Transforming online professional development
普通类zhangfeiye
2011-03-24
- 简介: Increasingly, teachers have appreciated the potential of technology in teaching and learning, yet the implementation of technology in the classroom settings moved slowly. (National Center for Educational Statistics (NCES), 2006). Apart from external factors such as budget and technical problems, slow movement may result from intellectually superficial teacher training which is unable to provide ongoing support for teachers as they attempt to implement new pedagogies such as the integration of educational technologies into teaching practices (Darling-Hammond & Bransford, 2005). Further, researchers have found that professional development in technology integration are often short of providing such context that supports teachers to develop multiple kinds of knowledge and appropriate skills in order to create their own technology-based instruction (Darling-Hammond & Snyder, 2000; Lave & Wenger, 1991; Wiggins, 1993). Despite the plethora of rhetoric about teacher professional development in technology integration, there is still a paucity of empirical data addressing the effective implementation of online professional development to promote the actual implementation of technology into classroom, or about its impact on teaching practices. Supporting in-service teachers
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标签:
- development
- 学习内容
- and.pdf
- 需要
- 提示
- design
- online
- 超链接
- transforming
- 内容
- professional