Are Secondary Schools in Botswana Conducive Environments for ICT-supported Teacher Professional Development

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Boitshwarelo, B. (2007). Are Secondary Schools in Botswana Conducive Environments for ICT-supported Teacher Professional Development. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1326-1330). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25548.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
Vancouver, Canada
June 25, 2007
ISBN 1-880094-62-2
  Craig Montgomerie & Jane Seale
AACE

More Information on EDMEDIA
Table of Contents

Author

Bopelo Boitshwarelo, Deakin University, Australia

Abstract

Information and communications technologies (ICTs) have a potential to improve learning through transmission of quality content and enhanced communication. In particular, online communities of practice are known to broaden and deepen learning outcomes by fostering sharing, reflection and iterative knowledge construction among learners. Consistent with recent views on teacher professional development, which advocate for ecological approaches to in-service training, online communities are increasingly being used to promote situated and distributed learning among teachers. This paper discusses the secondary school ICT environment in Botswana in relation to online-supported school-based professional development. This discussion is done within the context of a study where an online intervention was introduced to 10 biology teachers who had undergone workshop training and needed to continue to interact as a community of practice. The discussion is made in light of the minimal involvement of the teachers.

Keywords

• Training
• Teachers
• Learning Outcomes
• Professional Development
• Information Communication Technologies

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