Reflective Blogging as part of ICT Professional Development to Support Pedagogical Change

Abstract

Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focuses on the reflective quality of teachers’ blogs. It describes teachers’ perceptions and engagement in reflective activity as part of an ICT professional development program. Reflective entries are drawn from a series of blogs that are analysed qualitatively using Hatton’s and Smith’s (1995) three levels of reflection-on-action. The findings suggest that each level of reflective action plays a different role in enabling teachers to transform their ICT pedagogical beliefs and practices. Each role is defined and illustrated suggesting the value of such activity within ICT professional development, consequently reshaping what constitutes effective professional development in ICT.