The cluster model was based on the principles that have underpinned the successful New Zealand ICT professional development programme. Evaluation of the pilot programme was based on data collected during the project, including surveys, interviews with principals and teachers, facilitator observations, and personal communications to facilitators. The key findings were as follows:
- Facilitated cluster models of professional learning can be successfully implemented in Malaysia, when national and state education infrastructures work with school leaders to meet the challenges of learning collaboratively.
- The programme’s online community and its access to international resources enabled teachers in the pilot to model global communication with their students.
- Teachers overcame anxieties about technical issues and moved beyond their usual teaching approaches to involve students in decisions about their learning.
- Teachers had individual needs in terms of their ICT use and capability, and this project worked with these needs as a priority.
- The model allows for the generation of Malaysian leadership capability in new ways of working with teachers.
- The impact of the programme after 10 weeks was greatest for the group of teachers that began as the least confident in the use of ICTs for administration, teaching and learning.
- Student use of ICTs was slower in the early phases of implementation, as their teachers began to experiment themselves with the use of ICT as teaching tools.
- At the end of the programme, teachers reported using ICTs with classes less often for motivation, and more often to support learning outcomes.
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