Multiple factors supporting the transition to ICT-rich learning environments: The Intel® Teach Essentials Course and changing teacher practice in India, Turkey, and Chile
Daniel Light, EDC-Center for Children and Technology, United States
IJEDICT Volume 6, Number 4, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
Research in wealthy countries has explored the factors that support successful integration of ICT into classrooms, the research community is only beginning to explore the process in developing countries. Drawing on successful schools from the Intel Teach Essentials Course in Turkey, India and Chile, the study uses instrumental case studies to examine the explore what contextual factors might facilitate teachers’ ability take what they learn from a professional development program about ICT and innovative teaching strategies and implement it in the school context in three different developing countries. Seven commonly cited factors were explored: pedagogical objectives and goals; leadership; professional development and ongoing support; experimentation, adaptation, and critical reflection; time; infrastructure; and financing and sustainability. In all three countries, we found that the educators we interviewed felt they had been to change their practice after the course. But we found that it was a combination of programs and policies coupled with the motivation and skills of the educators that enabled the schools to innovate with the Essentials program.
Light, D. (2010). Multiple factors supporting the transition to ICT-rich learning environments: The Intel® Teach Essentials Course and changing teacher practice in India, Turkey, and Chile. International Journal of Education and Development using ICT, 6(4), 39-51. Open Campus, The University of the West Indies, West Indies.
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