Understanding the balance of experienced teachers' ICT learning

In the Information Age, ICT learning requires a balance between the concrete and experiential learning process and the abstract conceptualisation of Andragogy. Future Teacher Professional Development will need to understand the complexities of the concrete experience and the abstract conceptualisation of new knowledge. Professional Development will need to comprehend how experienced teachers as digital immigrants learn. It will further need to understand what abilities are essential for these experienced teachers and how they develop an awareness of their ICT learning. This paper will examine a study that was undertaken with a group of Post Registration Primary School Educators. These experienced teachers undertook the Post Registration or fourth year of their Bachelor of Education (Primary) course at an Australian Educational Institute. These experienced teachers with limited ICT exposure went through an ICT learning process over a period of one year. They finally acquired the ICT knowledge and skills, however within the time span of one year, theoretical pedagogy was absent or minimal.