Digital Strategy for Schools

3. THEME 2: TEACHER PROFESSIONAL LEARNING
They also called for the provision of teacher professional learning in a range of formats including;
whole-school approaches, subject-department approaches, in-school professional learning
sessions, out-of-school sessions, and online and blended learning workshops or courses.
The case was made that teachers should have a choice in terms of how they develop their professional
practice knowledge and, where possible, ICT should support them in forming communities of
practice, both online and offline. The majority of the submissions recommended that teacher
professional learning needs to be rooted in classroom practice, such as the writing process and/or
in enhancing Literacy/Numeracy practices.
Teachers and principals sought support on how they could use ICT alongside pedagogical practices
that promote active student learning. Numerous submissions made the case that all forms of
teacher professional learning should highlight a range of pedagogical practices that support the
active use of ICT by learners in a range of settings. This is also recommended by the Inspectorate
and by the OECD (2015).
The case was also made that there is a need to develop teachers’ knowledge, skills and confidence
to embed ICT more into their practice, particularly in courses developed as part of initial teacher
education (ITE). It was noted in the submissions that the development of such professional practice
knowledge should be an ongoing activity throughout a teacher’s career.
CONTINUUM OF TEACHER EDUCATION
The Strategy acknowledges that to acquire the necessary ICT knowledge and skills, teachers will
need to have access to professional development, on an ongoing basis, throughout their career. This
is particularly pertinent in the area of ICT, where technology changes at a rapid pace. The Strategy
notes that teachers can gather and record evidence, and reflect on ongoing learning throughout
their career by collating this evidence in a teacher professional (paper or digital) portfolio.
In the main, the submissions ask that continuous professional development (CPD) accommodates
the needs of the teacher and of school leadership (i.e. principals and deputy-principals) so that a
wide variety of professional learning experiences are relevant and available.
Furthermore, the submissions note that particular groups, such as those working with learners
with Special Education Needs (SEN), will require specialised CPD at regular intervals throughout
their careers.
The Census Report found that teachers are seeking help to use ICT as a teaching and learning tool.
Teachers report that they require assistance in a range of areas such as:
• using ICT to develop learner Key Skills;
• developing more advanced ICT skills (e.g. blogging, podcasting etc.);
• using ICT as a tool across the curriculum.
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