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Moving education into the digital age: the contribution of teachers’ professional development

Twining, P.; Raffaghelli, J.; Albion, P. and Knezek, D. (2013). Moving education into the digital age: the contribution of teachers’ professional development. Journal of Computer Assisted Learning, 29(5) pp. 426–437.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1111/jcal.12031
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Abstract

This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use ICT to promote 21st century learning. The article is organised into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3’s discussions; and recommendations for action.

On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures, and roles that support these changes. It is significant that whilst many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.

Item Type: Journal Item
Copyright Holders: 2013 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
ISSN: 1365-2729
Extra Information: Special Issue: Research-informed Strategies for Moving Education into the Digital Age – Outcomes of the International Summit on ICT in Education
Keywords: teacher professional development; ICT; IT; policy recommendations; practitioner research; digital age transformation
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 38318
Depositing User: Peter Twining
Date Deposited: 10 Sep 2013 14:39
Last Modified: 08 Dec 2018 23:30
URI: http://oro.open.ac.uk/id/eprint/38318
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