Browsing by Subject: Professional Development
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Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development
Theodore J. Kopcha
Computers & Education Vol. 59, No. 4 (December 2012) pp. 1109–1121
This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional... More
pp. 1109-1121
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Evaluating the impact of educational technology professional development upon adoption of Web 2.0 tools in teaching
Iain Doherty & Iain Doherty
Australasian Journal of Educational Technology Vol. 27, No. 3 (Jan 01, 2011)
Our paper reports upon and critically analyses findings from a two-year research project into the provision of continuing professional development for making purposeful use of Web 2.0 tools in... More
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Professional Development in Distance Education: Knowledge Advantage, Conflicting Values and the Struggle for Survival
Gordon Burt, Institute of Educational Technology, Open University, United Kingdom
Indian Journal of Open Learning Vol. 9, No. 2 (2000) pp. 147–156
There are a number of possible ways in which development can happen: solitary, peer or developer-led development; and learning-by-doing or learning-todo. Developer-led learning-to-do fails to... More
pp. 147-156
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Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?
Priscilla Norton & Dawn Hathaway, George Mason University, United States
Journal of Technology and Teacher Education Vol. 23, No. 4 (October 2015) pp. 509–533
Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One ... More
pp. 509-533
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Challenges and opportunities in employing game development in computer science classes
Oswald Comber, University of Vienna, Faculty of Computer Science, Austria; Renate Motschnig, University of Vienna, Austria
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1892–1900
Learning to program is a challenging task. By stepping from programming learning environments to professional integrated development environments, the complexity involved and the effort required to... More
pp. 1892-1900
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Teaching & Learning at HCC: An Online Professional Learning Community for Adjunct and New Full-time Faculty
Marcie Revale & Jody Weaver, Hillsborough Community College, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1297–1301
“Teaching & Learning at HCC” is an online professional learning community and is a dynamic and ever-evolving resource that all faculty access for teaching/learning strategies, professional... More
pp. 1297-1301
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The New Space Challenge: A game-based professional development program for staff teaching in new generation learning spaces
David Cameron & Carol Miles, Centre for Teaching and Learning, University of Newcastle, Australia
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1139–1141
The New Space Challenge is a staff development approach specifically designed to enhance student learning experiences in the new generation of learning spaces being developed at the University of ... More
pp. 1139-1141
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Tools of Engagement Project (TOEP): Discovering and exploring within a supportive professional development community
Roberta (Robin) Sullivan, Center for Educational Innovation, University at Buffalo, State University of New York, United States; Cherie van Putten, Binghamton University, State University of New York, United States; Nathan Whitley-Grassi, Empire State College, State University of New York, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1041–1043
Faculty often find the task of locating high quality Web 2.0 teaching and learning resources both time-consuming and onerous. Add to that limited professional development training and the dedicated... More
pp. 1041-1043
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Use of video records of classroom practices to support teacher reflection in a professional learning network
Leah Dayan, Alain Breuleux, Gyeong Mi Heo & Lei Nong, McGill University, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 980–989
This study discusses the use of video records of classroom practices in a professional learning network (PLN) in order to support teacher reflection and professional development. Select video... More
pp. 980-989
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Putting personal learning networks to work: Professional learning and the pre-service teacher
Geoffrey Lautenbach & Jacqueline Batchelor, University of Johannesburg, South Africa
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 857–861
21st century educators require many competencies and are encouraged to become digitally literate, integrate technology into teaching and learning, use technologies to deepen knowledge, and employ... More
pp. 857-861
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The Evolution of a Teacher Professional Learning Network for Digital Literacy
Lei Nong, Alain Breuleux, Gyeong Mi Heo & Leah Dayan, McGill University, Canada; Karen Rye, Tina Morotti, Lisa Rae-Nutter & Sandra Fréchette, Riverside School Board, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 189–197
This case study describes the evolution of a teacher professional development project for digital literacy. The goal of this teacher professional development project is to support teachers’... More
pp. 189-197
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What Would an Alien Eat? A Blended Learning Approach for Hands-On STEM Professional Development
PG Schrader, MaryKay Orgill, Heather Skaza, Eshani Gandhi, Erica Marti & Schetema Nealy, University of Nevada, Las Vegas, United States; Kristoffer Carroll, Southern Nevada Regional Professional Development Program, United States; Travis Olson, Daniel Gerrity, Mehmet Dulger & Danielle Nobles, University of Nevada, Las Vegas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1879–1888
An inquiry-based, integrated STEM PD was created and delivered to middle school teachers who serve traditionally underrepresented populations of students. A blended learning philosophy was... More
pp. 1879-1888
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We Can Work Together: Managing Group Work Online
Lujean Baab, Virginia Tech, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1706–1710
Abstract: Online learning is a preferred option for many students in degree programs, professional development, and life-long learning. The nature of online options can lead to the belief that they... More
pp. 1706-1710
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The Effectiveness of Online Professional Development for Teachers
Ali Suwayied Alqarni, Southern Illinois University (SIUC), United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1384–1390
The paper is to examine whether online professional development for teachers is effective or not. The effectiveness the researcher looked into was through an overview of many studies that identify... More
pp. 1384-1390
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Online Professional Development:Transitioning from Face-to-Face to Online Delivery
Michelle Read, Texas State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1274–1275
Transitioning from face-to-face instruction to either blended or completely online delivery for both K12 and college courses, is becoming more popular. As budget crises and other barriers, such as... More
pp. 1274-1275
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If you can't beat them, join them
Alia Sheety, Cabrini College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 921–925
The case study examines teachers’ perception of the use of mobile phones to enhance learning. Data was collected from an Arab Israeli Private School at the north of Israel. Interviews were... More
pp. 921-925
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Have Pre-Service Teachers’ Technology Skills Changed in the Last 14 years?
Ian Loverro, Central Washington University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 843–848
In 2001, 180 pre-service teachers completed a survey designed to assess the confidence with which they engaged in particular technology-related activities, on the first day of their education... More
pp. 843-848
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Blended Learning for In-service Teachers’ Professional Development: A Preliminary Look at Perspectives of Two Singapore Chinese Language Teachers
Yan Ni Tan & Yuh-Huann Tan, Singapore Centre for Chinese Language, Singapore
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 670–675
Attending traditional face-to-face professional development (PD) workshops is a dominant mode of PD for in-service Chinese Language teachers in Singapore. Research has shown that such workshops may... More
pp. 670-675
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Creating Interactive eBooks with SoftChalk eBook Builder
Rano Marupova, Iowa State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) p. 631
SoftChalk Create is a content authoring tool, which has been around for a while. The tool allows educators, with limited or no knowledge in html coding, to create interactive and engaging learning ... More
p. 631
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State of the Art PD The Online Professional Learning Exchange
James Lipuma & Bruce Bukiet, New Jersey Institute of Technology, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 619–624
Abstract: In America, educator Professional Development (PD) consists of lecture style or hands-on workshops often accomplished with long PowerPoint presentations. Some add online technology to... More
pp. 619-624