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Rethinking professional learning programs to produce technology proficient educators for 21st century schools

This paper reports on action research in two Sydney Catholic schools focusing on the provision of ICT professional learning for teachers. The two PD models supported teachers in their use of ICT and the findings illustrate that where teachers are given more time to experiment with ICT, there is greater likelihood of more authentic, richer, multi-dimensional learning occurring. The information age is providing some interesting challenges for school leaders. This paper argues one of the biggest is how educational leaders respond to the need to develop technology proficient educators in schools in the 21st century.
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conf_R_361_ACEC_ 2006_Cairns_MOFarrell.ppt4.49 MB
conf_P_361_Rethinking ICT Professional Learning Programs in Schools.pdf82.14 KB
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners