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That it is necessary to shift away from ICT-skills centred PD, towards reflective, pedagogically focused learning, is clear. Unless we, as teachers, can justify using ICT and make pedagogical changes to enhance student outcomes, then efforts to 'teach' ICT will be superficial. Embracing a Communities of Practice model for ICT PD incorporates the ubiquitous recommendations; that ICT PD should be collaborative; ongoing; focused on teacher needs;and facilitate critical discussion amongst colleagues.

Prestridge identifies three professional learning activities vital for meaningful ICT teacher PD; collegial dialogue;investigation; and reflection. She chooses to investigate the role of collegial dialogue in developing learning communities and enabling pedagogical change. This is intended to inform a model for ICT professional development, using online discussion forums to facilitate discussion.

"Prestridge identifies three professional learning activities vital for meaningful ICT teacher PD; collegial dialogue;investigation; and reflection. She chooses to investigate the role of collegial dialogue in developing learning communities and enabling pedagogical change. This is intended to inform a model for ICT professional development, using online discussion forums to facilitate discussion."

ICTeD Services offers professional development to schools. It in located in Melbourne, Australia. ICTeD Services specialises in teaching Information and Communication Technology skills to whole schools, to teams of teachers, and to groups of teachers and students learning together. These skills can include the use of digital video, animation, multimedia, Web 2.0 technologies, and website design and can be integrated into a variety of curriculum areas.

"This free DEECD sponsored course runs throughout Terms 3 to 4 and provides teachers in Victorian State Schools with a flexible, teacher-led professional development program showcasing how teachers from around the state add value to teaching and learning through effective and seamless use of ICT in the classroom."

Ray & Coulter (2010) supports this stating that currently, teachers as a collective, do not see the potential for technologies to aid in the development of new knowledge, active engagement and linkage of knowledge to a real-world setting.

There is always a danger that no matter how good an event is, it will turn out to have very little impact in the longer term, as you forget what you saw and more pressing concerns vie for your attention. Here are 7 suggestions for preventing that from happening.