Concept Note: The Use of ICT in Teacher Professional Development
Mary Hooker
GeSCI
Dublin, Ireland
April, 2009
mary.hooker@gesci.org
At a discussion between GeSCI and members of the MinEduc Teacher Service
Commission in March 2009, it was agreed that GeSCI would explore the use of
Information and Communication Technology (ICT) in Teacher Professional Development
in order to better support the requests from the Division in this area. In order to provide
context for understanding the use of ICT in professional learning programmes this paper
will examine key terminology and three themes related to the global drive for ICT
integration in education systems in general and teacher professional development in
particular. The themes are:
 Two Global Agendas for ICT Use in Teacher Professional Development
 ICT use in Teacher Professional Development in Africa
 Benchmarking ICT Integration
1. Key Terminology
It is important to discuss various concepts related to the key terminology that will
constitute the focus of this paper, in particular the use of the terms Information and
Communication Technology, or ICT and Teacher Professional Development or TPD.
Other terms such as integrating ICT or using ICT which are used inter-changeably
throughout the review will also require some clarification and reflection.
1.1 Information and Communication Technology
Anderson and Glen (2003) explain the origins of the educational application of the term
information and communication technology (ICT), as deriving from previous terms like
information technology (IT) and new technologies. They comment that the addition of
communication to information technology (IT) emphasizes the growing importance
attributed to the communication aspects of new technologies. They define ICT as
generally related:
…to those technologies that are used for accessing, gathering, manipulating and
presenting or communicating information. The technologies could include
hardware (e.g. computers and other devices); software applications; and
connectivity (e.g. access to the Internet, local networking infrastructure, videoconferencing) (ibid: 52).
Blurton (1999) contends that communication and information are at the very heart of the
educational process and consequently ICT-use in education has a long history. Tinio
(2002) concurs noting that that the groundswell of interest in the newer computer and
internet technologies to improve educational efficiency and effectiveness, distracts
attention from the longer and richer history of older technologies such as the radio,
television and print to support instructional delivery.
Unwin (2004) laments the tendency to interpret ICT as being restricted to the newer
technologies. He considers that our understandings for ICT use in professional
development should be broadened to include the value of blended learning solutions
which he defines as the ‘combination of printed text materials, radio, video and face-toface practical experiences alongside the use of computers and the internet (to enable)
people to learn effectively in ways that are appropriate to their needs’(ibid:4).
Leach and Moon (2002) defend a differentiation in interpretation between older and
newer technologies in terms of their potential impact for educational transformation.
There have been they note ‘past disappointments with technologies’ (ibid:6). In line with
several writers they believe that it is the reach of new cybernetic technologies that can
provide new and potent opportunities to revolutionize both access to, and the quality of
professional learning. The ‘revolutionary’ potency lies principally in new technology
features such as web 2.0 where interactive written communication, multi-media
text/image/sound/video combinations, hypertext creation, many-to-many communication
in forms hitherto unthought of, provide opportunities for learners to become producers of
knowledge and not just consumers of information (Papert 1993, 2004; Leach and Moon
2002; Kirschner and Davis, 2003; Warschauer, 2006; Thompson, 2009).
The rhetoric of revolutionary potency inherent in new tools is carried forward in
Haddad’s (UNESCO, online) description of ICT as a ‘third revolution in the
dissemination of knowledge and in the enhancement of instruction’. Drenoyianni (2006)
questions the validity of the rhetoric pointing to international evidence which argues that
technology ‘cannot revolutionize but can only strengthen, further and reinforce
established educational goals, curriculum contents, teaching and learning methods’
(ibid:401). Pulkkinen (2009) concurs pointing to evidence from more recent reports on
technology for development (UNCTAD, 2007 cited in ibid.) which make clear that
‘introducing a technology, no matter how innovative, does not necessarily change the
reality at school level, if there is insufficient capacity and knowledge to develop new
processes, to alter the institutional settings and to effectively utilize the given technology’
(ibid.:Online).
1.2 Teacher Professional Development
Shafika (2006) defines Teacher Professional Development (TPD) as ‘a systematized,
initial and continuous, coherent and modular process of professional development of
educators in accordance with professional competency standards and frameworks’.
Teacher professional development would also include training in the adaptation to the
evolution of change of the profession of teachers and managers of education systems.
This is a definition that hints at the state of flux in which the teaching profession finds
itself - a state exacerbated with the introduction and gradual infusion of new technologies
into education systems. The definition presents a concept of Teacher Professional
Development in ICT which ‘should equip teachers not just with basic ICT skills, but
should encourage the evolution towards integrating technologies into teaching subjects
and practices’ (emphasis added) (ibid:5). The implication is that TPD in ICT is not
simply about how to use technologies but also about why and when to use them in
transforming teaching practices (SchoolNet Africa 2004).
1.3 ICT Integration
Hallissey (2009) notes that whereas most national ICT plans contain the term ‘ICT
integration’ there are few explicit definitions of the concept and how it can be measured.
Despite this lack of clear criteria there is agreement in the literature that ICT integration
denotes a change in pedagogical practices that make ICT less peripheral in classroom
teaching (Law, Pelgrum &Law, 2006 cited in ibid.).
The integration of ICT in teacher professional development according to Perraton et al.
(2001, cited in Anderson and Glen 2003) involves two sets of activities or roles:
One is training teachers to learn about ICT and its use in teaching as computers
are introduced to schools.… The other role of ICT is as a means of providing
teacher education, either as a core or main component of a programme, or playing
a supplementary role within it (emphasis added) (ibid:5).
Collis and Moonen (2001, cited in Davis and Kirschner, 2003) elaborate on the goals of
professional learning about ICT as centered on learning how to use ICT and learning with
ICT. When learning how to use ICT the instructional focus is on the use of products in or
outside the classroom. In learning with ICT, instruction is presented and distributed
primarily through ‘web environments or systems offering an integrated range of tools to
support learning and communication’ (ibid.:128). Davis and Kirschner, (2003) clarify the
distinction between the role of ICT as a core and a complementary (supplementary)
technology for professional learning settings. A core technology role refers to ‘the
principle way of organizing the learning experience’. In contrast a complementary
technology role is ‘optional serving a valuable function but able to be compensated for
via the core technology if so needed, or dropped altogether if not functioning or feasible’
(ibid:128). A synthesis of the two dimensions of ICT integration combining the roles and
activity sets is presented in figure 1.
Core technology
ICT use in the classroom as
content focus of the teacher
training
ICT use as core
technology for
participation
Learning HOW
to use ICT
Learning VIA
ICT
ICT use in the classroom as parts
of method, curriculum and
lesson planning
ICT used to facilitate
some (non-essential)
aspect of participation
Complementary technology
Figure 1. Two dimensions of ICT integration in Teacher Professional Development
Source: Collis and Moonen 2001, cited in Kirschner and Davis, 2003
2. Two Global Agendas for ICT Integration in Teacher Professional Development
2.1 The Education for All Agenda
The challenge for school systems throughout the world is that of providing an effective
education for all children and young people which will prepare them for inclusive
participation in the workplace, social environment, political sphere and sports arenas
(UNESCO, 2003). Currently over 75 million children worldwide are not in school
(UNESCO, 2008a). Countless millions more are dropping out of school systems due to
the seeming irrelevance of education to their lives (Ainscow and Miles, 2008).
Yates (2007) sees the Education for All (EFA) agenda as a Global Social Justice (GSJ)
Project and asserts that the concept of quality is fundamental to its achievement. Even if
all children get into school by 2015, what is more important for longer term poverty
reduction and the quality enhancement of their lives is that: ‘(a) they manage to stay in
school and complete the education cycle and (b) that they receive a quality education
experience which is sufficient to enable them to become independent lifelong learners as
a result of having been in school’ (ibid.:2).
A quality education is dependent on the development of high quality teachers (Haddad,
2007). The challenge is momentous in a global context of ever more complex demands
on systems for educational provision coupled with acute shortages in the supply of
suitably qualified and experienced teachers north and south (Davis, 2000; Leach, 2008).
Eighteen million new primary teachers are needed to achieve EFA by 2015 (UNESCO,
2009). Meanwhile regional disparities in quality provision accelerate as richer countries
lure qualified teachers from less favoured regions with incentive packages (Davis,
2000a).The challenge is in almost all respects greatest in sub-Saharan Africa where a
third of existing teachers are untrained. Of the thousands recruited each year, they
largely have inadequate subject knowledge and little if any pedagogic training (Bennell,
2005, cited in Leach, 2008; Evoh, 2007).
Leach (2008) together with many experts believes that the evidence makes clear the
incapacity of existing institutional structures to cope with the scale and urgency of the
issues (Dhlala and Moon, 2002; Moon 2007; cited in ibid.). In this context she believes
that the thoughtful use of new forms of ICTs can be exploited to strengthen and enhance
TPD programmes and improve the quality of education in general (Cawthera, 2001;
Dhanarajan, 2001; Marker et al., 2002; cited in ibid.; Swarts, 2006; Evoh, 2007).
Perraton (2004 cited in Evoh, 2007) suggests that ICTs can be employed in education
systems for three purposes: to widen access to education, to raise its quality, and to
reform it. Pulkkinen (2009) suggests a more systemic or holistic vision for ICT
integration and contends that problems of access, quality, efficiency, effectiveness and
relevance at different levels of education systems can be solved by different and
innovative uses of technology. Unwin (2004) cautions on the gulf between the rhetoric of
those who advocate for the use of ICT in education and the reality of practice. Yates
(2007) insists that any intimations towards Illich’s deschooling solutions in the form of
mass distance learning programmes as alternatives for conventional models are not
supported by international opinion; schools and teachers remain central to the concept of
a quality education process.
2.2 The Knowledge Society for All Agenda
There is a commonly accepted rhetoric that education systems need to effect changes in
the preparation of its citizen for lifelong learning in a 21st Century Knowledge-based or
Information Society. The rhetoric can be characterized as follows:
 Systemic economic growth is the key to poverty reduction and increased prosperity;
 “New Growth” economic models emphasize the importance of new knowledge,
innovation, and the development of human capacity as the sources of sustainable
economic growth;
 ICTs are engines for new growth and tools for empowering societies to change into
knowledge economies or information societies;
 Citizens in these information societies will need to be prepared in new technology
literacy competencies inclusive of higher order thinking and sound reasoning skills
- the ability to learn how to learn (i.e. to be a life-long learner), the ability to
reflect, to analyse synthesize, to find solutions and to adapt – in order to cope with
the magnitude and rapidity of changes in knowledge production and world
globalization, and to increase their own agency and ability to continue to develop
and contribute to the knowledge society in which they will live;
 Education is a major pillar of a knowledge economy and a human right;
 Through access to an inclusive high-quality education by all – regardless of gender,
ethnicity, religion, or language – benefits to individual, business, private and public
enterprise are multiplied and will lead to economic growth that is more equitably
distributed and enjoyed by all.
Sources: Burkhardt et al. 2003; Pelgrum and Law 2003; Swarts, 2008; UNESCO, 2008;
GeSCI, 2009
There is widespread concern that today’s traditional education systems mostly derived
from 19th century factory models for knowledge delivery will be unable to meet the
needs of 21st century new growth economic models for knowledge creation (Papert 1991;
Dladla and Moon, 2002). The growing demands in knowledge specialization will require
both a change in the traditional view of the learning process and an understanding of how
new technologies can be used to facilitate new learning environments in which students
are engaged in the kind of team and project work that can enable them to take greater
responsibility for their own learning and construction of their own knowledge (Pelgrum
and Law, 2003). Thomas Kuhn suggests that when old theories and methods do not solve
new problems, ‘revolutions’ in the form of ‘paradigm shift’ towards new theories and
change can come about. Many educators, business and industry representatives and
government leaders believe that creating a paradigm shift in views of learning, coupled
by applications of new information technologies, can play a key role in renewing
educational systems to bring them into alignment with the needs of a Knowledge Society
for All. (Resta and Semenove, 2002; GeSCI, 2009).
This is a more mature view of a high quality education process which incorporates a
vision of technology diffusion of computer-mediated or technology-enhanced learning as
a critical support within a paradigm shift for broad educational reform and renewal and
social development (Shafika, 2006; GeSCI 2009). It is a view that has influenced a
concomitant paradigm shift in the evolution of teacher professional development as the
pivotal role of teachers, especially in the effective use of new technologies, is being
recognized globally (Davis 2000). As Fullan (2007:129) notes ‘educational change
depends on what teachers do and think – it’s as simple and as complex as that’. Teachers
remain the gatekeepers for students’ access to educational opportunities afforded by
technology and as such they should not and cannot be ignored (Carlson and Gaido, 2003).
The extremely rapid growth and turn around in new technology and knowledge content
mean that this emergent field is changing faster than education personnel can track
(Cullahan, 2002). The paradigm shift for professional development embraces a concept
of “3 Is” – initial, induction and in-service teacher education – that replaces the
prevailing assumption of one-time initial or specialized training with a lifelong learning
approach for professional preparedness, development and research (ibid.; Haddad, 2002;
Dladla and Moon, 2002; Gaido and Carlson, 2003). The focus in new programme design
is shifting from a ‘deficit approach’ (focusing on content knowledge: use of external
expertise) to a technical approach (focusing on teaching practice: school based with
outside help) to an ‘empowerment approach’ (focusing on teacher professionalism and
context: collaborative practice) (Swayer, 2001 cited in Mushayikwa and Lubben,
2008:375). In this paradigm teacher learning and development are social processes in a
participatory sense of ‘people jointly constructing knowledge within particular groups,
workplaces or communities’ (Leach, 2008:785).
Butler (2001) contends that new models for TPD represent a ‘reconceptualization’ of
teacher professional learning for a digital age. The models look beyond how teachers
‘engage’ with technology, to how teachers use technology as they work alongside their
students to ‘redefine learning itself’ and to become ‘co-learners’ in the process. It is
through learning about their own learning styles and about the phenomenon of learning
itself that she believes that teachers become empowered ‘to contribute both to
inspirations for new technologies and to the education of new generations of technology
innovators’ (ibid:1).
Kirschner and Davis (2003) present a theoretical framework in which to situate new TPD
programmes for technology integration based on twelve dimensions of interactive
learning each presented on a continuum. TPD in the use of technology should be
designed and implemented to move teachers (and eventually, students) toward the right
hand end of the continuum. The theoretical principles underpinning the new models tend
towards a kinship with social constructivist epistemologies to learning (ibid.) (Fig.2).
Objective
Interactive Learning
Dimensions
End of
Continuum
1
2
3
4
5
6
7
8
9
10
End of Continuum
Pedagogical Philosophy
Objectivist
Constructivist
Pedagogical Philosophy
Instructivism
Constructivist
Underlying psychology
Behavioural
Cognitive
Goal orientation
Sharply focused
Unfocused
Experiential validity
Abstract
Concrete
Contextual validity
Contextualized
Decontextualized
Flexibility
Teacher-proof
Easily modifiable
Individual differences
Non-existent
Multifaceted
Learner control
Non-existent
Unrestricted
User activity
Mathmagenci
Generative
Cooperative learning
Unsupported
Integral
Cultural sensitivity
Non-existent
Integral
*Contextualised = use ‘immediately’. Decontextualised = learn now, use later
Fig. 2. Theoretical framework for ICT Pedagogical Practice in Teacher Professional Development
Sources: Reeves and Reeves, 1997 cited in Carlson and Gadin, 2002; Kirschner and Davis, 2003
Haddad (2002) cautions on the limitations of the ecological ecosystems of education
environments to make shift happen, noting that:
Bureaucratic walls, conventional methodologies, attitudes about innovations and
reforms, and management of the teaching/learning process under the influence of
examinations and timetables, represent powerful forces that tend to pull teachers
back into pre-training modes (ibid:5).
Drenoyanni (2006:405) explains that the assimilation of new technologies cannot be
understood in isolation from the broader context of the prevailing and more powerful
social, economic and political contexts and dynamics. The incorporation and use of ICT
in teacher professional development will ‘mirror to a certain degree contemporary socioeconomic problems and prevailing educational conditions’ (ibid:405).
2. The Use of ICT in Teacher Professional Development in Africa
2.1 A challenging environment
Across Africa Olakulehim (2007) reports there are a ‘deluge of challenges’ confronting
the educative process in general and the application of ICTs in TPD programmes in
particular. While ICT has found its way into the formal curriculum in most educational
practices their existence is embryonic mainly due to a lack of computers, connections and
staff expertise. Olakulehim (ibid.) finds it distressing to observe many countries in SSA
‘falling below expectations regarding the use of ICTs particularly in instructional and
learning activities’ (ibid: 137).
In their World Bank commissioned study of Mathematics, Science and ICT Education in
ten countries in sub-Saharan Africa Ottevanger et al. (2007) note that that the systematic
use of ICT for teaching and learning purposes in TPD programmes is low. Students learn
mainly basic computer skills and some principles of computer operations. Resources are
inadequate for practical experiences. Instructional models in both the teacher colleges and
the universities are excessively academic, teacher-centric and remote from the real
challenges of classroom practice. Students who specialize in ICT tend to leave the
teaching field behind for business and industry jobs after graduation. The focus of ICT as
a means to enhance educational quality is often very vague.
The inclusion of ICT as a separate or cross curricular phenomenon has implications for
subsequent integration and take-up of technology in the school curriculum. The authors
found the most successful examples of ICT implementation in practical use were more
often donor funded school-based TPD projects clustered around ICT or resource centre
hubs or small networks of pilot schools. These projects stand out because they combine
three levels of support - ‘infrastructure (ICT hardware), general and educational software,
and the training of teachers’ (ibid:16).
2.2 A complex landscape
Shafika (2006) considers the TPD for ICT integration landscape in Africa as complex.
Fundamental to the complexity is the myriad of national and international initiatives,
schemes, projects and pilots for technology integration that have burgeoned over the last
decade. Research conducted by SchoolNet Africa, the Commonwealth of Learning and
the International Institute for Communication and Development (2004) identified an
estimated sixty ICT-related TPD programmes underway in Africa. According to Farrell
and Isaacs (2007:20) many of the programmes often involve ‘one-off, topic-led, shortterm training programmes that aim to develop specific skills of teachers, but which do not
necessarily comply with professional standards of competency development’. A large
proportion of the programmes are small scale, dependent on donor funding and driven
externally from MoEs as opposed to being Ministry-led programmes. They often lack a
whole school dimension approach tending to take place in a vacuum whereby teachers
once ‘trained’ in ICT literacy skills return to schools ill-equipped with technical or
pedagogical support to apply their newfound skills (Unwin, 2004).
Many of the initiatives fail to live up to the ambitious aspirations of their proponents
because they speak to the supply-side, have not been demand-led historically and because
they give insufficient attention to the involvement of stakeholders in defining the needs
and purpose of the development process (Unwin, 2004; Shafika, 2006; Kontiainen, 2007,
cited in Hakkarainen et al. 2008). There is also the assumption that what works for some
will work for all, resulting in many SSA countries simply “copying” the developed
country approaches without critically looking at what works, why it works and whether
and how it will work in their own contexts (Swarts, 2008). Shafika (2006) notes a dearth
of evidence-based research and knowledge in the system, particularly from the African
perspective. Most research is drawn on the knowledge and experience of frameworks
developed in the USA or Europe.
2.3 A paradigm shift
Farrell and Isaacs (2007) suggest that the emergence of multi-country regional initiatives
such as UNESCO’s Teacher Training Initiative for Sub-Saharan Africa (TTISSA), the
African Virtual University (AVU) Teacher Education Project, the New Partnership for
Africa’s Development (NEPAD) e-Schools Project, the Educator Development Network
of SchoolNet South Africa is indicative of a shift in the prevailing paradigm towards
longer term, systemic professional development initiatives promoting quality innovation
with features of ICT integration in and across the curricula, on-line learning, virtual
communities of practice, web portals of resources, certification of progress.
Some key principles of good practice emerging for the use of ICT in Africa but primarily
for their use in any TPD schemes with an ICT component include.
 The need to shift from ‘Education for ICT’ to the use of ‘ICT for Education’ – a
fundamental shift in focus from training teachers for ICT technical skills to
supporting teachers in the use ICT for educational enhancement;
 The need to focus on sustainable, resource adequate and on-going professional
development in order to ensure the effective deployment of ICT;
 Teachers and teacher educators should genuinely ‘own’ the process of ICT
integration – to enable them to be creative in adapting ICT to their own classroom
circumstances;
 The need to combine pre-service and in-service initiatives balancing support to both
environments;
 The need for ICTs to be integrated across the curriculum in a blended way;
 The need for locally produced content that is relevant to teachers and learners;
 Most if not all schemes should be scaleable;
 The need for real partnerships;
 Communications between schools, teacher training institutions within and across
boundaries should be facilitated;
 The need to develop policy to deal comprehensively with TPD for ICT integration.
Imfundo 2001; Unwin, 2004; Olakulehin, 2007
3. Benchmarking ICT Integration
3.1 A Model Perspective
Shafika (2006) points to a general absence of conceptual clarity on the objectives of TPD
for ICT initiatives in the African region. Mandinach (2005) suggests that the lack of
clarity is pervasive in education systems globally, noting that while educational
institutions seem to be aware they should be joining the ICT integration movement, they
are not clear as to the purpose or the gains. Kirschner et al . (2008) note that while much
of the literature advocates that teachers should develop ICT skills, there is a lack of
discussion on what this actually means or looks like in practice. They suggest a research
divide between mainstream and ICT specialist fields in TPD: whereby mainstream
research pays little attention to ICT and ICT researchers pay little attention to research
conducted on TPD.
From the mainstream literature Kennedy (2005) proposes that defining whether the
fundamental purpose of a TPD intervention is to achieve transmission or to facilitate
transformative practice can provide a powerful tool for conceptual analysis. Drawing
from the literature, she developed a framework for categorizing nine different models of
TPD provision along a continuum of delivery inherent in their purposes of provision moving from transmission through transitional to transformative purposes which develop
increasing capacity for teacher empowerment.
From the ICT domain Olakulehin (2008) identifies four broad approaches from the
literature for the adoption of ICT in TPD programmes. The adoption model depicts a
continuum flow of the four approaches correspondent to the Kennedy trajectory – moving
from emerging to applying to infusing to transforming purposes which develop
increasing teacher and support staff capability to use ICT as a ‘natural part of the
everyday life of the system’ (ibid.: 140).
The UNESCO (2008c) Information and Communication Technology - Competency
Standards for Teacher’s (ICT-CST) project attempts to bridge both mainstream and ICT
specialist domains in a holistic framework for a modular continuum of ICT integration in
all TPD programmes - moving from technology literacy, through to knowledge deepening
to knowledge creation purposes which develop increasing capacity for teacher
empowerment in the utilization of ICT as a tool to enhance the quality of learning (Fig.
3).
ICT a core technology
Learning how
to use
ICT
‘Transition’
‘Infusing’
‘Knowledge deepening’
Teacher professional development
focus on the use of ICT to guide
students through complex problems
and manage dynamic learning
environment
3
‘Transformation’
‘Transforming’
‘Knowledge creation’
Teachers are themselves master learners and
knowledge producers who are constantly
engaged in educational experimentation and
innovation to produce new knowledge about
learning and teaching practice
4
1
‘Traditional’
‘Emerging’
‘Technology add-on’
Teacher training focus the use of ICT
as an add-on to the traditional
curricula and standardized test
systems
2
‘Transmission’
‘Applying’
‘Technology literacy’
Teacher training focus on the development of
digital literacy and the use of ICT for
professional improvement
Learning
via
ICT
ICT as complementary technology
Figure 3: A consolidated continuum of approaches for ICT Integration in Teacher Professional Development
Sources: Kennedy, 2005; Olakulehin, 2008; UNESCO, 2008b
3.2 A Benchmarking Perspective
The UNESCO ICT-CST project marked the culmination of many attempts made by
governments, academia, and the private sector to establish a universal terminology or
standards for ICT integration in professional development (T.H.E. Journal, 2008). One of
the more significant studies to prelude the UNESCO project was the research conducted
by Kirschner and Davis (2003) to identify pedagogic benchmarks for ICT in TPD on the
basis of a review of the literature and a meta-analysis of twenty-six case studies of
international programmes of good practice. Benchmarking is a process described by
Kirschner et al. (2008:435) through which ‘organizations can evaluate different aspects
of their processes in relation to best practice with the aim of improving practice’. Within
a TPD perspective the benchmarks can be established as quality standards for validation
and certification of TPD programmes.
The results from the Kirschner and Davis (op.cit) study demonstrated that the four top
benchmarks consistent with the majority of the case studies of good practice, are that
teachers become competent personal users of ICT, become competent to make use of ICT
as a mindtool, become masters of a range of educational paradigms that make use of ICT
and become competent to make use of ICT as a tool for teaching. Other benchmarks that
were considered important but were not present in all the programmes evaluated, are that
teachers master a range of assessment paradigms for use of ICT, that they understand the
policy dimension of the use of ICT for teaching and learning and that effective
programmes embed ICT in different content domains as a ‘normal’ not a ‘special’
component. The authors remark on how well the benchmarks fit with the literature on
emergent standards for ICT integration including the UNESCO holistic planning
framework (in press at the time of the study), and how well they augur a vision for ICT
innovation that catalyzes education renewal for the 21st century.
3.3 An Institutional Perspective
Pulkinnen (2009) explains that ICT is more a process than a tool, and in the context of
ICT innovations, ‘ICT innovation is more a new process to be developed than a
technology (a tool) to be applied’ (ibid.: online). Benchmarking ICT innovation in TPD
programmes in a meaningful way would require institutions to articulate clearly the new
process around which the benchmarks will cohere. Jochems, van Merrienboer and Koper
(2004 cited in Robertson, 2008) propose that a new process for ICT integration needs to
address organizational, technological and pedagogical perspectives. The benchmarks of
an institutional technology management plan can be independently developed from the
benchmarks of the management plan for teaching and learning. If an institution is unable
to establish a coherent relational approach to technology integration that is driven by its
policy and vision definition (Table 1), ICT planning activities may often overlook the
needs of students and teachers (Ellis and Moore, 2006).
Table 1: Three Approaches for ICT Integration in Teacher Professional Development
Policy & Vision
Technology literacy
Knowledge Deepening
Knowledge Creation
Curriculum &
Basic Knowledge
Knowledge
21st Century Skills
Assessment
Pedagogy
Application
Integrate
Complex Problem
Technology
Solving
ICT
Basic Tools
Complex Tools
Pervasive Technology
Organization &
Standard Classroom
Collaborative Groups
Learning
Administration
Teacher Professional
Development
Self Management
Organizations
Digital Literacy
Manage & Guide
Teacher as Model
Learner
Source: UNESCO 2008c
Benchmarking a new process of ICT integration allows an institution to reflect on three
fundamental questions in the manner of a reflective practitioner (Schon, 1983), to
evaluate how its system is working in achieving its mission for ICT integration, and how
it can improve. The questions are:
1. What is the quality model underpinning the teaching and learning system? (its
theoretical basis)
2. What are the mechanisms in the system that allows the institution to reflect on
and improve current practice?
3. What are some of the strategies used to remove impediments to the successful
implementation of ICT in the teaching and learning system? (Biggs 2001:223)
4. Conclusion
The aim of this paper was to provide an overview of practice and frameworks for ICT
integration in Teacher Professional development.
Concepts linked to the key terminology of Information and Communication Technology,
Teacher Professional Development and ICT Integration were examined.
The paper sought to also clarify global agendas that are driving the momentum for ICT
integration in education systems in the developed and developing worlds and the
paradigm shift that this is creating in education generally and in teacher professional
development in particular.
The use of ICT in Africa was surveyed and the lessons and principles of good practice
that are emerging from the region were identified.
Finally models for ICT in Teacher Professional Development that have emerged from the
International Research were examined and the role of Benchmarking as a mechanism for
institutional reflection, development and improvement on its mission for incorporating
ICT into programmes that will contribute to the national vision for a knowledge-based
society.
4.1 Workshop: ICT in Teacher Professional Development
GeSCI’s aim is to facilitate a workshop on ICT in Teacher Professional Development
entitled Teacher Professional Development for Tomorrow, Today. The workshop will
gather some 30 stakeholders from the TPD pre-and in-service provider communities from
National and Regional Institutions (KIE, NUR, RITC, NCDC, Rukare) and officials from
MinEduc
The strategic objective of the workshop will be to examine the parameters for ICT use in
Teacher Professional Development (TPD) in Rwanda through the identification of current
challenges and possible futures for provision and ways to prepare for future scenarios
now.
Specific Objectives:
The specific workshop objectives are to:
 review trends and issues in Information and Communication Technology and
Teacher Professional Development
 challenge gaps and assumptions in relation to existing paradigms of provision
 identify driving forces impacting on TPD and how ICT could be harnessed to
develop TPD
 explore and analyse a realm of possible future TPD for ICT models in Rwanda
and develop scenarios for ‘preferred’ models
 develop outline parameters for a TPD for ICT framework for attaining preferred
future scenario
 increase organizational capabilities for futures collaborative planning
Outcomes:
It is expected that at the end of the workshop that participants will have:
1. reached a shared understanding on trends and scenarios for Teacher
Professional Development for ICT
2. identified tensions and challenges in current systems for provision
3. arrived at a consensus for strategies to bridge the gap between current and
preferred TPD for ICT scenarios
4. agreement on the principles, outline and parameters for a TPD for ICT
framework
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