Research has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and m...

In the United States, the use of educational technology is mandated by accredited teacher preparation programs and by state accrediting departments of education. Yet, the majority of teacher education faculty fail to infuse educational technology procedures into their courses at substantial levels (Mitchell, Dipetta and Kerr 2001) and teachers fail to infuse technology into their teaching (Ande...

A summary of inclusion and co-teaching syntheses was conducted to better understand the evidence base associated with collaborative models of instruction. Six syntheses were identified: four investigated inclusion, and two investigated co-teaching. Collectively, the syntheses represented 146 studies. The syntheses investigated research on collaborative models; student outcomes; teachers’ attitu...

Zambia is a multilingual country and it is estimated that it has 73 dialects which can be collapsed into between 30 to 45 languages. English is the only officially sanctioned language for administration, commerce, judiciary and the media. It is the only compulsory language subject in the country and the sole medium of classroom instruction from grade 5 to University. Due to its hegemonic role a...

As new technologies offer an ever-increasing range of possibilities for supporting student learning, teachers struggle to keep abreast of the changes. This is especially the case for teachers in smaller rural schools who are isolated professionally from their colleagues. A group of teachers from four such schools in northern New South Wales combined to support each other in learning about anima...

• This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic Reflective Approach (HA) to teacher professional developmen...