Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team’s approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia. The main goal of this project was to improve student outcomes via changing core pedagogical practices such as formative assessment, higher order thinking, and student-centered learning. In this article, we describe the background of the project, detail the country and sector context, the project team composition, the technological approach used in the development plan, and offer an analysis of how the proposed technology interventions push teachers and leaders to use technology to improve tasks and improve the teaching and learning experience.
Richardson, J. W., Sales, G., & Sentočnik, S. (2015). Plans for Embedding ICTs into Teaching and Learning through a Large-Scale Secondary Education Reform in the Country of Georgia. FIRE: Forum for International Research in Education, 2(1). Retrieved from http://preserve.lehigh.edu/fire/vol2/iss1/3
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, International and Comparative Education Commons, Other Educational Administration and Supervision Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons