Responding to challenges in teacher professional development for ICT integration in education
- Author
- Jo Tondeur (UGent) , Alona Forkosh-Baruch, Sarah Prestridge, Peter Albion and Shiyama Edirisinghe
- Organization
- Abstract
- There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts. Discussion by the thematic working group on TPD at EDUsummIT 2015 in Bangkok identified several challenges to successful TPD. This paper discusses those challenges, describes four cases of successful TPD from varied contexts, and derives a model for TPD based on observed commonalities in the cases.
- Keywords
- ICT integration, Teacher professional development, Case study
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-7261961
- MLA
- Tondeur, Jo, et al. “Responding to Challenges in Teacher Professional Development for ICT Integration in Education.” EDUCATIONAL TECHNOLOGY & SOCIETY, vol. 19, no. 3, 2016, pp. 110–20.
- APA
- Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. EDUCATIONAL TECHNOLOGY & SOCIETY, 19(3), 110–120.
- Chicago author-date
- Tondeur, Jo, Alona Forkosh-Baruch, Sarah Prestridge, Peter Albion, and Shiyama Edirisinghe. 2016. “Responding to Challenges in Teacher Professional Development for ICT Integration in Education.” EDUCATIONAL TECHNOLOGY & SOCIETY 19 (3): 110–20.
- Chicago author-date (all authors)
- Tondeur, Jo, Alona Forkosh-Baruch, Sarah Prestridge, Peter Albion, and Shiyama Edirisinghe. 2016. “Responding to Challenges in Teacher Professional Development for ICT Integration in Education.” EDUCATIONAL TECHNOLOGY & SOCIETY 19 (3): 110–120.
- Vancouver
- 1.Tondeur J, Forkosh-Baruch A, Prestridge S, Albion P, Edirisinghe S. Responding to challenges in teacher professional development for ICT integration in education. EDUCATIONAL TECHNOLOGY & SOCIETY. 2016;19(3):110–20.
- IEEE
- [1]J. Tondeur, A. Forkosh-Baruch, S. Prestridge, P. Albion, and S. Edirisinghe, “Responding to challenges in teacher professional development for ICT integration in education,” EDUCATIONAL TECHNOLOGY & SOCIETY, vol. 19, no. 3, pp. 110–120, 2016.
@article{7261961,
abstract = {{There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts. Discussion by the thematic working group on TPD at EDUsummIT 2015 in Bangkok identified several challenges to successful TPD. This paper discusses those challenges, describes four cases of successful TPD from varied contexts, and derives a model for TPD based on observed commonalities in the cases.}},
author = {{Tondeur, Jo and Forkosh-Baruch, Alona and Prestridge, Sarah and Albion, Peter and Edirisinghe, Shiyama}},
issn = {{1436-4522}},
journal = {{EDUCATIONAL TECHNOLOGY & SOCIETY}},
keywords = {{ICT integration,Teacher professional development,Case study}},
language = {{eng}},
number = {{3}},
pages = {{110--120}},
title = {{Responding to challenges in teacher professional development for ICT integration in education}},
volume = {{19}},
year = {{2016}},
}