Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
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Murphy, J. (2007). Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1725-1733). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26602.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
Theo Bastiaens & Saul Carliner
More Information on ELEARN
Table of Contents
Abstract: Since its creation 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 effective practices in delivering professional development and the impact of its implementation has led ABEL to centre attention more fully on the impact of job-embedded learning. This paper focuses on ABEL's program strategy for teacher training and professional growth and presents the lessons learned from seven years of successful implementation.
- 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.
- Perspectives on Blended Learning in Higher Education
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
- Finding a Balance in Dimensions of Blended Learning
- A New Image: Online Communities to Facilitate Teacher Professional Development
- Connecting Theory to Practice – Using technology to support situated learning in vocational education
- Researching Online Communities of Inquiry: New CoI Survey Instrument
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