Teacher Professional Development for Twenty-First Century Literacies

Teacher Professional Development for Twenty-First Century Literacies

Charalambos Vrasidas (CARDET, Cyprus & University of Nicosia, Cyprus) and Katerina Theodoridou (CARDET, Cyprus)
DOI: 10.4018/978-1-5225-3053-4.ch013


Preparing teachers to effectively integrate ICT in their literacies teaching, requires well-designed professional development based on sound learning design. This chapter presents the component of teacher professional development based on a blended mode of training through the integration of online tools, as it was designed and implemented in three European-funded projects that dealt with the promotion of literacies. The authors present the projects, their synergies, discuss lessons learnt and provide recommendations on how teacher professional development can be enhanced, so that teachers can be better prepared to address the evolving trends of ICT in teaching and learning.
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Systematic, Systemic, And Sustainable Adoption Of Education Innovations

International trends show that there is increased availability of ICT and cloud computing in schools, yet research shows that teachers do not use technology as expected (Aldunade & Nussbaum, 2013; Mehlenbacher, 2010; NESTA, 2012; Vrasidas, Zembylas, & Glass, 2009; Wikan & Molster, 2011; Vrasidas, 2015). A large body of research shows that, although ICT is increasingly available in schools, it is not used as expected and when used, is not used innovatively; the realities and culture of the schools and teachers’ knowledge, skills, beliefs, and expertise are all factors influencing use (Cuban, 2001; Haydn & Barton, 2007; Mehlenbacher, 2010). Teachers are asked to integrate ICT in their classrooms, but other systemic factors do not provide the necessary support.

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