A pressing contemporary challenge for teachers’ professional learning across Europe is how to educate teachers to use technologies to innovate practice. This is in a context where, internationally, increasing numbers of young people inhabit digital cultures to a far greater extent than their teachers. The report on 27 EU countries’ use of Information and Communication Technology (ICT) in schools (Empirica, 2006) found that the use of ICT is the third biggest area of shortfall in ICT across European countries, superceded only by the need to improve pupil access to computers and internet connection. The UK is reported as having among the highest levels of pupil access to computers and availability of digital resources for teachers. These apparent advantages however, are not matched by enhanced teachers’ knowledge and understanding which can utilise them for innovative practice (Becta, 2007; 2008) and motivation to use technologies is problematic among UK teachers (Empirica, 2006). Becta (2008) reports a ‘significant deficit in practice’ in schools in England and the persistence of ‘slow development of learning and teaching using technology’. Past Continuing Professional Development (CPD) provision has proved problematic (e.g. National Opportunities Fund training and ICT Standards for Initial Teacher Education). In response to this scenario, a Becta research project (2008-9) investigated the provision of ICT CPD in England, focusing on the following key questions: 1. What models are there for CPD (in terms of providers, duration, location, use of personnel, approach, method and use of technology)? 2. What are the key factors in ensuring that CPD affects pedagogy and practice? The research objectives were to identify forms of ICT CPD that help bring about change in pedagogy and provide sustainable ways for teachers to develop their practice. To identify CPD which satisfies these needs, the research drew on key theoretical frameworks which have a bearing on teachers’ professional learning and ICT: the change process (Fullan, 2001, 2003; Hargreaves 1994; Harris and Muijs. 2005); schools as learning communities (Lingard, 2003; Bolam, 2005); collaborative CPD (Cordingley, 2005, 2007; Fielding et al, 2005; Pickering et al 2007); and harnessing informal learning (Russell and McGuigan, 2007; Sutch et al, 2008). There are lessons to be learned from the findings which have potential benefits for European countries which are directing policy development and resources to address areas of shortfall identified by Empirica 2006, in terms of how the critical role of CPD in effective use of technologies can be addressed.

A qualitative methodology investigated a range of stakeholders in ICT CPD to gain their perspectives on effective CPD based on experience. Semi-structured interviews were conducted with headteachers, Local Authority personnel and commercial providers, and focus groups were used with teachers to collect data in a critical discursive context which drew on their experiences of ICT CPD. The methodology aimed to capture the detail of teachers’ engagements with a variety of CPD arrangements, from the viewpoints of the various stakeholders. Document studies and site visits were also used to collect qualitative data on models for CPD and their features. A grounded approach was used to investigate the data and identify the key features of effective ICT CPD which appeared within consistency. In a further stage, a range of models for providing effective CPD was identified from the experiences recorded in the data.

The research includes an overview of the current range of CPD arrangements experienced by the research participants. It outlines a range of effective models for CPD, offers detailed analysis of these models and their practical designs, and makes recommendations on implementation and development of strategy for ICT CPD. It focuses on the need to make productive links between three key levels of findings: the micro-level (transforming teachers’ practice); the school level (schools as learning organizations); and the macro-level (the impact of wider networks of stakeholders). Findings suggest that issues of how teachers' CPD is funded, organised and facilitated by schools are critical to developing teachers’ practice. The outcomes are expected to be of particular value in national contexts where policy-development for ICT CPD is a priority. The research includes recommendations on sustainable approaches to ICT CPD, and ways of prioritizing CPD objectives and resources within contexts of rapid technological change.