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Information and Communication Technology in the Teaching and Learning Process: Does Online Professional Development Make a Difference?
PROCEEDINGS

, Christchurch College of Education, New Zealand

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study is an ongoing examination of the effectiveness of an online professional development course designed to examine the connection between learning theory and technology used to support learning in the classroom. The course is taught by three methodologies: a traditional face-to-face class that used the online materials as a resource; an online class that received all instruction via the Internet; and a hybrid class that used the online resources in addition to meeting weekly for teleconferencing with the instructor. At the completion of the course data was collected from the participants relating to course design and implementation resulting in positive feedback from most students. To ascertain changes in attitude and classroom practice, further data was requested from the students six months after completion of the course. This study focuses on the second round of data collection and examines the changes in attitude and practice reported by the teachers.

Citation

Morrow, D. (2002). Information and Communication Technology in the Teaching and Learning Process: Does Online Professional Development Make a Difference?. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1392-1396). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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