ICT and Teachers 504

To be effective in integrating ICTs into the curriculum to create positive student outcomes "... teachers need to be able to draw on a repertoire of ICT integration and transformation models backed by sound understanding of pedagogical underpinning" (Bowles, 2008: 8). Success is not just centred on the internal commitment of the teacher. Successful integration is dependent upon various institutional, individual and pedagogical inhibitors/adaptors (Birch, 2009).

Teachers are expected to be able to learn and use ICTs across the curriculum to implement real time learning experiences/authentic life-long learning tasks. Competency standards in ICT skills are expected, as is the ability of employing constructivist pedagogy in teaching and learning. "... every teacher is now expected to be capable of competently and effectively using the ICT and other learning technologies currently available in schools" (Jones, 2003: 67). Yet while this is all expected, Jones (2003: 68) claims "most teachers are unable to integrate ICT use into their everyday classroom practice."

There are teachers who have resisted these changes in education and technology, and haven't reflected upon their pedagogy since their pre-service days. Others cautiously progress their journey, whole others are intrinsically motivated to " ... go that extra mile ..." (Birch, 2009: 126) for their students. Change is often met with resistance. Change itself bring upon its own set of challenges.

The challenge lies in allowing teachers time to explore and learn to apply a variety of ICT skills and experiences. Bowes (2003: 8) believes professional development is necessary to prepare teachers for their future as "learning brokers, knowledge systems expert and learning strategists (2003: 8). The challenge is not only in the how to use the technology but the how and why associated with pedagogical practices to improve student learning outcomes.

As ICT leader, the TL is able to lead teachers through this process, through their journey. Their knowledge about:
leadership, leadership styles/methodologies, pedagogy-constructivism, ICT practices and skills, learning theories, the staff and their ICT journeys etc.