Using the power of research to inform ICT integration in education

Peggy A. Ertmer, Anne T. Ottenbreit-Leftwichb, Olgun Sadik, Emine Sendurur, Polat Sendurur (2012) Teacher beliefs and technology integration practices: A critical relationship, Computers & Education 59 (2012) 423–435

Although efforts are still needed to provide ubiquitous technology access to teachers and their students, little will be gained if second-order barriers (knowledge and skills, attitudes and beliefs) are not addressed.  We are still woefully short of classroom environments that permit students to engage with technology in a way that prepares them to use technology in the real world. The results of this study suggest we should be utilizing the same technology tools for professional development that teachers are able to use in their classrooms: “It is time for our education workforce to engage in learning the way other professionals do continually, collaboratively, and on the job to address common problems and crucial challenges where they work”.  Web 2.0 technologies, such as blogs and wikis, enabled many of the teachers in this study to develop new ideas for their classrooms. Teachers should be introduced to the idea of joining and/or developing their own professional learning networks. PLNs allow teachers to select one or multiple Web 2.0 technologies by which they can “follow” individual teachers or organizations. This method of professional development is effective due to the “individualized focus, context-based learning, and empowerment of teachers”.

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