ICT PD Cluster Programme Research Review Project: Report on international policy in the context of ICT PD

Over the past ten years there have been significant increases in the integration of Information Communication Technologies (ICT) in New Zealand schools. Investment in infrastructure, equipment and applications has been supported by a corresponding increase in the funding for ICT Professional Development (PD) provision for teachers. In New Zealand in the early 1980's, there were a number of school reforms and devolvement of some operational responsibilities from central agencies to self-governing Boards of Trustees. These changes influenced the development in 1996, of a school focused and administered model of professional development, the Information Technology Professional Development (ITPD) initiative. This model has matured into the Information and Communication Technologies Professional Development (ICT PD) Cluster programme which has been operational since 1999. The investment in ICT PD is based on the assumption that the level of competence and confidence of teachers in ICT, impacts directly upon the capacity and capability of schools to positively engage their learners in ICT-supported learning environments. It is assumed that the growth of ICT-supported learning environments will mean learning events for the school, learner and the educator, are less likely to be confined to text and print-based materials. Thus, opportunities are created to use ICT resources, time, place and space more effectively. It was apparent in this review, that International policy with a clause that focused exclusively on ICT PD was not very common. However, several Governments are aware that there is a need for planned professional development in ICT as well as the provision of access to ICT networks. Careful planning of professional development is critical if ICT is to impact positively on teaching practice and student learning environments. In order to ensure that ICT is effectively used to achieve key educational goals, appropriate and relevant ICT PD policies must be created, implemented and evaluated. The focus of this phase of the research project is to identify those key features of ICT PD provision (as demonstrated through international policies dealing with ICT PD), that could be considered ’best international practice’ and how these should be used to inform recommendations offered for any future model of New Zealand ICT PD provision