Teachers and Technology: Professional Learning and Changing Practice in Schools
This paper reports on a funded research project which developed two detailed, qualitative case studies of contrasting models for professional development in learning and teaching with technologies in schools. The research examines the transformations in knowledge and understanding which teachers undergo when taking leading roles in initiatives to develop the use of technology for students’ learning. These processes are analysed through constructing two detailed cases: one of teachers involved in a local authority borough-wide initiative involving collaborative teacher research, and the other of a pioneering school-based approach which involved new roles for key technology ‘champions’ and included external commercial stakeholders in technology initiatives. None of the teachers involved were Information Technology specialist teachers. It examines the impact of the models on teachers' professional knowledge and understanding of using technologies, and the processes they undergo to develop their own practice and that of their colleagues within collaborative approaches to changing practice. Key to the project is the impact on the teachers of working with external stakeholders who provide support of differing types. The paper analyses the factors which affect teachers within collaborative approaches and identifies the impact on their professional learning.
Keywords: Teachers, Professional Learning, Technologies, Collaborative Innovation
Dr. Caroline Daly
Senior Lecturer in Education, Faculty of Culture and Pedagogy, Institute of Education University of London
Institute of Education, University of London