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Teacher Professional Development and ICT: Strategies and Models

The continuous striving for better teachers and better schools has taken many different paths. One such path involves the use of Information and Communication Technologies (ICT) in teaching and learning. It is clear that ICT is increasing access to information, inspiring new developments in teaching, and allowing individuals and communities to interact at any time. Debates between technology supporters and skeptics about the use of ICT in classroom teaching have been growing. Although disputes over the value of using ICT in education are one factor, the lack of availability of ICT in schools is another reason its use is limited. Other dynamics include the realities and culture of the typical classroom and teachers’ knowledge, skills, beliefs, and expertise (CEO Forum on Educational Technology, 2000; Cuban, 2001; Moursund & Bielefeldt, 1999; Vrasidas & Glass, 2005), and particularly the lack of teacher professional development. Attempts to integrate ICT into the classroom are influenced by such things as the availability of the necessary technology infrastructure, support for teachers, accessible change models, teachers’ practices, curriculum constraints, assessment practices, education policies, and professional development. Education reform efforts have emphasized the importance of integrating ICT in the classroom, citing these factors, and the need for quality teacher professional development to do so (Donnelly, Dove, Tiffany-Morales, Adelman, & Zucker, 2002; McIntyre & Byrd, 1998). Preservice teacher education programs are by no means sufficient to prepare teachers to be effective users of ICT in