A Framework for Information and Communication Technology Integration in Schools through Teacher Professional Development

Autor/inn/en	van Niekerk, Molly; Blignaut, Seugnet
Titel	A Framework for Information and Communication Technology Integration in Schools through Teacher Professional Development
Quelle	In: Africa Education Review, 11 (2014) 2, S.236-253 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2014.927159
Schlagwörter	Information Technology; Faculty Development; Leadership Styles; Administrator Attitudes; Technology Integration; Foreign Countries; Principals; Guidelines; Distance Education; Strategic Planning; Educational Administration; Curriculum; Qualitative Research; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Informationstechnologie; Führungsstil; Ausland; Principal; Schulleiter; Richtlinien; Distance study; Distance learning; Fernunterricht; Strategy; Planning; Strategie; Planung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Curricula; Lehrplan; Rahmenplan; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01