To the extent possible in a brief work, the handbook combines a global perspective—including information about best practices and successful projects from both developing and developed countries—with attention to the challenges faced by education policymakers, teachers, and students in Least Developed Countries (LDCs) and countries attempting to meet the goals of Education for All (EFA).

This handbook helps decision makers improve their abilities to:

• Understand the complex relationships between ICT use, professional learning, the change process, types of TPD and classroom implementation so as to aid the development of requests for proposals (RFPs) that address these issues
  Recognize best practices and essential supports in the use of ICTs for TPD in order to evaluate proposals of national, regional, and local scale
• Propose types of TPD and ICT implementations that can achieve specific objectives in relation to educational improvement
• Identify cost considerations, potential partnerships, evaluation requirements and other factors essential to the planning of effective ICT-enabled TPD
• Communicate effectively with researchers, representatives of NGOs, policymakers, donor-agency personnel, and others about the roles played by TPD and ICTs in educational reform

The handbook draws experiences and lessons learned from over 50 programs and initiatives in 25 developing countries, and includes two short cases studies on projects in Guinea and Namibia.

Contents

• Preface ICT and EFA: Why Should We Care?
• Section 1 Overview: Using Technology to Train Teachers
• Section 2 ICTs for Teacher Professional Development at a Glance
• Section 3 Models and Best Practices in Teacher Professional Development
• Section 4 Technologies for Teacher Professional Development—Computers and the Internet
• Section 5 Technologies for Teacher Professional Development—Radio
• Section 6 Technologies for Teacher Professional Development—Television
• Section 7 Technologies for Teacher Professional Development—Video
• Section 8 Online Distance Learning for Teacher Professional Development
• Section 9 Implementing ICT-supported Teacher Professional Development
• Section 10 Effective Partnerships for ICT-supported Teacher Professional Development
• Section 11 Evaluation of ICT-supported Teacher Professional Development
• Postscript Making ICT Projects Work
• Annex: Implementation Briefs
  • Implementation Brief: Best Practices and Models in TPD
  • Implementation Brief: Implementing ICT-supported Teacher Professional Development

Suggested citation:
Gaible, Edmond and Mary Burns.  2005. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries.  Washington, DC: infoDev / World Bank.