ICT+Professional+Development

** to not only to improve their computer skills but to also improve their teaching and the abilities of their students. **


The tables give an indication of the core areas covered by the ICT clusters. The results show that about a third of teachers participating in the

clusters had very low knowledge of fundamental computer skills such as file management and basic operations before the programme commenced.
Teacher confidence increased the longer they were in ICT professional development training. These results would indicate that sustained teacher

training is beneficial to teachers. The results would indicate that short courses do not deliver the same benefits.


These results would indicate that e-learning could provide solutions to teachers concerns about the use of ICT. The most significant concern is students’ access which e-learning ICT professional development can not assist with. However, the other concerns could definitely be alleviated

by e-learning programmes.


This table of results are proof that ICT professional development can not only improve computing skills but also improve understandings of teaching and learning.



ICT professional development does lead to actual changes in classroom practice with the majority of teachers reporting they had made changes in the way they teach.



The New Zealand Curriculum promotes the teaching of higher order thinking and problem solving skills. This table show that the proportion of