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.
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Murphy, J. (2007). 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. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2233-2237). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24921.
Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Since its inception in 2000 the Advanced Broadband Enabled Learning (ABEL) program has developed a blended learning service that enhances teacher and faculty professional practice and improves student achievement. Using award winning methodology ABEL provides school districts and post secondary institutions with a collaborative platform, an instructional design approach for professional learning that uses information communications technologies (ICT), a proven implementation strategy and ongoing research and evaluation. While it continues to maintain its focus on transforming teacher and faculty practice through the use of broadband technology in schools, research into best practices in delivering professional development and the impact of its implementation has led ABEL to focus more fully on the impact of job-embedded learning. This paper focuses on ABEL's program strategy for teacher training and professional growth that models the compelling intersection of content, technology and pedagogy and transforms practice.
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Perspectives on Blended Learning in Higher Education
- Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
- Finding a Balance in Dimensions of Blended Learning
- Researching Online Communities of Inquiry: New CoI Survey Instrument
- Connecting Theory to Practice – Using technology to support situated learning in vocational education
- A New Image: Online Communities to Facilitate Teacher Professional Development
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