Given the steady rise in student attainment and ICT use there is surprisingly little attention to the place of technology as used by expert teachers. In particular, the ways that expert teachers use and adapt technology to improve both pedagogy and student performance in the classroom is under explored. The aim of this paper is to explore the ways that teachers, identified by schools as outstanding in their practice, develop their expertise by making best use of technology. The findings will challenge current notions of the value of high density ICT provision and offer policy makers concerned with teacher professional development opportunities to review how well existing policies develop or hinder genuinely good teaching and ICT use.
|Publication status||Published - 30 Apr 2010|
|Event||Annual Meeting of the American Educational Research Association - Denver, United States|
Duration: 30 Apr 2010 → 4 May 2010
|Conference||Annual Meeting of the American Educational Research Association|
|Abbreviated title||AERA 2010|
|Period||30/04/10 → 4/05/10|
Bibliographical notePaper presented at the Annual Meeting of the American Educational Research Association (AERA 2010), Denver, Colorado, April 30-May 4. The full text of this item is not available from the repository.