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.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
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.
- Perspectives on Blended Learning in Higher Education
- Evaluation of an Inservice Teacher Training Program for ICT Integration
- 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
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Training teachers for ICT in education – a case from upper secondary school level in the Le@rn project
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