Acknowledging the Complexity and Diversity of Historical and Cultural ICT Professional Learning Practices in Schools

Source: Asia-Pacific Journal of Teacher Education, Volume 39, Issue 1, 2011, pages 47-63.

Professional development in information and communication technology (ICT) remains a major imperative for schools as technologies, and what teachers are able to do with them, continue to evolve.

The current article presents case study data from seven schools.
The data draw attention to the diverse ways in which individual schools approach teacher learning and providing a stimulus for educational leaders to reflect upon how the histories and cultures within their own schools may enable or constrain change in relation to ICT use.

Informed by complexity theories, this article argues that a focus on the complex, nuanced, social dynamic of ICT professional learning within the whole-school context is critical in supporting change surrounding ICT integration.