Canadian Journal of Learning and Technology Volume 33(2) Spring 2007 - Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

Oct 15, 2026

Uploaded by SANS

Purpose: evaluate an online professional development course for inservice teachers in information and communication technology (ICT) and examine factors shaping online professional development. Methods used a mixed design with surveys, focus groups, and interviews during the course and about nine months after completion. Results indicate online ICT delivery was successful, yet initiating a learning community in an online environment was difficult, and teachers faced major challenges applying learning to classroom teaching. Recommendations emphasize blended face-to-face sessions and enrolling multiple teachers per school, viewing change-oriented development as ongoing school-supported reform.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Study purpose and evaluation questions

Canadian Journal of Learning and Technology Volume 33(2) Spring / printemps 2007 Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges George Zhou, Stanley Varnhagen. Myrna R. Sears, Susan Kasprzak, Gail S hervey Authors George Zhou is an Assistant Professor in the Faculty of Education, University of Windsor. His current research interests include the use of technology in science education, technology and teacher development, and argument in science education. Correspondence regarding this article can be e mailed [to:](to:gzhou@uwindsor.ca)[gzhou@uwindsor.ca](to:gzhou@uwindsor.ca) Stanley Varnhagen is currently the Academic Director of Learning Solutions in the Faculty of Extension at the University of Alberta . His unit ’s major responsibility is supporting learning projects through the use of evaluation and instructional design. He can be reached at [stanley.varnhagen@ualberta.ca](stanley.varnhagen@ualberta.ca) Myrna R. Sears works in administration and e learning at the Carey Theological College, on the campus of the University of British Columbia . Her interests focus on instructional technologies and applied educational research. She can be reached at msears@careytheologicalcollege .ca Susan Kasprzak holds an [M.A. in](M.A. in) Social Sciences from Carleton University, and is an experienced program evaluator. At the Provincial Centre of Excellence for Child and Youth Mental Health at the Children's Hospital of Eastern Ontario, Susan is currently leading a two year evaluation for the Ministry of Children and Youth Services and providing consultation in program evaluation to children's mental health professionals across the province . Gail Shervey completed her [M.A. in](M.A. in) Educational Technology at the University of Calgary . After completing a project which involved designing distance education resources for teachers in western China, Gail is now consulting as an instructional designer and teaching in the University of Calgary 's teacher preparation program. Abstract: The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face to face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change . Ré sumé : L’objet de la pré sente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et àétudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne . L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue ré alis é e alors que le cours était donné et environ neuf mois aprè sla fin d u cours . Les donné es indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et dela communication pour les enseignants qualifiés s ’est avé ré e une ré ussite . Toutefois, il a ét é difficile d’init ier une communauté d’apprentissage a

FAQs

What was the study’s main purpose regarding online professional development?

To evaluate an online professional development course for inservice teachers in ICT and to explore factors influencing online professional development.

How was the course evaluated and when was data collected?

The study used quantitative and qualitative methods, including surveys, focus groups, and interviews, conducted during the course and about nine months after the course ended.

What challenges did teachers report when applying course learning?

Teachers experienced significant challenges applying what they learned from the course to their teaching.

Oct 15, 2026

Uploaded by SANS