Abstract:
This study examined 100 beginning teachers’ transfer of learning when utilising
Information Communication Technology-enhanced activity-based learning activities. The
beginning teachers had participated in a professional development program that was
characterised by ‘learning technology by collaborative design’ in their final year of their
pre-service preparation program. Transfer of learning was proposed as characteristic of (i)
the professional development program, (ii) beginning teachers and (iii) school environment.
Beginning teachers held positive views about active learning and ICT use developed during
the professional development program, which seemed the strongest predictor in transfer of
their learning. The study also showed that a significant amount of explained differences in
the level of transfer of ICT-enhanced activity-based learning innovation could be attributed
to range of factors across individual beginning teachers and school environment
characteristics. Implications of these findings are discussed.
