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 KW - C:Botswana KW - ICTs KW - Pedagogy KW - Professional Development KW - Teacher Training KW - ___working_potential_duplicate ER -