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Anxiety around technological competency and understanding blogging further constrains constructive reflection. The study examines the reflective quality of school teachers’ blogs, analyzing perceptions and engagement within an ICT professional development program and drawing reflective entries from blogs assessed using Hatton and Smith’s three levels of reflection-on-action to show how each level supports transformation of ICT pedagogical beliefs and practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflective-blogging-as-part-of-ict-professional-development-to-support-pedagogical-change-part-6/593552/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflective-blogging-as-part-of-ict-professional-development-to-support-pedagogical-change-part-6/593552.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is reflective blogging challenging for teachers in ICT professional development?","Question",{"text":112,"@type":113},"It is difficult because reflection during professional development can be constrained by teachers’ confidence and skill in reflective action, and by anxiety linked to technological competency and understanding blogging.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper focus on regarding teachers’ blogs?",{"text":117,"@type":113},"It focuses on the reflective quality of school teachers’ blogs and how teachers perceive and engage in reflective activity as part of an ICT professional development program.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the blogs analyzed in the study?",{"text":121,"@type":113},"Reflective entries are analyzed qualitatively using Hatton and Smith’s (1995) three levels of reflection-on-action.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593552,1792165665,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 2 | Article 6 |\n| --- | --- |\n\n2014  \nReflective Blogging as part of ICT Professional Development to Support Pedagogical Change  \nSarah J. Prestridge  \nGriffith University, Australia, s.prestridge@griffith.edu.au  \nRecommended Citation  \nPrestridge, S. J. (2014). Reflective Blogging as part of ICT Professional Development to Support Pedagogical Change. Australian Journal of Teacher Education, 39 (2).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss2/6](http://ro.ecu.edu.au/ajte/vol39/iss2/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss2/6](http://ro.ecu.edu.au/ajte/vol39/iss2/6)  \nAustralian Journal of Teacher Education  \nReflective Blogging as part of ICT Professional Development to Support  \nPedagogical Change  \nDr Sarah Prestridge  \nGriffith University  \nAbstract: Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers.  \nThis paper focuses on the reflective quality of school teachers’ blogs.  \nIt describes teachers’ perceptions and engagement in reflective activity as part of an ICT professional development program.  \nReflective entries are drawn from a series of blogs that are analysed qualitatively using Hatton and Smith’s (1995) three levels of reflection-on-action. The findings suggest that each level of reflective action plays a different role in enabling teachers to transform their ICT pedagogical beliefs and practices. Each role is defined and illustrated suggesting the value of such activity within ICT professional development, consequently reshaping what constitutes  \neffective professional development in ICT.  \nIntroduction  \nIn Australia both Commonwealth and State Government consider Information Communication Technologies (ICT) in education a priority. The Building the Education Revolution (Australian Government DEEWR 2009), the Australian Government’s National Building, Economic Stimulus Plan (2009), the National Curriculum (ACARA, 2009) the National Secondary Schools Computer Fund which is part of the Digital Education Revolution (Australian Government DEEWR, 2008) together form an interconnected base which is seen by policy makers as central to ensuring innovative uses of technologies underpin all students’ learning. These reforms are directing a move towards one to one student computer-device ratios across Australia. Compounding this is the fact that success with regard to technology integration has been based on how extensive or prominent the use of it has been in schools rather than on whether the teacher has been able to utilize it for‘new’, ‘better’ or more ‘relevant’ learning outcomes (Moyle, 2010) . If we want to reap therewards of the enormous technological investment in Australian schools and help teachers to respond to changing tools and teaching environments and engage in different pedagogical ways that are effective for student learning outcomes we need to reconceptualise both the intentions and approaches to professional development.  \nProfessional development has long been considered an instrument to support change in teacher practice. It has long been advocated that professional development in ICT should move from a ‘re-tooling’ approach, which focuses on up-skilling in the latest software or technological application, to enabling teachers to engage with their ‘hearts and minds’(Watson, 2001) . This deeper more complex ‘hearts and minds’ approach sees teachers’engagement in ICT professional development described in the literature as a focus on issues  \nVol 39, 2, February 2014 70  \nAustralian Journal of Teacher Education  \nof pedagogy and context rather than on ","cbCaihk2frWXJcVI","https://ap.wps.com/l/cbCaihk2frWXJcVI","pdf",2809447,18,"English","# Abstract\n# Introduction\n## Policy drivers for ICT integration\n## Rethinking professional development approaches\n## Reflective practice and action research foundations","[{\"question\":\"Why is reflective blogging challenging for teachers in ICT professional development?\",\"answer\":\"It is difficult because reflection during professional development can be constrained by teachers’ confidence and skill in reflective action, and by anxiety linked to technological competency and understanding blogging.\"},{\"question\":\"What does the paper focus on regarding teachers’ blogs?\",\"answer\":\"It focuses on the reflective quality of school teachers’ blogs and how teachers perceive and engage in reflective activity as part of an ICT professional development program.\"},{\"question\":\"How are the blogs analyzed in the study?\",\"answer\":\"Reflective entries are analyzed qualitatively using Hatton and Smith’s (1995) three levels of reflection-on-action.\"}]","Reflective Blogging as part of ICT Professional Development to Support Pedagogical Change - Part 6 | PDF",1792077463,45]