ICT Teacher Training: Evidence for Multilevel Evaluation From a National Initiative

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dc.contributor.authorDavis, Niki
dc.contributor.authorPreston, Christina
dc.contributor.authorŞahin, İsmail
dc.date.accessioned2020-03-26T17:45:50Z
dc.date.available2020-03-26T17:45:50Z
dc.date.issued2009
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThis paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of 'organisational support and change' emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.en_US
dc.identifier.citationDavis, N., Preston, C., Şahin, İ., (2009). ICT Teacher Training: Evidence for Multilevel Evaluation From a National Initiative. British Journal of Educational Technology, 40(1), 135-148. Doi: 10.1111/j.1467-8535.2007.00808.x
dc.identifier.doi10.1111/j.1467-8535.2007.00808.xen_US
dc.identifier.endpage148en_US
dc.identifier.issn0007-1013en_US
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage135en_US
dc.identifier.urihttps://dx.doi.org/10.1111/j.1467-8535.2007.00808.x
dc.identifier.urihttps://hdl.handle.net/20.500.12395/24152
dc.identifier.volume40en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorŞahin, İsmail
dc.language.isoenen_US
dc.relation.ispartofBritish Journal of Educational Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.titleICT Teacher Training: Evidence for Multilevel Evaluation From a National Initiativeen_US
dc.typeArticleen_US

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