ERIC Number: EJ1016526
Record Type: Journal
Publication Date: 2014-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
Reflective Blogging as Part of ICT Professional Development to Support Pedagogical Change
Prestridge, Sarah J.
Australian Journal of Teacher Education, v39 n2 Article 6 Feb 2014
Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focuses on the reflective quality of school teachers' blogs. It describes teachers' perceptions and engagement in reflective activity as part of an ICT professional development program. Reflective entries are drawn from a series of blogs that are analysed qualitatively using Hatton and Smith's (1995) three levels of reflection-on-action. The findings suggest that each level of reflective action plays a different role in enabling teachers to transform their ICT pedagogical beliefs and practices. Each role is defined and illustrated suggesting the value of such activity within ICT professional development, consequently reshaping what constitutes effective professional development in ICT.
Descriptors: Educational Change, Information Technology, Faculty Development, Reflection, Electronic Publishing, Teacher Attitudes, Qualitative Research, Foreign Countries, Role, Writing (Composition), Technological Literacy
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A