Item history (LFriese, Sat Aug 06 2022 20:36:01 GMT+0100 (BST))

TY - JOUR
TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context
AU - Boitshwarelo, Bopelo
T2 - The International Review of Research in Open and Distributed Learning
AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
DA - 2009/09/23/
PY - 2009
DO - 10.19173/irrodl.v10i4.687
DP - DOI.org (Crossref)
VL - 10
IS - 4
SP - 1
EP - 19
J2 - IRRODL
LA - en
SN - 1492-3831
UR - http://www.irrodl.org/index.php/irrodl/article/view/687
Y2 - 2020/05/16/17:10:53
L1 - https://files.eric.ed.gov/fulltext/EJ861319.pdf
KW - ___working_potential_duplicate
KW - C:Botswana
ER -

TY - JOUR
TI - Exploring blended learning for science teacher professional development in an African context
AU - Boitshwarelo, Bopelo
T2 - The International Review of Research in Open and Distributed Learning
AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
DA - 2009/09/23/
PY - 2009
DO - 10.19173/irrodl.v10i4.687
DP - DOI.org (Crossref)
VL - 10
IS - 4
SP - 1
EP - 19
J2 - IRRODL
LA - en
SN - 1492-3831
UR - http://www.irrodl.org/index.php/irrodl/article/view/687
Y2 - 2020/05/16/17:10:53
L1 - https://files.eric.ed.gov/fulltext/EJ861319.pdf
L1 - http://www.irrodl.org/index.php/irrodl/article/download/687/1339
L1 - http://www.irrodl.org/index.php/irrodl/article/download/687/1339
L2 - http://www.irrodl.org/index.php/irrodl/article/view/687
L2 - http://www.irrodl.org/index.php/irrodl/article/view/687
KW - C:Botswana
KW - ___working_potential_duplicate
ER -

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Exploring Blended Learning for Science Teacher Professional Development in an African Context

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Exploring Blended Learning for Science Teacher Professional Development in an African Context

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