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(2002) is that ‘teachers continuously work with colleagues to improve the quality of their lesson and examining student work to see the effectiveness. One such technique is the Japanese technique of “lesson study” (Stingluar and Hiebert, 1997). Other than that instructional improvement can occur through training, coaching, study groups and other reflective processes (Spark, 2002).

Moreover, a widely discussed means for improving the instructional and learning processes in the classroom is integrating ICT in the teaching and learning process. Successful technology integration in schools requires ICT as an integral part of teacher preparation programmes (Duffield, 2005; Vrasidas and Glass, 2005). So integrating ICT in the professional development helps in two ways. First, it helps to continue professional development and helps teachers to improve their classroom practices. A combination of face-to-face workshops along with online interaction can provide a sustainable model for ongoing teacher development (Clark, 2000). Moreover, use of Information Communication Technology (ICT) leads to the development of community of practice (Vrasidas and Zembylas, 2004). It means sites of mutual learning are important contributors to the success of knowledge-dependent organizations. It provides formal and informal learning opportunities to teachers. Some of these sites are Supporting Teachers with Anywhere/Anytime Resources (STAR)-online and Virtual Teaching and Learning Community (VTLC). On the other hand, the skills in ICT help teachers to teach effectively in a diverse classroom where all find it easy to learn leading to reduction of the achievement gap. As Blackmore et al (2003) describes,

ICT can improve learning when teachers are intensively trained to make professional judgments about the appropriateness of particular ICT and the needs of their students. Therefore, there is a need for a significant shift in approaches to ICT professional development (p. 17-18).

This font is different，However, I find the use of ICT in professional development has its own limitations and challenges, one of which is the time required to train the teachers in ICT. According to Donnlley and Colleagues (2002) studies have shown that teachers need three to six years of sustained practice to integrate ICT fully in to the classroom. In this regard, Adelman and colleagues (2002) found that teachers identified that time as the most significant barrier to integrate ICT in classroom – time to learn how to use ICT, how to develop educational activities and how to implement them in the classroom. Another difficulty regarding the implementation of ICT is that it becomes obsolete (Vrasidas and Glass (2005) with new developments so teachers need to keep the pace up for updating their knowledge in ICT and its tools which often become difficult for teachers mainly due to lack of financial support as well as resources. Moreover, introduction of ICT has certain internal and external obstacles. Ertmer (1998) observes some extrinsic factors as first order barriers to ICT integration which includes the lack of access to hardware and software, insufficient time for teachers to plan instruction and familiarize themselves with ICT, inadequate technical training and administrative support. According to Dede (1998) the second-order barriers which are more internal, may be more difficult to overcome as they are more personal, emotionally connected