It is evident that professional development plays an instrumental role in the successful integration of ICT. Significantly, literature discusses the importance of empowerment and intrinsic motivators, as factors in ICT integration (Puhala, 2018, p. 136). Additionally, shared leadership, and responsibility, both in the design and implementation of ICT, within educational pedagogies, are imperative (Avidov-Ungar, 2019, p. 401); (Bain, 2012, p. 129). Moreover, these important aspects of ICT incorporation, previously unheeded, with the inception of ICT, are now, evidently seen as imperative to the success of ICT integration.
As a holistic practitioner, I have experienced frustration, at the under-utilisation of industry experts, who commonly have been excluded from organisational change processes. Whereas, when practitioner contributions are appreciated, experts are motivated and engage more with ICT integration (Tondeur et.al., 2016, p. 116).
The TPACK framework has undeniably been underutilised by practitioners, who have not been guided in its application, in retrospect to the design of educational pedagogies (George, 2017, p. 2877). Additionally, TPACK can guide PD processes strategically, encouraging leadership and promoting intrinsic reward, whilst incorporating ICT into educational pedagogies.
As the ICT project lead for a small RTO, elements of the TPACK were evident in the project plan, but internal resistance, made for difficult implementation. Where training was compulsory for staff, it was effective, but with inconsistent training opportunities and limited time for experimentation, unfortunately resulted in ICT not being integrated into educational materials and practices.
Leading ICT projects requires strategic planning and transformational leadership across the organisation (Oreg, 2011), thus ensuring that all stakeholders are engaged and empowered through dynamic structured professional development opportunities. Professional development requires clear objectives and must be an extension of learning, thus empowering individuals to utilise ICT to enhance their educational outcomes (p. 634).
References
Avidov-Ungar, O., & Hanin-Itzak, L. (2017). Sense of empowerment among school ICT coordinators: Personal, subject-area and leadership empowerment. Technology, Knowledge and Learning, 24: 1-17. http://doi.org/10.1007/s10758-017-9346-8
Bain, A., & Weston, M.E. (2012). Education and technology. In the learning edge: what technology can do to educate all children, (pp. 1-24). New York, NY: Teachers College Press
George, A., & Sanders, M. (2017). Evaluating the Potential of Teacher-Designed Technology-Based Tasks for Meaningful Learning: Identifying Needs for Professional Development, Educ Inf Technol, 22:2871-2895. http://doi.org/10.1007/s10639-017-9609-y
Oreg, S., Berson, Y. (2011). Leadership and employees’ reactions to change: The role of leaders’ personal attributes and transformational leadership style. Department of sociology and anthropology, University of Haifa.
Puhala, J. (2018). Changing Classroom Practice: Elementary Teacher Experiences of a professional development program, Technology, Knowledge and Learning, 25: 129–147. https://doi.org/10.1007/s10758-018-9370-3
Tondeur, J., Van Keer, H., Van Braak, J., & Valcke, M. (2007). ICT integration in the classroom: Challenging the potential of a school policy. Computers and Education, 51. 212-223. http://doi.10.1016/j.compedu.2007.05.003