ABSTRACT
This chapter highlights the debates and controversies concerning developing reflective practice in the classroom and the use of Information Communication Technology to support reflective practice. It presents an overview of the place of reflective practice in the professional development of teachers, and then debates whether reflective practice has a place in the classroom and whether technologies are able to advance current practice. The chapter suggests moving from a low level of reflection through mere description of an event to the deepest level involving dialogue with relevant others and/or research literature, as well as a development of metacognition in reviewing one's own practice. It develops the notion of social reflective practice and presents some of the debates around widening reflective practice beyond personal reflections and sharing more widely, inviting comment on practice, arguing that this can lead to a deepening of reflective practice. The chapter provides an overview of how one might prepare to use each technology.
