - Davis, Niki
AU - Preston, Christina
AU - Sahin, Ismail
T2 - British Journal of Educational Technology
AB - 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.
DA - 2009///
PY - 2009
DO - 10.1111/j.1467-8535.2008.00875.x
DP - Wiley Online Library
VL - 40
IS - 5
SP - 861
EP - 878
LA - en
SN - 1467-8535
ST - Training teachers to use new technologies impacts multiple ecologies
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2008.00875.x
Y2 - 2020/01/07/15:10:24
L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8535.2008.00875.x
L2 - https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2008.00875.x
ER -

TY - JOUR
TI - Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative
AU - Davis, Niki
AU - Preston, Christina
AU - Sahin, Ismail
T2 - British Journal of Educational Technology
AB - 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.
DA - 2009///
PY - 2009
DO - 10.1111/j.1467-8535.2008.00875.x
DP - Wiley Online Library
VL - 40
IS - 5
SP - 861
EP - 878
LA - en
SN - 1467-8535
ST - Training teachers to use new technologies impacts multiple ecologies
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2008.00875.x
Y2 - 2020/01/07/15:10:24
L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8535.2008.00875.x
L2 - https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2008.00875.x
ER -

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