TeleLearning Professional Development Schools (TL•PDSs): Emerging Patterns of Time Management Within and Between Sites
Thérèse Laferrière, Laval University, Canada ; Alain Breuleux, Robert Bracewell, McGill University, Canada
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper is a report on the findings of an on-going research program on teachers' learning of new pedagogies supported by telelearning tools. Computer-supported learning communities that involve high school learners, preservice teachers, inservice teachers, and teacher educators are designed, and reflected upon at a number of sites and between sites (TL•PDSs). Emerging trends of effective use of online resources and tools serve as guidelines. Researchers' data points to emerging patterns of time management in communities of learners that combine face-to-face and online interaction. Three of such patterns are emphasized: 1) interacting with others before, during, and after class; 2) planning on a longer time scale; 3) evaluating participants' past and future ways to contribute effectively to one another's learning. TL•PDSs evolve as complex dynamic systems, ones likely to encourage participation in new practices of inquiry and sense-making.
Laferrière, T., Breuleux, A. & Bracewell, R. (1999). TeleLearning Professional Development Schools (TL•PDSs): Emerging Patterns of Time Management Within and Between Sites. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1860-1864). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).