Teachers' perceptions of online modules to promote professional learning of ICT
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Herrington, A., Herrington, J., Hoban, G. & Reid, D. (2007). Teachers' perceptions of online modules to promote professional learning of ICT. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2229-2238). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25680.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
Online professional learning has the potential to be a cost effective, flexible approach that can reach large numbers of teachers. However, there are many factors that need to be evaluated in developing successful online approaches that impact on teaching pedagogy and student learning. This paper outlines one phase of a research study conducted on behalf of an Australian state-based Department of Education to evaluate the transfer of professional learning from online modules about the integration of ICT to the practices of K-12 classroom teachers.
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
- The Benefits and Limitations of Online Group Work in a Teacher Education Program
- Pre Service Teachers Authoring Multimedia: A Project-Based Learning Approach.
- Barriers to Application of E-Learning in Training Activities of SMEs
- Virtual Schooling Standards and Best Practices for Teacher Education
- How Web 2.0 Technologies Are Used in Higher Education: An Updated Review of Literature
- Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
- Education and Information Technology 2012: A Selection of AACE Award Papers
- An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach
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