Item history (bjohas, Fri Jan 31 2020 08:51:34 GMT+0000 (GMT))
TY  - JOUR 
TI  - Challenges and opportunities for teacher professional development in interactive use of technology in African schools 
AU  - Hennessy, Sara 
AU  - Ha\s sler, Bjoern 
AU  - Hofmann, Riikka 
T2  - Technology, Pedagogy and Education 
DA  - 2015/// 
PY  - 2015 
DO  - 10/gfv5xz 
DP  - Google Scholar 
VL  - 24 
IS  - 5 
SP  - 1 
EP  - 28 
AN  - 10/gfv5xz;2339240:24LHAF5C;2339240:WV3XY5NW 
L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/248308/Hennessy_et_al-2015-Technology,_Pedagogy_and_Education.pdf?sequence=1 
L2  - https://www.tandfonline.com/doi/abs/10.1080/1475939X.2015.1092466 
ER  -  
 
TY  - JOUR 
TI  - Challenges and opportunities for teacher professional development in interactive use of technology in African schools 
AU  - Hennessy, Sara 
AU  - Haßler, Bjoern 
AU  - Hofmann, Riikka 
T2  - Technology, Pedagogy and Education 
AB  - This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. 
DA  - 2015/// 
PY  - 2015 
DO  - 10.1080/1475939x.2015.1092466 
SP  - 1 
EP  - 28 
SN  - 1475-939X 
AN  - 10/gfv5xz;2339240:24LHAF5C;2339240:WV3XY5NW 
N1  - <p>Cited By :9</p> 
N1  - <p>Export Date: 21 October 2019</p> 
N1  - <div><strong>Item history (bjohas, Thu Jan 30 2020 15:56:16 GMT+0000 (GMT))</strong></div> 
<p>TY  - JOUR <br />TI  - Challenges and opportunities for teacher professional development in interactive use of technology in African schools <br />AU  - Hennessy, Sara <br />AU  - Haßler, Bjoern <br />AU  - Hofmann, Riikka <br />T2  - Technology, Pedagogy and Education <br />AB  - This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. <br />DA  - 2015/// <br />PY  - 2015 <br />DO  - 10/gfv5xz <br />SP  - 1 <br />EP  - 28 <br />SN  - 1475-939X <br />AN  - 10/gfv5xz;2339240:24LHAF5C;2339240:WV3XY5NW <br />KW  - _THEME: Teacher Professional Development <br />KW  - Article <br />KW  - Digital Technology <br />KW  - Interactive Pedagogy <br />KW  - Open Educational Resources <br />KW  - Sub-Saharan Africa <br />KW  - Zambia <br />ER  - <br /><br />TY  - JOUR <br />TI  - Challenges and opportunities for teacher professional development in interactive use of technology in African schools <br />AU  - Hennessy, S. <br />AU  - Haßler, B. <br />AU  - Hofmann, R. <br />T2  - Technology, Pedagogy and Education <br />AB  - This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. © 2015 Association for Information Technology in Teacher Education. <br />DA  - 2015/// <br />PY  - 2015 <br />DO  - 10/gfv5xz <br />VL  - 24 <br />IS  - 5 <br />SP  - 1 <br />EP  - 28 <br />UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949085957&amp;doi=10.1080%2f1475939X.2015.1092466&amp;partnerID=40&amp;md5=de5e82bba773e08c2741172ebb616843 <br />AN  - 10/gfv5xz;2339240:WV3XY5NW <br />DB  - Scopus <br />N1  - &lt;p&gt;Cited By :9&lt;/p&gt; <br />N1  - &lt;p&gt;Export Date: 21 October 2019&lt;/p&gt; <br />KW  - open educational resources <br />KW  - sub-Saharan Africa <br />KW  - Zambia <br />KW  - digital technology <br />KW  - interactive pedagogy <br />ER  - <br /><br /></p> 
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Challenges and opportunities for teacher professional development in interactive use of technology in African schools

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Challenges and opportunities for teacher professional development in interactive use of technology in African schools

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