Enabling teachers to use information and communications technology for teaching and learning through professional development: influential factors

Abstract

This article reports on a study to identify factors which influence the outcomes of professional development in the use of information and communications technology for teaching and learning across the curriculum. A mixed-method approach of survey and case study was adopted, with survey data collected from 40 schools in the United Kingdom, and case studies undertaken in a further three. Two broad areas were identified as being of particular influence: the whole-school context in which the training was set and the nature of the professional development itself. Within the first category the whole-school characteristics and culture and access to resources and support were the main areas arising, whilst in the second the content, scope and structure of the professional development as well as the process through which the professional development was ‘delivered’ were found to be the key issues.