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ERIC Number: EJ822807
Record Type: Journal
Publication Date: 2009-Jan
Pages: 14
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0007-1013
ICT Teacher Training: Evidence for Multilevel Evaluation from a National Initiative
Davis, Niki; Preston, Christina; Sahin, Ismail
British Journal of Educational Technology, v40 n1 p135-148 Jan 2009
This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. Multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of "organisational support and change" emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)