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Integrating Latin American Studies and Technology Through A Blended Professional Development Model
PROCEEDINGS

, University of Florida, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

As educators face shrinking state and district budgets, limited time, and the need for professional development that has long term impact, a “blended” format for teacher training may be a viable solution. The model proposed here aims to deliver authentic learning experiences that provide teachers with the opportunity to acquire international content knowledge while experimenting with practical and pedagogically sound applications of Web 2.0 tools for teaching and collaboration. The model consists of two face-to-face meetings accompanied by pre and post online components. The analysis of teacher reactions to the blended workshop design and their implementation of acquired knowledge and technology tools for engaging student activities are presented in this paper. The results will be useful in the continued effort to design an optimal blended format for professional development.

Citation

Risner, M. (2010). Integrating Latin American Studies and Technology Through A Blended Professional Development Model. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3685-3688). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 28, 2020 from .

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