Abstract
This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.
Highlights
Worldwide, teachers are gaining access to Information and Communications Technologies (ICT), online tutorials are available, and digital curriculum resources are accessible and are continually being developed—the digital classroom is a reality [1]
Similar results are evident in the United States with the Partnership for 21st Century Skills reform, which is doing little to direct technology integration away from teachers responding to accountability and standardized systems [7]
Teachers are expressing the need for effective professional development that will enable them to explore and discover the digital pedagogies required for the integration of ICT [8]
Summary
Teachers are gaining access to Information and Communications Technologies (ICT), online tutorials are available, and digital curriculum resources are accessible and are continually being developed—the digital classroom is a reality [1]. Teachers’ ability to use digital tools in their classrooms, that is, practicing the digital pedagogies required for the effective integration of ICT, is not yet in evidence amongst the majority [2,3,4]. Teachers are expressing the need for effective professional development that will enable them to explore and discover the digital pedagogies required for the integration of ICT [8]. Educators’ professional learning landscape has shifted greatly through such technologies due to the opportunities for any-time, self-generating, and on-demand learning [12]. These researchers identify the potential for online professional development and call for further research in this field. This study intends to respond to this need with a focus on identifying the most effective elements of online professional development
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
