Abstract
International education organisations acknowledge that information and communication technology (ICT) can play a role in enhancing education but that professional development in ICT must be promoted in order to develop digitally confident teachers. However, studies have shown that many teachers do not feel confident using ICT in their work. As a result, further investigation is needed to determine whether current ICT teacher professional development programmes are producing digitally confident teachers. This study asks: To what extent does a school-based ICT training programme help support teachers in becoming digitally confident users? It will attempt to assess the extent to which the ICT training offered at one particular school supports teachers in becoming digitally confident. Following a review of relevant literature, research was conducted with participating teachers, who were selected via a purposive sample, by firstly administering a close-ended online survey to explore and identify the key issues of the research, and secondly by administering a semi-structured instant messenger interview for a more in-depth exploration of the issues identified in the first phase. The results indicate that while the participants acknowledged their general satisfaction with their ICT professional development training and its impact on their digital confidence, an attempt should be made to fill the gaps identified in the training to further improve digital confidence.
M.Ed. (ICT Education)