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This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and...

The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and...

In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed...

This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC...

Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital...

To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based...

This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and...

Blended learning can provide academic resilience in times of natural disaster, civil emergency, and crisis. While blended pedagogies are widely used in tertiary settings, very little has been written about the role of blended learning in times of crisis, or the pedagogical challenges of rapid course redesign to mitigate disruptive circumstances. This case study describes the immediate post-earthquake challenges of redesigning courses using different blends of face-to-face and online...

To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based...

Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special...

Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of...

This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops,...

This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops,...

Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments...

This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data...