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

Resource type
Journal Article
Author/contributor
Title
Exploring Blended Learning for Science Teacher Professional Development in an African Context
Abstract
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.
Publication
The International Review of Research in Open and Distributed Learning
Volume
10
Issue
4
Date
2009-09-23
Journal Abbr
IRRODL
Language
en
ISSN
1492-3831
Accessed
16/05/2020, 17:10
Library Catalog
DOI.org (Crossref)
Extra
shortDOI: 10/gfv5xv
Citation
Boitshwarelo, B. (2009). Exploring Blended Learning for Science Teacher Professional Development in an African Context. The International Review of Research in Open and Distributed Learning, 10(4). https://doi.org/10.19173/irrodl.v10i4.687