Online learning communities and teacher professional development: methods for improved education delivery
"This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher. |
| Beschreibung: | "Premier reference source"--P. [1] of cover. Includes bibliographical references and index -- "This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher. |
| Beschreibung: | XXVI, 326 S. Ill., graph. Darst. 29 cm |
| ISBN: | 1605667803 9781605667805 |
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| 500 | |a Includes bibliographical references and index -- "This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher. | ||
| 520 | 3 | |a "This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher. | |
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TABLE OF CONTENTS
FOREWORD XIV
PREFACE XV II
ACKNOWLEDGMENT XXV I
SECTION 1
THEORETICAL AND TECHNOLOGICAL FOUNDATIONS
CHAPTER 1 THEORETICAL FOUNDATIONS OFTEACHERS PROFESSIONAL DEVELOPMENT..
I
INGRID HELLEVE, UNIVERSITY OF BERGEN, NORWAY
CHAPTER 2 THE THEORY AND PRACTICE DIVIDE IN RELATION TO TEACHER
PROFESSIONAL DEVELOPMENT... 20 SHELLEYANN SCOTT, UNIVERSITY OFCALGARY,
CANADA
SEETION 2
METHODS AND MODELS OF ONLINE COMMUNITIES IN TPD
CHAPTER3 CASE STUDIES FROM THE INQUIRY LEARNING FORUM: STORIES REACHING
BEYOND THE EDGES 42 REBECCA SCHECKLER, RADFORD UNIVERSITY, USA
CHAPTER4 CHANGING THE METAPHOR: THE POTENTIAL OFONLINE COMMUNITIES IN
TEACHER PROFESSIONAL DEVELOPMENT 60
MARGARET LLOYD, QUEENSLAND UNIVERSITY OFTECHNOLOGY. AUSTRALIA JENNIFER
DUNCAN-HOWELL, QUEENSLAND UNIVERSITY OFTECHNOLOGY, AUSTRALIA
IMAGE 2
CHAPTER 5
TEACHER PROFESSIONAL DEVELOPMENT PRACTICES: THE CASE OF THE HARINGEY
TRANSFORMATION TEACHERS PROGRAMME 77
NORBERT PACHLER, INSTITUTE 0/ EDUCATION, UNIVERSITY 0/ LONDON, UK
CAROLINE DALY, INSTITUTE 0/ EDUCATION, UNIVERSITY 0/ LONDON, UK ANNE
TURVEY, INSTITUTE 0/ EDUCATION, UNIVERSITY 0/ LONDON, UK
CHAPTER6 REALISING THE POTENTIAL OFVIRTUAL ENVIRONMENTS: ACHALLENGE FOR
SCOTTISH TEACHERS 96 ALASTAIR WILSON, UNIVERSITY 0/ STRATHCLYDE, UK
DONALD CHRISTIE, UNIVERSITY O/STRATHCLYDE, UK
CHAPTER 7 CHALLENGES OF ONLINE TEACHER PROFESSIONAL DEVELOPMENT
COMMUNITIES: A STATEWIDE CASE
STUDY IN THE UNITED STATES 114
VASSILIKI 1 ZYGOURIS-COE, UNIVERSITY 0/ CENTRAL FLORIDA, USA BONNIE
SWAN, UNIVERSITY O/CENTRAL FLORIDA, USA
CHAPTER 8 TEACHER PROFESSIONAL DEVELOPMENT THROUGH KNOWLEDGE MANAGEMENT
IN EDUCATIONAL ORGAN ISATIONS 134
J. GAIRIN-SALLIM, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN D.
RODRIGUEZ-G6MEZ, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN
CHAPTER9 THINKING THINGS THROUGH: COLLABORATIVE ONLINE PROFESSIONAL
DEVELOPMENT.. 154
JOHN P. CUTHELL, MIRANDANET ACADEMY, UK
SECTION 3
INNOVATIONS IN THE USE OF TECHNOLOGY AND TPD
CHAPTER 10 INNOVATIONS IN THE USE OFTECHNOLOGY AND TEACHER PROFESSIONAL
DEVELOPMENT.. 169
DONALD E. SCOTT, UNIVERSITY O/CALGARY, CANADA SHELLEYANN SCOTT,
UNIVERSITY O/CALGARY, CANADA
CHAPTER 11 GAME INFORMED VIRTUAL PATIENTS: CATALYSTS FOR ONLINE LEAMING
COMMUNITIES AND PROFESSIONAL DEVELOPMENT OF MEDICAL TEACHERS 190
MICHAEL BEGG, UNIVERSITY 0/ EDINBURGH, UK DAVID DEWHURST, UNIVERSITY 0/
EDINBURGH, UK MICHAEL ROSS, UNIVERSITY 0/ EDINHURGH, UK
IMAGE 3
CHAPTER 12
VIDEOPAPER AS A BRIDGING TOOL IN TEAEHER PROFESSIONAL DEVELOPMENT 209
TROND EILIV HAUGE, UNIVERSITY O/OSLO, NORWAY SVEIN OLAV NORENES,
UNIVERSITY O/OSLO, NORWAY
SECTION 4
PEDAGOGIES AFFORDED BY TECHNOLOGY IN TPD
CHAPTER 13 TPD AS ONLINE COLLABORATIVE LEARNING FOR INNOVATION IN
TEAEHING 230
DIANA LAURILLARD, INSTITUTE 0/ EDUCATION, UK ELIZABETH MASTERMAN,
UNIVERSITY O/OX/ORD, UK
CHAPTER 14 ONLINE PEDAGOGY DESIGN AND DEVELOPMENT: NEW MODELS FOR 21 SI
CENTURY ONLINE TEAEHER PROFESSIONAL DEVELOPMENT.. 247
PAMELA WHITEHOUSE, WEST VIRGINIA UNIVERSITY, USA ERIN MCCLOSKEY, HARVARD
GRADUATE SCHOOL 0/ EDUCATION, USA DIANE JASS KETELHUT, TEMPLE
UNIVERSITY, USA
CHAPTER 15 CHALLENGES FOR THE TEAEHER S ROLE IN PROMOTING PRODUETIVE
KNOWLEDGE CONSTRUETION IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING
CONTEXTS 263
MAARIT ARVAJA, UNIVERSITY 0/ JYVSKYL, FINLAND RAIJA HMLINEN,
UNIVERSITY 0/ JYVSKYL, FINLAND HELENA RASKU-PUUONEN, UNIVERSITY 0/
JYVSKYL, FINLAND
COMPILATION OF REFERENCES 281
ABOUT THE CONTRIBUTORS 315
INDEX 323
IMAGE 4
DETAILED TABLE OF CONTENTS
FOREWORD XIV
PREFACE XVI I
ACKNOWLEDGMENT : XXVI
SECTION 1
THEORETICAL AND TECHNOLOGICAL FOUNDATIONS
CHAPTER 1 THEORETICAL FOUNDATIONS OFTEACHERS PROFESSIONAL DEVELOPMENT..
I
/NGRID HEL/EVE, UNIVERSITY OF BERGEN, NORWAY
THROUGHOUT THIS CHAPTER THE AUTHOR ARGUES FOR A CLOSE CONNECTION BETWEEN
TEACHERS AND TEACHER EDUCATORS AS APREREQUISITE FOR ONGOING PROFESSIONAL
DEVELOPMENT IN EDUCATION. POSSIBILITIES TO COMMUNICATE THROUGH ONLINE
LEARNING COMMUNITIES HAVE MADE REFLECTIVE ACTIVITIES THROUGH ACTION
RESEARCH BETWEEN DISTANT EDUCATIONAL ENVIRONMENTS EASIER TO ORGANIZE AND
FACILITATE.
CHAPTER2 THE THEORY AND PRACTICE DIVIDE IN RELATION TO TEACHER
PROFESSIONAL DEVELOPMENT.. 20 SHEL/EYANN SCOTT, UNIVERSITY OFCALGARY,
CANADA
THIS CHAPTER EXPLORES THE DIVIDE BETWEEN THEORIES OF EFFECTIVE TPD AND
THE REALITIES OF PRACTICE WITHIN EDUCATIONAL CONTEXTS. TWO CASE STUDIES,
ONE FROM AUSTRALIA AND THE OTHER FROM CANADA ARE PRESENTED TO ILLUSTRATE
THE POSITIVES AND NEGATIVES INHERENT WITHIN PROFESSIONAL DEVELOPMENT
APPROACHES IN THESE CONTEXTS. A NUMBER OF KEY DIMENSIONS ARE IDENTIFIED,
WHICH WHEN COALESCED INFORM THE ESTABLISHMENT
AND SUSTAINABILITY OF EFFECTIVE PROGRAMMES. ONLINE TECHNOLOGIES PRESENT
INNOVATIVE WAYS TO OVERCOME THE IMPEDIMENTS TO EFFECTIVE PROFESSIONAL
DEVELOPMENT. ONLINE COMMUNITIES OFPRACTICE UTILISING SOCIAL NETWORKING
TECHNOLOGIES PROVIDE NEW OPPORTUNITIES FOR INITIATING WEBS OF ENHANCED
PRACTICE (SCOTT, 2009), WHERE INDIVIDUALS AROUND THE GLOBE CAN ENGAGE
IN COLLEGIAL COLLABORATIONS THAT ENHANCE THE PAS-
SION OFTEACHING.
IMAGE 5
SEETION 2
METHODS AND MODELS OF ONLINE COMMUNITIES IN TPD
CHAPTER3 CASE STUDIES FROM THE INQUIRY LEARNING FORUM: STORIES REACHING
BEYOND THE EDGES 42 REBECCA SCHECKLER, RAD/ORD UNIVERSITY, USA
TWO INTENSE CA SE STUDIES WERE DONE OFTEACHERS USING THE INQUIRY
LEARNING FORUM (ILF), AN ONLINE SPACE FOR PROFESSIONAL DEVELOPMENT IN
INQUIRY PEDAGOGIES. MAJOR FINDINGS INCLUDED: THE ILF INITIALLY CONCEIVED
AS AN ONLINE PROFESSIONAL DEVELOPMENT TOOL IN THE FORM OF A COMMUNITY OF
PRACTICE (COP) WAS RECONCEIVED AS AN ELECTRONIC TOOL WITHIN A LARGER
SPACE THAT INCLUDED THE ONLINE TOOL BUT ALSO MANY CO-PRESENT
SPACES PERTINENT TO A TEACHER S PRACTICE OF INQUIRY PEDAGOGY. THESE CASE
STUDIES ALSO DEMONSTRATED THE TRANSFORMATIVE NATURE OFTEACHERS ENGAGING
IN A COP. NOT ONLY IS THE TEACHER CHANGED BUT ALSO THE COP IS CHANGED BY
THE PRACTICE. THE CASES DEMONSTRATED THE NEED FOR TEACHERS TO FEEL
DISEQUILIBRIUM IN THEIR PRACTICE BEFORE THEY ARE WILLING TO ENGAGE IN
CHANGE OF THOSE PRACTICES. LASTLY IMMERSION IN PRACTICE
DESCRIBED AS THE PEDAGOGY OF POVERTY HAMPERED ONE TEACHER S PROGRESS IN
THE ILF. THESE FINDINGS ARE BASED UPON MY EMPIRICAL OBSERVATIONS WITH
THE BACKDROP OF JOHN DEWEY S THEORY OF INQUIRY AND OF ETIENNE WENGER S
CONCEPT OF COMMUNITIES OF PRACTICE. FUTURE TRENDS IN USING ONLINE COPS
FOR PROFESSIONAL DEVELOPMENT NEED TO LOOK AT PRACTICE IN THESE TERMS
WHERE ALLOWANCE FOR TRANSACTION, SUPPORT OUTSIDE THE ELECTRONIC SPACE,
AND DISEQUILIBRIUM ARE CONSIDERED.
CHAPTER4 CHANGING THE METAPHOR: THE POTENTIAL OF ONLINE COMMUNITIES IN
TEACHER PROFESSIONAL DEVELOPMENT 60
MARGARET LLOYD, QUEENSLAND UNIVERSITY O/TECHNOLOGY, AUSTRALIA JENNIFER
DUNCAN-HOWELL, QUEENSLAND UNIVERSITY O/TECHNOLOGY, AUSTRALIA
THIS CHAPTER WILL MAP DATA FROM A DOCTORAL STUDY TO A RECENTLY-DEVELOPED
MODEL OF PROFESSIONAL DEVELOPMENT TO OFF ER A NEW PERSPECTIVE OF HOW
ONLINE COMMUNITIES CAN ADD TO A TEACHER S PERSONAL AND PROFESSIONAL
GROWTH AND, IN SO DOING, ADD TO THE SMALL NUMBER OF STUDIES IN THIS
FIELD. THIS CHAPTER WILL CONCLUDE WITH A CALL FOR AREVISION OF THE WAY
WE APPROACH PROFESSIONAL DEVELOPMENT IN THE 21 ST CEN-
TURY AND SUGGEST THAT OLD MODELS AND METAPHORS ARE HINDERING THE
ADOPTION OF MORE EFFECTIVE MEANS OF PROFESSIONAL DEVELOPMENT FOR
TEACHERS.
CHAPTER 5 TEACHER PROFESSIONAL DEVELOPMENT PRACTICES: THE CASE OF THE
HARINGEY TRANSFORMATION TEACHERS PROGRAMME 77
NORBERT PACHLER, INSTITUTE 0/ EDUCATION, UNIVERSITY 0/ LONDON, UK
CAROLINE DALY, INSTITUTE 0/ EDUCATION, UNIVERSITY 0/ LONDON, UK ANNE
TURVEY, INSTITUTE 0/ EDUCATION, UNIVERSITY 0/ LONDON, UK
THE AUTHORS PRESENT THE CURRENT CONTEXTS AFFECTING PROFESSIONAL
DEVELOPMENT IN ENGLAND AND DISCUSS THE SIGNIFICANCE OF THE SHIFT TOWARDS
COLLABORATIVE AND COMMUNITY APPROACHES TO TEACHERS LEARNING. THE
IMAGE 6
AUTHORS ARGUE THAT TRANSFORMATION IS A KEY, THOUGH TROUBLESOME, CONCEPT
IN CONSIDERING THE AIMS OF PRO-
FESSIONAL DEVELOPMENT FOR TEACHERS USE OFTECHNOLOGIES IN THEIR EVERYDAY
PRACTICE. THEY EXPLORE THESE IDEAS BY PRESENTING THE CASE OFTHE
TRANSFORMATION TEACHERS PROGRAMME (ITP), A WIDE-SCALE TEACHERS
DEVELOPMENT PROJECT CARRIED OUT IN A LONDON BOROUGH BY HARINGEY CITY
LEARNING CENTRE (CLC), AND THEY EXAMINE HOW THIS PROJECT HAS IMPLEMENTED
NEW APPROACHES TO INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) AND
TEACHERS PROFESSIONAL DEVELOPMENT, BASED ON COLLABORATIVE
EXPERIMENTATION,
ENQUIRY AND RISK-TAKING WITHIN ONLINE AND OTHER COMMUNITY-BASED
ARRANGEMENTS.
CHAPTER6 REALISING THE POTENTIAL OFVIRTUAL ENVIRONMENTS: ACHALLENGE FOR
SCOTTISH TEACHERS 96 ALASTAIR WILSON, UNIVERSITY OFSTRATHCLYDE, UK
DONALD CHRISTIE, UNIVERSITY OF STRATHCLYDE, UK
THE CHAPTER USES CURRENT RESEARCH LITERATURE ON TEACHER PROFESSIONALISM
AND PROFESSIONAL LEARNING IN SCOTLAND TO ESTABLISH THE CONTEXT IN WHICH
SCOTTISH TEACHERS ARE CURRENTLY WORKING. IT THEN DRAWS ON THREE
VIGNETTES DRAWN FROM RESEARCH WITHIN AERS TO ARGUE THAT THE DEVELOPMENT
OFVIRTUAL ENVIRONMENTS TO SUPPORT PROFESSIONALLEARNING IN SCOTLAND
REQUIRES FURTHER, SIGNIFICANT COLLABORATIVE WORKING BETWEEN
THE PRACTITIONER, POLICY AND RESEARCH COMMUNITIES.
CHAPTER 7 CHALLENGES OF ONLINE TEACHER PROFESSIONAL DEVELOPMENT
COMMUNITIES: A STATEWIDE CASE STUDY IN THE UNITED STATES 114
VASSILIKI I ZYGOURIS-COE, UNIVERSITY OFCENTRAL FLORIDA, USA BONNIE SWAN,
UNIVERSITY OFCENTRAL FLORIDA, USA
THIS CHAPTER PRESENTS EXAMPLES OF SUCCESS AND CHALLENGES ASSOCIATED WITH
A LARGE-SCALE U.S. STATEWIDE ONLINE TEACHER PROFESSIONAL DEVELOPMENT
COMMUNITY. IT ALSO MAKES THE CASE FOR IMPLEMENTING A SYSTEMATIC APPROACH
TO INVESTIGATING THE EFFECTIVENESS OF ONLINE TEACHER PROFESSIONAL
DEVELOPMENT COMMUNITIES THROUGH ONGOING ASSESSMENT AND RESPONSIVE
EVALUATION.
CHAPTER 8 TEACHER PROFESSIONAL DEVELOPMENT THROUGH KNOWLEDGE MANAGEMENT
IN EDUCATIONAL ORGAN ISATIONS 134
J GAIRIN-SALLAN, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN D.
RODRIGUEZ-GOMEZ, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN
THIS CHAPTER ANALYSES THE RELATIONSHIPS BETWEEN PROFESSIONAL
DEVELOPMENT, ORGANISATIONAL DEVELOPMENT AND THE CREATION AND MANAGEMENT
OF COLLECTIVE KNOWLEDGE. THESE THREE CONCEPTS CAN BE INTERRELATED AND
CONTRIBUTE TO CHANGE WHEN WE PLACE OURSELVES WITHIN THE FRAMEWORK OF
AUTONOMOUS ORGANISATIONS WITH COLLECTIVE PROJECTS FOCUSED ON LIFELONG
LEARNING. IT ALSO OUTLINES THE ACCELERA EXPERIENCE OFKNOWLEDGE
CREATION AND MANAGEMENT IN COMMUNITIES, DESCRIBING THE MODEL AND PROCESS
USED. THIS ARTICLE EXAMINES SOME OFTHE FINDINGS AND FUTURE PROSPECTS
OFTHE METHODOLOGY PRESENTED.
IMAGE 7
CHAPTER 9
THINKING THINGS THROUGH: COLLABORATIVE ONLINE PROFESSIONAL DEVELOPMENT
154
JOHN P. CUT HELL, MIRANDANET ACADEMY, UK
ONE OFTHE MOST POWERFUL WAYS OF CHANGING OUR THINKING ABOUT HOW WE TEACH
AND LEARN IS TO EXPERIENCE FOR OURSELVES THE POWER OF COLLABORATIVE
PROJECT-BASED EXPERIENTIALLEARNING. FEW TEACHERS HAVE HAD THE
OPPORTUNITY TO LEARN IN THIS WAY, AND THIS CREATES BARRIERS FOR THOSE
WHO WANT TO CHANGE THEIR PEDAGOGY.
THE ORACLE EDUCATION FOUNDATION S PROJECT LEARNING INSTITUTE PROVIDES
TEACHERS WITH THE EXPERIENCE OF COLLABORATIVE PROJECT-BASED LEARNING,
USING THINKQUEST TO CREATE THEIR OWN CURRICULUM PROJECL BY
COLLABORATING WITH THEIR PEERS, TUTORS AND MENTORS, TEACHERS ARE ABLE TO
MODEL THE PROJECTS, ENVIRONMENT AND EXPERIENCES THEY WANT FOR THEIR
C1ASSES THROUGH A BLENDED LEARNING EXPERIENCE. THIS CHAPTER
DESCRIBES THE MODEL OF CONTINUING PROFESSIONAL DEVELOPMENT AND ITS
IMPACT ON SCHOOLS, PEDAGOGIES AND PROFESSIONAL PHILOSOPHIES.
SECTION 3
INNOVATIONS IN THE USE OF TECHNOLOGY AND TPD
CHAPTER 10 INNOVATIONS IN THE USE OFTECHNOLOGY AND TEACHER PROFESSIONAL
DEVELOPMENL 169
DONALD E. SCOTT, UNIVERSITY O/CALGARY, CANADA SHELLEYANN SCOTT,
UNIVERSITY O/CALGARY, CANADA
THIS CHAPTER EXPLORES THE INNOVATIVE USES OFTECHNOLOGY FOR TEACHERS
PROFESSIONAL DEVELOPMENT AS WEIL AS ITS IMPACT IN THE C1ASSROOM ON
LEARNING AND TEACHING. TWO INTERNATIONAL CASE STUDIES ARE INCLUDED. THE
FIRST OUTLINES TECHNOLOGICAL INNOVATIONS IN GRADUATE PROGRAMME DELIVERY
WITHIN THE UNIVERSITY CONTEXT IN CANADA. THE SECOND CASE PRESENTS A
MULTI-DIMENSIONAL PROFESSIONAL DEVELOPMENT INITIATIVE IN AUSTRALIA
WHICH HAS INFLUENCED TEACHERS AND STUDENTS LEARNING. TWO MODELS ARE
DESCRIBED: THE MACRO-ORIENTED WEBS OF ENHANCED PRACTICE THAT ADDRESSES
THE PROFESSIONAL DEVELOPMENT OF EDUCATORS AND EXPERTS; AND THE
MICRO-ORIENTED WEBS OF ENHANCED LEARNING FOCUSING ON THE LEARNING
OCCURRING AT THE C1ASSROOM LEVEL. THESE TWO MODELS REPRESENT INNOVATIONS
IN THE USE OFTECHNOLOGY AS THEY CONCEPTUALISE THE ECLECTIC
USE OF MULTI-MODAL, VARIED TECHNOLOGIES TO ADVANCE THE PROFESSIONAL
DEVELOPMENT OF COMMUNITIES OF LEARNERS.
CHAPTER 11 GAME INFORMED VIRTUAL PATIENTS: CATALYSTS FOR ONLINE LEARNING
COMMUNITIES AND PROFESSIONAL DEVELOPMENT OF MEDICAL TEACHERS 190
MICHAEL BEGG, UNIVERSITY 0/ EDINBURGH, UK DAVID DEWHURST, UNIVERSITY 0/
EDINBURGH, UK MICHAEL ROSS, UNIVERSITY 0/ EDINBURGH, UK
HERE, THE AUTHORS DESCRIBE OUR APPROACH TO THE DEVELOPMENT OFVIRTUAL
PATIENT RESOURCES AND IN PARTICULAR HOW THIS ITERATIVE DIALOGUE ARISING
FROM THE ALLIED PROCESSES OF PRACTICE, REFLECTION AND PEDAGOGY RE-
IMAGE 8
QUIRED TO CREATE NEW LEARNING TOOLS AND RESOURCES HAS CONTRIBUTED TO
PROFESSIONAL DEVELOPMENT OFTHOSE
ENGAGED IN TEACHING MEDICAL STUDENTS AND IN BUILDING ONLINE LEARNING
COMMUNITIES AT THE UNIVERSITY OF EDINBURGH.
CHAPTER 12 VIDEOPAPER AS A BRIDGING TOOL IN TEACHER PROFESSIONAL
DEVELOPMENT 209
TROND EILIV HAUGE, UNIVERSITY 010S10, NORWAY SVEIN OLAV NORENES,
UNIVERSITY O/OSLO, NORWAY
THIS STUDY DEMONSTRATES THE POSSIBILITIES OF NEW MEDIA AND AFFORDABLE
TECHNOLOGICAL TOOLS THAT SUPPORT TEACHER PROFESSIONAL DEVELOPMENT IN A
WORKPLACE SETTING. A TEAM OF5 MATHEMATICS TEACHERS IN A SECONDARY SCHOOL
IS FOLLOWED OVER APERIOD OF SIX MONTHS AS THEY WORK JOINTLY TO IMPROVE
THEIR TEACHING AND TEAM PRACTICE USING A MULTIMEDIA WEB DEVELOPER SYSTEM
(VIDEOPAPER). VIDEOPAPER IS AN EASY-TO-USE TOOL FOR
DEVELOPING AND SHARING OFWEB DOCUMENTS THAT INTEGRATES VIDEO RESOURCES,
IMAGES, AND TEXTS REFLECTING LOCAL PRACTICES. THE FRAMEWORK
OFDEVELOPMENTAL WORK RESEARCH METHODS ALIGNED TO HISTORICAL-CULTURAL
ACTIVITY THEORY (ENGESTRM, 200 I, 2008) WAS ADAPTED TO THE LOCAL NEEDS
AND WORKPLACE CONDITIONS.
THE FINDINGS POINT TO CHANGES IN TEACHERS CONCEPTUAL APPROACHES TO
LEARNING AND TEACHING, AND TO THE SIGNIFICANCE OF TECHNOLOGY-ENHANCED
SUPPORT FOR PROFESSIONAL DEVELOPMENT. THE STUDY CONTRIBUTES TO AN
UNDERSTANDING OFTHE COMPLEXITIES IN BRIDGING PRACTICES BETWEEN SOCIAL
AND TECHNOLOGICAL DESIGN FOR TEACHER DEVELOPMENT AND THE DEVELOPMENT OF
LEARNING COMMUNITIES.
SEETION 4
PEDAGOGIES AFFORDED BY TECHNOLOGY IN TPD
CHAPTER 13 TPD AS ONLINE COLLABORATIVE LEARNING FOR INNOVATION IN
TEACHING 230
DIANA LAURILLARD, INSTITUTE 0/ EDUCATION, UK ELIZABETH MASTERMAN,
UNIVERSITY 0/ OX/ORD, UK
THIS CHAPTER FOCUSES ON SUPPORTING UNIVERSITY TEACHERS IN THE UK IN THE
MORE INNOVATIVE USE OF DIGITAL TECHNOLOGIES. ALTHOUGH THE USE OFTHESE
TECHNOLOGIES IS NOW WIDESPREAD AND INCREASING, IT IS NOT ALWAYS
OPTIMISED FOR EFFECTIVE LEARNING. LT IS IMPORTANT THAT TEACHERS USE
OFTECHNOLOGY SHOULD BE DIRECTED TOWARDS INNOVATION AND IMPROVEMENT IN
TEACHING AND LEARNING, AND SHOULD NOT MERELY REPLICATE THEIR CURRENT
PRACTICE IN A DIGITAL MEDIUM. THE AUTHORS THEREFORE MAKE THE CASE FOR AN
ONLINE COLLABORATIVE ENVIRONMENT TO SCAFFOLD TEACHERS ENGAGEMENT WITH
TECHNOLOGY-ENHANCED LEARNING. THE CHAPTER OUTLINES THE FINDINGS OF OUR
RECENT RESEARCH INTO A BLENDED APPROACH TO TPD, AND USE THESE TO
IDENTIFY THE REQUIREMENTS FOR AN ONLINE COLLABORATIVE ENVIRONMENT: TOOLS
FOR LEARNING DESIGN, GUIDANCE, AND ACCESS TO RELEVANT RESOURCES
TO SUPPORT TEACHERS IN THEIR DISCOVERY OFNEW FORMS OFTECHNOLOGY-ENHANCED
TEACHING AND LEARNING. SUCH AN ENVIRONMENT, THEY ARGUE, WOULD PROVIDE A
FRAMEWORK FOR A COMMUNITY OF INNOVATION IN WHICH TEACHERS PARTICIPATE
BOTH AS LEARNERS AND RESEARCHERS.
IMAGE 9
CHAPTER 14
ONLINE PEDAGOGY DESIGN AND DEVELOPMENT: NEW MODELS FOR 21 SI CENTURY
ONLINE TEACHER PROFESSIONAL DEVELOPMENT... 247
PAMELA WHITEHOUSE, WEST VIRGINIA UNIVERSITY, USA ERIN MCCIOSKEY, HARVARD
GRADUATE SCHOOL 0/ EDUCATION, USA DIANE JASS KETELHUT, TEMPLE
UNIVERSITY, USA
THE PURPOSE OFTHIS CHAPTER IS TO EXAMINE THE SHIFTING PRIORITIES OF
ONLINE TEACHER PROFESSIONAL DEVELOPMENT DESIGN, PARTICULARLY THROUGH THE
LENS OF ONLINE PEDAGOGIES. WHETHER ONE S PURPOSE IS TO DESIGN AN ONLINE
TEACHER LEARNING COMMUNITY OR FORMAL PROFESSIONAL DEVELOPMENT PROGRAM,
DECISIONS ABOUT TECHNOLOGY USE WILL MEDIATE HOW THE LEARNING COMMUNITIES
OR TRAINING PROGRAMS FUNCTION. DESIGNERS, WHEN
CHOOSING COMMUNICATION TOOLS OR DIGITAL MEDIA FOR INCLUSION IN THEIR
PROGRAM, IDEALLY DRAW FROM THEIR TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE, ORTCPK -THAT IS, THEIR UNDERSTANDING OFWHICH TECHNOLOGIES
WILL SUPPORT PEDAGOGY APPROPRIATE FOR THE CONTENT AND LEARNERS BEING
TARGETED. THE MODEL WE OFFER
FOR ONLINE TEACHER PROFESSIONAL DEVELOPMENT PROGRAM DESIGN MAKES VISIBLE
THE INTERACTION BETWEEN THE TECHNOLOGY, THE CONTENT, THE PEDAGOGY AND
THE LEARNER.
CHAPTER 15 CHALLENGES FOR THE TEACHER S ROLE IN PROMOTING PRODUCTIVE
KNOWLEDGE CONSTRUCTION IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING
CONTEXTS 263
MAARIT ARVAJA. UNIVERSITY 0/ JYVSKYL, FINLAND RAIJA HMLINEN,
UNIVERSITY 0/ JYVSKYL, FINLAND HELENA RASKU-PUTTONEN, UNIVERSITY 0/
JYVSKYL, FINLAND
THIS CHAPTER DISCUSSES CHALLENGES RELATED TO TEACHERS PEDAGOGICAL
ACTIVITIES IN FACILITATING PRODUCTIVE DISCUSSIONS AMONG STUDENTS IN
COMPUTER-SUPPORTED COLLABORATIVE LEARNING (CSCL) CONTEXTS. IN THE LIGHT
OF TWO DIFFERENT CASES FROM SECONDARY-IEVEL AND HIGHER EDUCATION
CONTEXTS, THE AUTHORS EXAMINE HOW TEACHERS PEDAGOGICAL CHOICES
INFLUENCED THE QUALITY OFSTUDENTS ACTIVITY, NAMELY WEB-BASED DISCUS-
SION. THE RESULTS OF OUR STUDIES INDICATED THAT RICH MOMENTS OF
COLLABORATION WERE RARE AND DISTRIBUTED UNEQUALLY AMONG THE STUDENTS.
THE OBVIOUS WEAKNESS FROM THE PERSPECTIVE OF TEACHERS PEDAGOGICAL
ACTIVITIES WAS THAT IN NEITHER OFTHE STUDIES WAS THE STUDENTS
INTERACTION IN THE DISCUSSION FORUM SUPPORTED IN ANY WAY. A FUTURE
CHALLENGE IS, THEREFORE, TO DEVELOP BOTH PEDAGOGICAL AND TECHNOLOGICAL
TOOLS TO SUP-
PORT THE MONITORING AND ENHANCEMENT OF STUDENTS LEARNING PROCESS DURING
ONLINE LEARNING. FURTHERMORE, WE DISCUSS HOW TEACHERS PROFESSIONAL
DEVELOPMENT (TPD) IS CHALLENGED BY NEW TECHNOLOGICAL TOOLS IN
FORMALLEARNING ENVIRONMENTS.
COMPILATION OF REFERENCES 281
ABOUT THE CONTRIBUTORS 315
INDEX 323
|
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| dewey-sort | 3370.71 255 |
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| illustrated | Illustrated |
| indexdate | 2024-07-09T22:06:35Z |
| institution | BVB |
| isbn | 1605667803 9781605667805 |
| language | English |
| lccn | 2009017417 |
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| physical | XXVI, 326 S. Ill., graph. Darst. 29 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
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| spelling | Online learning communities and teacher professional development methods for improved education delivery [ed. by] J. Ola Lindberg ... Hershey, PA [u.a.] Information Science Reference 2010 XXVI, 326 S. Ill., graph. Darst. 29 cm txt rdacontent n rdamedia nc rdacarrier Premier reference source "Premier reference source"--P. [1] of cover. Includes bibliographical references and index -- "This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher. "This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher. Lehrer Professional learning communities Teachers In-service training Educational technology Lehrerfortbildung (DE-588)4035096-4 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content E-Learning (DE-588)4727098-6 s Lehrerfortbildung (DE-588)4035096-4 s DE-604 Lindberg, J. Ola Sonstige oth Erscheint auch als Online-Ausgabe 1-60566-781-1 Erscheint auch als Online-Ausgabe 978-1-60566-781-2 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018734141&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Online learning communities and teacher professional development methods for improved education delivery Lehrer Professional learning communities Teachers In-service training Educational technology Lehrerfortbildung (DE-588)4035096-4 gnd E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4035096-4 (DE-588)4727098-6 (DE-588)4143413-4 |
| title | Online learning communities and teacher professional development methods for improved education delivery |
| title_auth | Online learning communities and teacher professional development methods for improved education delivery |
| title_exact_search | Online learning communities and teacher professional development methods for improved education delivery |
| title_full | Online learning communities and teacher professional development methods for improved education delivery [ed. by] J. Ola Lindberg ... |
| title_fullStr | Online learning communities and teacher professional development methods for improved education delivery [ed. by] J. Ola Lindberg ... |
| title_full_unstemmed | Online learning communities and teacher professional development methods for improved education delivery [ed. by] J. Ola Lindberg ... |
| title_short | Online learning communities and teacher professional development |
| title_sort | online learning communities and teacher professional development methods for improved education delivery |
| title_sub | methods for improved education delivery |
| topic | Lehrer Professional learning communities Teachers In-service training Educational technology Lehrerfortbildung (DE-588)4035096-4 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Lehrer Professional learning communities Teachers In-service training Educational technology Lehrerfortbildung E-Learning Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018734141&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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