Research Results
ICT Application and Integration by Teachers Beginning to Implement the IMYM Model
Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Early Childhood Learning
Conclusion
While teachers vary widely in their levels of technical skill in using ICT, depending upon the type of ICT application (Appendix A), they are almost uniformly at the Developing level with respect to pedagogical skill in integrating ICT in their classrooms (Appendix B).
Much more professional development needs to be targeted at the pedagogy and promising practices needed to integrate ICT in the curriculum and in the classroom. Any professional learning about the use of ICT must take place in the context of curriculum and classroom.
