ICT Integration: A Professional Development Model That Proves to be Transformative and Viable
Therese Laferriere, Laval University, Canada ; Alain Breuleux, McGill University, Canada
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents a professional development model that proved its practical relevance in our teaching and research work within the TeleLearning Network of Centres of Excellence (1995 to 2002; Theme Educating the Educators). Ways in which post-secondary, secondary, and elementary teachers made use of information and communication technologies (ICT) were studied. Six distinct but related PD areas were identified. The model suggests that the more a teacher, including a pre-service teacher or a teacher educator, becomes aware of the network phenomenon, the more he or she devotes time and energy to access electronic networks, uncover new learning and teaching possibilities, and implement new routines in his or her networked classroom that may or not be inclusive of learner-centered activities such as intentional learning or knowledge building.
Laferriere, T. & Breuleux, A. (2003). ICT Integration: A Professional Development Model That Proves to be Transformative and Viable. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1471-1474). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).