Abstract

Teachers' role within the ICT-mediated learning environment is a pivotal one. They have to take on the more demanding role of mediator and knowledge broker: to provide guidance, strategic support, and assistance to help students to assume increasing responsibilities for their own learning. In order for them to take on such a role, teachers have to be equipped with both pedagogical and technological competencies, to be open to new ideas and practices, and to understand and accept the need for change. This paper is based on a technical consultancy mission with the Inter-American Development Bank to work with the Ministry of Education, Youth Affairs and Sports of Barbados on the professional development for teachers, and it discusses the process of formulating and implementing an in-service professional development plan to build teachers' capacity for ICT use in the classrooms. The four main components of the mission were the capacity building of education officers in the ministry, the design and development of an in-service professional development program for teachers, the implementation and evaluation of the program, and the capacity building of school leaders. (Contains 1 figure.)

Citation

Lim, C.P. (2007). Building Teachers' Capacity for Using Technologies in Schools: A Case Study of In-Service Professional Development in Barbados. Educational Media International, 44(2), 113-128. Retrieved August 6, 2024 from https://www.learntechlib.org/p/99875/.

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Keywords

• case studies
• educational technology
• Foreign Countries
• Guidance
• information technology
• Inservice Teacher Education
• professional development
• Program Development
• Teacher Role
• teaching methods