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

Resource type
Journal Article
Authors/contributors
Title
Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative
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
British Journal of Educational Technology
Volume
40
Issue
5
Pages
861-878
Date
2009
Language
en
ISSN
1467-8535
Short Title
Training teachers to use new technologies impacts multiple ecologies
Accessed
07/01/2020, 15:10
Library Catalogue
Wiley Online Library
Rights
© 2008 The Authors. Journal compilation © 2008 British Educational Communications and Technology Agency
Extra
shortDOI: 10/fhvbvz
Citation
Davis, N., Preston, C., & Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40(5), 861–878. https://doi.org/10.1111/j.1467-8535.2008.00875.x