Research Findings
Key principles
Key principles suggested by the study in determining the quality of ICT-enhanced school-based teacher education in developing contexts are:
- personal access to ICT;
- ICT appropriate to local setting and conditions;
- opportunity to integrate ICT activity into daily routines and practices;
- use of ICT-supported peer and team learning;
- focus on ICT for curriculum and classroom purposes, not skills;
- availability of relevant content in appropriate language medium;
- provision of local, national and international professional e-networks;
- assessment practices relevant to ICT-enhanced learning;
- user evaluations of the relevance of ICT hardware, software and related curriculum uses for learning;
- strong vision of the potential of ICT for learning from national ministries and educational policy makers;
- visible political determination to plan for ICT access by schools and their communities, ensuring synergy across and between adjacent services (e.g. education, healthcare, agriculture);
- research and development that strengthen exemplification of the way ICT can be effectively used by teachers and students, in order that evidence, rather than rhetoric, becomes the authority.
