Do New Information and Communication Technologies Have a Role to Play in Achieving Quality Professional Development for Teachers in the Global South?

Y

37

Teachers

Teacher Competencies; Educational Policy; Faculty Development; Educational Quality; Information Technology; Technology Education; Global Approach; Knowledge Base for Teaching; Technological Literacy; Foreign Countries; Computer Uses in Education

0958-5176

This paper is addressed to the international community of educators and educational policy makers who, it is argued, need to commit to joint research and creative action in respect of the challenge of Education for All (EFA). The first section, A Global Challenge for Teacher Development, sets out: the implications for teacher education of the Education For All agenda; the potential of new information and communication technologies (ICT) in addressing this problem; an overview of an applied research project exploring new models of teacher education using ICT in rural and resource challenged environments. In the second section Towards New Models of Professional Development, four categories of teacher professional knowledge from this model are used to interpret and explore the findings of the project and its impact on teacher knowledge and development. The paper concludes that ICT can no longer be viewed as some sort of optional pedagogic strategy available in ever increasing sophistication, as well as quantity, to only a small proportion of the world's teachers. They need to be seen as an essential aspect of teaching's cultural toolkit in the 21st century, affording new and transformative models of development that extend the nature and reach of teacher learning wherever it takes place. Such models must be experienced, shared and evaluated by educators world wide if the global commitment to achievement of the EFA targets is to become a reality.

Author

36

2005

EJ721911