Identifying teachers' internet training needs

Abstract

Abstract This article reports on a study to devise effective in-service training (INSET) to train teachers in the use of the Internet in the curriculum. A number of important themes for effective INSET were established from a survey of the literature. The practice of one INSET programme (for the Newham Internet Project) was examined in detail through questionnaires sent out to the project contact people in both primary and secondary schools and through follow-up interviews with a selection of the respondents. In relating the themes from the literature with the results of the study, four areas are identified that need to be addressed if INSET in this area is to be effective: (a) the institutional context, (b) the relationship between teachers' personal and professional use of information and communications technology, (c) the delivery methods and support mechanisms, and (d) curriculum integration, and training in curriculum leadership.