The role of written reflection in enabling teachers to transform ICT pedagogical beliefs and practices

Abstract

This paper explores the transformative capacity of teacher reflection within professional development activity. It firstly explores the relationship between contemporary literacy practices such as multiliteracies and the integration of ICT in learning. The paper then moves on to an analysis of the role of teachers' written reflections in ICT professional development. Reflective documentations including written entries and drawings 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.