Evidence Library – The EdTech Hub - Custom feedEvidence Library – The EdTech Hubhttps://docs.edtechhub.org/lib/2024-03-29T01:51:37.070178+00:00https://docs.edtechhub.org/lib/atom.xml?creator=%22Tondeur,+Jo%22KerkoImproving teacher professional development for online and blended learning: a systematic meta-aggregative reviewhttps://docs.edtechhub.org/lib/BVQU5XV82021-09-23T16:14:15Z2021-09-23T16:18:36ZIn order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.Philipsen, BrentTondeur, JoPareja Roblin, NatalieVanslambrouck, SilkeZhu, Chang2019-10-01https://doi.org/10.1007/s11423-019-09645-81556-6501enImproving teacher professional development for online and blended learning: a systematic meta-aggregative reviewUnderstanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidencehttps://docs.edtechhub.org/lib/HIV77NKT2021-06-21T11:02:20Z2022-12-08T18:02:01ZThis review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.Tondeur, Jovan Braak, JohanErtmer, Peggy A.Ottenbreit-Leftwich, Anne6/2017https://doi.org/10.1007/s11423-016-9481-21042-1629, 1556-6501enUnderstanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidenceSustainability and scalability in educational technology initiatives: Research-informed practicehttps://docs.edtechhub.org/lib/9MN9XDN42021-03-16T10:59:33Z2021-03-17T18:19:15ZNiederhauser, Dale S.Howard, Sarah K.Voogt, JokeAgyei, Douglas D.Laferriere, ThereseTondeur, JoCox, Margaret J.2018https://doi.org/10.1007/s10758-018-9382-zSustainability and scalability in educational technology initiatives: Research-informed practiceTeachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practicehttps://docs.edtechhub.org/lib/2YQNCPBE2021-03-16T10:58:43Z2021-03-17T18:18:38ZAlbion, Peter R.Tondeur, JoForkosh-Baruch, AlonaPeeraer, Jef2015https://doi.org/10.1007/s10639-015-9401-9Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice