Teacher training and professional development are essential to establish the use ICT in the professional life of teachers. These are also tied to the approaches that are identified for ICT school development.
In this approach the focus is on the technical functions and uses of ICT and on the need for some knowledge and representation of the impacts of ICT systems as a whole. This approach often involves teachers own personal use of ICT, such as, the use of word processing to prepare worksheets; finding learning resources on CD-ROMs or on the Internet; communicating with friends and family be e-mail.
A. Emerging ICT Skills and Knowledge
Here teachers are developing their ICT literacy, learning how to apply ICT to a range personal and professional tasks. The emphasis is on training in a range of tools and applications and increasing their awareness of the opportunities for applying ICT to their teaching in the future.
In this approach the teachers use ICT for professional purposes, focused on improving subject teaching to become able to enrich their own ways of teaching with a range of ICT applications. This approach often involves the teachers integrating ICT to teach specific subject skills and knowledge; beginning to change their pedagogy; using ICT to support their own training and professional development.
B. Applying ICT to the Teachers Subject Area
Teachers have confidence in a number of generic and specialised ICT tools that can applied to the teaching of their subject area. The opportunity to apply ICT in all of their teaching is often limited by the lack of ready access to ICT facilities and resources, hence it is not fully integrated into all lessons for all students.
In this approach ICT integrates in all aspects of professional life to improve the learning and management of learning processes. Integrated ICT supports active and creative teachers, able to propose and manage the learning of students, integrating a range of preferred learning styles and uses of ICT in achieving similar goals. The integrating approach often involves teachers integrating different knowledge and skills from other subjects easily into project based curricula.
C. Integrating ICT to improve Learning and the Management of Learning
Teachers are fully integrating ICT in all aspects of their professional life to improve their own learning and the learning of the schools students. The teacher uses ICT to manage the learning of the students and themselves. They use ICT to assist all students to assess their own learning in achieving specific personal projects. It is natural to collaborate with other teachers to solve problems and to share experiences as they become able to tell and analyse their own experiences (meta-competencies). ICT are not a problem, it is an opportunity.
D. Supporting Integration by a «Resource Person» for Teachers and Students
Integration of ICT into a school needs (as in all other areas) human resources to support users work and needs. Hence, there must be experts or specialist teachers who will spend a great amount of time acting as «resource persons» or ICT co-ordinator. Without this human support, integration will not take place, whatever good the other factors are allowing ICT use and integration.
In this approach teachers and other school staff need not to be convinced of the value of ICT personally and professionally. Teachers and students will expect a continuously changing pedagogy designed to meet their personal learning objectives.