Transforming teacher practice through blended professional development: Lessons learned from three initiatives

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Wideman, H., Owston, R. & Sinitskaya, N. (2007). Transforming teacher practice through blended professional development: Lessons learned from three initiatives. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2148-2154). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24905.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Herbert Wideman, Ronald Owston, York University, Canada; Natalia Sinitskaya, York Unversity, Canada

Abstract

The paper presents a comparative analysis of the evaluation findings from three major multi-jurisdictional teacher professional development initiatives that used a blended model for delivery incorporating both online and face to face components. We outline the three initiatives and the evaluation strategies applied to them, and then discuss what the findings indicate about best practices and problems in utilizing blended models of professional development. The factors found to be critical for success included the development of a cohesive and focused learning community; the use of face-to-face sessions to help build that community; the development of a user-friendly portal interface design; strong administer support; the use of formative feedback to meet participant needs; and the provision of opportunities for teachers to experiment with new teaching practices in a context that provides effective mentoring and collegial support.

Also Read

• How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
• Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
• Perspectives on Blended Learning in Higher Education
• Strategic Blending: A Conceptual Framework to Improve Learning and Performance
• Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
• Usage Analysis in Learning Systems
• Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
• Researching Online Communities of Inquiry: New CoI Survey Instrument
• A New Image: Online Communities to Facilitate Teacher Professional Development
• Finding a Balance in Dimensions of Blended Learning

Tags