Examining the Long Term Effects of the Professional Development for International Educators Model
PROCEEDINGS
Debra R Sprague, Anastasia Kitsantas, Beverly Shaklee, Maria Katradis, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract: This paper is a report on the findings to examine the long-term effects of the Professional Development for International Educators Model (PDIEM). The PDIEM encompasses an academic program, field experiences in diverse secondary schools, cultural exchanges and trips to provide the international educators with a vast array of tools, technologies, and perspectives for introducing and sustaining innovative educational practices upon their return to their home country. The findings show the positive effects that PDIEM had on the participants ten months after they completed the project.
Citation
Sprague, D.R., Kitsantas, A., Shaklee, B. & Katradis, M. (2012). Examining the Long Term Effects of the Professional Development for International Educators Model. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2399-2405). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 9, 2021 from https://www.learntechlib.org/primary/p/39942/.
Keywords
References
View References & Citations Map- Amanatidis, N. (2011). INSET (inservice training) of Greek primary school teachers in the acquisition and promotion of pedagogic practices and competences in the use of ICT (information and communications technology) in-classroom teaching. In T. Bastiaens& M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3257-3262). Chesapeake, VA:
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
- Dunn, K.E. And Rakes, G.C. (2010). Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding the use of technology in the classroom. Journal of Technology and Teacher Education, 18(1), 57-83.
- Authors (2011). Exploring the Impact of a Professional Development Model on Teacher Efficacy toward Technology Integration. In Pyrini, N. (Ed.) Readings in Technology Proceedings of ICICTE 2011. Rhodes, Greece
- Lee, M.H., & Tsai, C.C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the WorldWide Web. Instructional Science, 38, 1-21.
- Miltiadou, M., & Yu, C.H. (2000, October). Validation of the online technologies self-efficacy survey (OTSES). Paper presented at the Association for Educational Communications and Technology (AECT) International Convention, Denver CO.
- Pearson, D. & Smart, K. (2011). International educators professional development: A one year follow up study. In M. Koehler& P. Mishra (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2011, 2897-2901. Chesapeake, VA: AACE.
- Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal of Technology and Teacher Education, 14(1), 151-166.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References
