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We present here a partial list of noteworthy resources related to the use of ICTs to aid teacher professional development activities, excerpted from the infoDev publication, Using Technology To Train Teachers. (You may also wish to view the bibliography for this publication for additional resources).
You may also wish to see infoDev's Knowledge Map on Teachers, Teaching and ICTs.
Of additional interest: In January 2008, UNESCO released the results from a five-year project examining "ICT Competency Standards for Teachers".
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
Models and Best Practices in Teacher Professional Development
- International Society for Technology in Education (ISTE) Educational Technology Standards
The International Society for Technology in Education (ISTE) has created the most comprehensive set of ICT standards for teachers, students, and administrators. The standards are the product of collaboration of more than 2,000 educators who wrote, tested, and revised learning activities and multidisciplinary units to support classroom teachers preparing students to become technology-capable learners. The hands-on activities focus on subject matter and show how appropriate technology can be employed as part of the learning experience.
http://www.iste.org (select “NETS” to go the standards section)
- National Staff Development Council Standards for Professional Development
The National Staff Development Council's Standards for Professional Development reflect the most current best practices about professional learning. The standards examine what all students are expected to know and be able to do, what teachers must do in order to ensure student success, and the ways in which professional development must meet both goals.
http://www.nsdc.org
- South African Curriculum (Wiki Book)
This is an example of a Wiki—a Website that allows users to update and edit content collaboratively—that contains South Africa’s national curriculum. All information may be accessed for free, commented upon, and modified as necessary.
http://en.wikibooks.org/wiki/South_African_Curriculum
Technologies for Teacher Professional Development — Computers and the Internet
- Connecting Student Learning and Technology
Computers are not inherently instructional tools, and most teachers need suggestions for using them. This guide provides such suggestions. It is not a nuts-and-bolts manual, but a discussion about using technology in environments that support learning, offering suggestions for using computers as instructional tools in environments that support learner-centered approaches. Educational computing use is examined by application (word processing, spreadsheets, etc.).
http://www.sedl.org/pubs/tec26/flash.html
- Technologies for Education: Potentials, Parameters and Prospects
A joint effort of UNESCO and the Academy for Education Development (AED), this document provides a comprehensive and informative compendium of information on the whole range of issues associated with computers in education—from policy, to hardware and software provision, content and teacher training.
http://www.aed.org/ToolsandPublications/upload/TechEdBook.pdf
Technologies for Teacher Professional Development—Radio
- Interactive Radio Instruction: Impact, Sustainability, and Future Directions
Edited by Alan Dock and John Helwig, this 1999 publication, part of the World Bank’s Education and Technology series, contains seven reports, including detailed analysis of costs of IRI programs and case studies from six countries in Africa.
http://www-wds.worldbank.org
(use Advanced Search by author “Dock”)
- Interactive Radio Instruction: Twenty-three Years of Improving Educational Quality
A 1997 analysis by Andrea Bosch of Education Development Center, this study outlines the strengths of IRI in relation to the challenges of infrastructure and educational quality that confront developing countries, with information about South Africa’s OLSET project.
http://www-wds.worldbank.org
(use Advanced Search by author “Bosch”)
Technologies for Teacher Professional Development — Television
- Providing Teacher Training through Educational Television: The China Experience
Yidan Wang provides an overview of the context, history, and impact of China’s use of in-service educational television to address the country’s high numbers of unaccredited and under-skilled teachers.
http://pdf.dec.org/pdf_docs/PNACH453.pdf
Technologies for Teacher Professional Development — Video Recording and Playback
- Active Learning with Technology Video Series
Developed by Southwest Educational Development Laboratory, this series of ten videos provides examples of effective uses of technology in classroom instruction. The first two episodes in this series provide an overview of the role of technology in supporting student-centered learning. The other eight classroom episodes depict students and educators engaged with technology as part of innovative project-based activities. The technologies and instructional strategies employed are highly adaptable to other content areas and grades.
http://www.sedl.org/pubs/catalog/items/tec50.html
Online Distance Learning for Teacher Professional Development
- COL Learning Object Repository
An online database of learning content, this repository provides software for developing online resources to Commonwealth countries free of charge. Institutions or governments can establish a shared repository by accessing free open source software from COL's LOR.
http://www.col.org/lor
- COL Training Toolkits
In co-operation with the Asian Development Bank and the International Extension College in the UK, COL has produced six comprehensive manuals for use in developing programs of open and distance learning.
http://www.col.org/training/toolkits.htm
- Global Distance Education Net (GDENet)
The Global Distance EducationNet (Global DistEdNet) is a knowledge guide to distance education designed to help clients of the World Bank and others interested in using distance education for human development. The network consists of a core site located at the World Bank and regional sites in all parts of the world, addressing four key areas: Teaching and Learning; Management; Technology; Policy and Programs
http://www1.worldbank.org/disted
Implementing ICT-supported Teacher Professional Development
- BECTA ICT Advice
The British Educational Communications and Technology Agency (BECTA) provides practical policy, planning and organizational assistance for using ICT in schools.
http://www.ictadvice.org.uk
- BECTA Schools Sector Toolkit
This online toolkit helps to support the recruitment, training and retention of ICT technicians for schools. Among the toolkit’s features are: ICT skills for teachers; “ask an expert” features on integrating ICTs into the classroom; and a series of selfevaluation and planning tools for ICT. Though the site is directed at UK schools, most of the content is valuable from an informational perspective and much of it can be adapted to non-UK settings.
http://www.becta.org.uk/schools
- Namibian Education Development and Support Network (EdsNet)
EdsNet offers a comprehensive collection of digitized content to support teachers in the use of ICTs in schools and classrooms. The site contains local-language content, information on learning theories and instructional approaches, a list server so teachers can communicate with one another and access to lesson plans and curriculum.
http://www.edsnet.na
Evaluation of ICT-supported Teacher Professional Development
- Handbook on Monitoring and Evaluation for results (UNDP)
This free monitoring and evaluation handbook from the United Nations Development Program is available in French, Spanish and English.
http://stone.undp.org/undpweb/eo/evalnet/docstore3/yellowbook/
- ELDIS Participatory Monitoring and Evaluation
This resource guide on participatory monitoring and evaluation promotes the involvement of a wide range of stakeholders, employing methods that allow a more equal opportunity for the expression of views and sharing of lessons.
http://www.eldis.org/participation/pme/
For a detailed examination of these issues, you may also wish to consult the infoDev publication The Monitoring and Evaluation of ICT in Education Initiatives: A Handbook for Developing Countries.
In addition, you may also wish to consult DFID's Deep Impact: an investigation of the use of information and communication technologies for teacher education in the global south.