Item history (LFriese, Mon Sep 18 2023 10:47:13 GMT+0100 (BST))

TY - RPRT
TI - Technology-supported professional development for teachers: lessons from developing countries
AU - McAleavy, Tony
AU - Hall-Chen, Alex
AU - Horrocks, Sarah
AU - Riggall, Anna
AB - This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.
CY - Reading
DA - 2018/08//
PY - 2018
LA - English
PB - Education Development Trust
UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=report&atitle=&author=McAleavy%2C+Tony%3BHall-Chen%2C+Alex%3BHorrocks%2C+Sarah%3BRiggall%2C+Anna&volume=&issue=&spage=1&date=2018&rft.btitle=Technology-Supported+Professional+Development+for+Teachers%3A+Lessons+from+Developing+Countries&rft.jtitle=&issn=&isbn=9781909437975&sid=ProQ%3Aeric_ED593386
L2 - https://eric.ed.gov/?id=ED593386
L2 - https://eric.ed.gov/?id=ED593386
L2 - https://eric.ed.gov/?id=ED593386
KW - ___working_potential_duplicate
KW - ⛔ No DOI found
KW - Africa
KW - Bangladesh
KW - Blended Learning
KW - C:Low- and middle-income countries
KW - Developing Nations
KW - Educational Technology
KW - Elementary Education
KW - Elementary School Teachers
KW - ERIC, Resources in Education (RIE)
KW - Faculty Development
KW - Foreign Countries
KW - Handheld Devices
KW - India
KW - Inservice Teacher Education
KW - Kenya
KW - Large Group Instruction
KW - Nigeria
KW - Online Courses
KW - Pakistan
KW - Policymakers
KW - Practitioners
KW - Refugees
KW - Shared Resources and Services
KW - Social Media
KW - Teaching Methods
KW - Technology Integration
KW - Technology Uses in Education
KW - Telecommunications
ER -

TY - RPRT
TI - Technology-supported professional development for teachers: lessons from developing countries
AU - McAleavy, Tony
AU - Hall-Chen, Alex
AU - Horrocks, Sarah
AU - Riggall, Anna
AB - This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.
CY - Reading
DA - 2018/08//
PY - 2018
LA - English
PB - Education Development Trust
UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-
L1 - https://files.eric.ed.gov/fulltext/ED593386.pdf
L1 - https://files.eric.ed.gov/fulltext/ED593386.pdf
L1 - https://files.eric.ed.gov/fulltext/ED593386.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=report&atitle=&author=McAleavy%2C+Tony%3BHall-Chen%2C+Alex%3BHorrocks%2C+Sarah%3BRiggall%2C+Anna&volume=&issue=&spage=1&date=2018&rft.btitle=Technology-Supported+Professional+Development+for+Teachers%3A+Lessons+from+Developing+Countries&rft.jtitle=&issn=&isbn=9781909437975&sid=ProQ%3Aeric_ED593386
L2 - https://eric.ed.gov/?id=ED593386
L2 - https://eric.ed.gov/?id=ED593386
L2 - https://eric.ed.gov/?id=ED593386
KW - ⛔ No DOI found
KW - Foreign Countries
KW - Kenya
KW - Large Group Instruction
KW - Online Courses
KW - Educational Technology
KW - Teaching Methods
KW - Technology Integration
KW - Nigeria
KW - Elementary Education
KW - Telecommunications
KW - Developing Nations
KW - Technology Uses in Education
KW - Refugees
KW - Africa
KW - Faculty Development
KW - Handheld Devices
KW - Bangladesh
KW - Blended Learning
KW - Elementary School Teachers
KW - India
KW - Inservice Teacher Education
KW - Pakistan
KW - Shared Resources and Services
KW - Social Media
KW - ERIC, Resources in Education (RIE)
KW - C:Low- and middle-income countries
KW - Practitioners
KW - Policymakers
ER -

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itemKey: ZEBNC5TV

itemKeyOld: DJG72BUZ

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itemOLD.extra: Publication Title: Education Development Trust Loc in Archive 2228675941; ED593386 KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2405685:DJG72BUZ 2405685:FXXS4882 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ