Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development

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MacDonald, R. (2009). Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development. Journal of Technology and Teacher Education, 17(3), 315-348. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28201.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Author

Ronald MacDonald, University of Prince Edward Island, Canada

Abstract

A mixed-method study was carried out to investigate how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration. A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Teacher data were categorized by grade level, discipline, and teaching experience. Findings suggest that learner-centered ICT integration is more likely to occur needs-based, collaborative professional development programs are provided. Study data suggest that membership in a community of practice may be one way to increase learner-centered ICT integration.

Keywords

• Elementary Education
• Secondary Education
• Attitudes
• Teachers
• Professional Development
• Information Communication Technologies

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