Abstract
It is well known that meaningful ICT implementation in the classroom is still a challenge while teacher professional development is often seen as an important part of the solution. In this article, we present the design, implementation, and assessment of a small professional development intervention for promoting deeper ICT integration in the classrooms. The intervention combined good practices of teacher professional development with the steps of transformative learning in Mezirow’s theory of transformative learning. It was centered around the adaptation with minimal change of a research-based learning environment (RBLE) that was designed in a different national context. The intervention was successful in bringing forth critical reflection and reflective dialogue habits of mind of the participants that are relevant to teaching with ICT. However, the higher steps of Mezirow’s theory with respect to teacher and researcher roles were not realized.
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Acknowledgments
This work was funded by the “Science in Society” Initiative of the Seventh Framework Research Programme (FP7) of the European Community, under the CoReflect grant (217792) coordinated by the Cyprus University of Technology. Opinions, findings, and conclusions are those of the authors and do not necessarily reflect the views of the funding agency.
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Kollias, V., Davaris, A., Daropoulos, A., Zaganas, K. (2017). Using a Research-Based Learning Environment’s Appropriation, as the Context for a Professional Development Intervention in ICT Integration in the Classroom. In: Anastasiades, P., Zaranis, N. (eds) Research on e-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-34127-9_5
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DOI: https://doi.org/10.1007/978-3-319-34127-9_5
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