Teachers and ICT: Exploring a metacognitive approach to professional development
Australasian Journal of Educational Technology Volume 20, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related to skills, attitudes, confidence, values and understandings, integration and school leadership. This paper reports on a research project which investigated the applicability of such an approach to teacher professional development. The approach was found to have significant outcomes in terms of computer skill development, and in influencing teachers' approaches to their own and their students' learning.
Phelps, R., Graham, A., Kerr, B. & Kerr, B. (2004). Teachers and ICT: Exploring a metacognitive approach to professional development. Australasian Journal of Educational Technology, 20(1),. Australasian Society for Computers in Learning in Tertiary Education.
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Renata Phelps, Kath Fisher, Allan Ellis & Allan Ellis
Australasian Journal of Educational Technology Vol. 22, No. 2 (Jan 01, 2006)
Bi-Jen Hsieh, Florida State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2169–2173
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