Sustainable models of teacher information and communication technology (ICT) professional development that empower multiliterate classroom practices

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Sustainable models of teacher information and communication technology (ICT) professional development that empower multiliterate classroom practices. New concepts like 'multiliteracy', 'rich tasks' and 'repertoires of practice' as identified by recent education documents such as "The New Basics" and "Literate Futures" (Education Queensland 2000a & 2000b) require new teaching practices that demand advanced levels of information and communication technology (ICT) interaction. Such involvement with ICT requires new models of teacher ICT professional development that have a well researched foundation based on their transformative realities and long term sustainability. This project will establish a conceptual understanding of what is required of teachers for 'multiliterate' learning and develop a professional development model that has as its goal 'multiliterate' student outcomes.