Support Teacher Professional Development Research Articles

Computer Learning Programs in Schools ­Moving from BOOT Models to an Integrated Approach

New Information and Communication Technologies (ICTs) have a close association with spread of globalization and neo-liberal ideologies. The ICTD (ICTs for 'Development') domain is one where traditional development thinking been largely supplanted by neo-liberal techno-centric prescriptions relating to financial sustainability, business models, techno-centric solutions, critical role for business sector, irrelevance of investment in social change processes etc. It is not surprising that “ICT programs in schools” are thought best implemented with private sector leadership, through “BOOT1” models, where the state pays annuities to technology vendors for such implementation. The regular teachers of the school and the teacher educators in the education system have little role to play in the curricular or pedagogical aspects of computer learning and computer aided learning. Against this backdrop, the study of two large 'ICTs programs in School Education' (IPSE) programs of neighboring Indian states reveals some interesting insights. The integrated model followed in Kerala's IT@Schools program, which focused on developing systemic in-house capabilities anchored around school teachers, has shown considerable success; in terms of higher teacher engagement, integration of computer learning with the regular learning processes, significant cost efficiencies, greater per-learner computer availability, and development of teacher networks and collaborative content creation processes, which support teacher professional development. The alternative 'outsourcing' or 'BOOT model, employed by Karnataka's Mahiti Sindhu program, does not show such significant outcomes. Funds were spent on vendor payments instead of building in-house capacities. The system itself did not benefit from this expenditure, and is unable to meaningfully sustain the program beyond BOOT period. Such outsourcing also builds dependencies of public education system on private players that can significantly distort pedagogical structures in inimical ways.

Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher

The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case. Using content analysis techniques, we provided a thematic analysis of the teacher discourse and demonstrated the exchanges between the participating teachers and video case teacher. We also assessed the overall effectiveness of our online forum set up for the professional development of teachers. Results indicated that participant teachers were able to make theory–practice connections by articulating specific frameworks that guided our study. The inclusion of the video case teacher was beneficial for the other teachers in several ways. We contend that online forum discussions of video cases in which collective engagement of preservice and inservice teachers, and the case teacher have a great potential to support teacher professional development.

Blended Learning for Professional Development: An Evaluation of A Program for Middle School Mathematics and Science Teachers

Background Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions. Blended learning is a promising, yet so far seldom used model for supporting teacher professional development. This model combines the advantages of traditional face-to-face interaction with the flexibility of online learning. Purpose In this study, we examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning. The goal of our research was to understand how the program affected teacher attitudes toward and pedagogical practices in these subjects and on student perceptions and learning of the subjects. Participants Participants in the study were 68 mathematics and 65 science/technology teachers in grades 6, 7, and 8 in several school districts in a large urban center, along with their students: 477 students from the mathematics teachers’ classes and 551 from the science/technology teachers’ classes. Program The blended learning program, known as the Teacher eLearning Project (TeL), began at the start of the school year with a module that consisted of a daylong face-to-face session followed by an eight-week online session. The first year of TeL focused on the mathematics teachers who had a total of three modules to complete; in the second year, science/technology teachers had two modules. Research design We used Guskey's (2000) five-level evaluation framework to assess the impact of the programs on teachers’ attitudes and knowledge, institutional support for the programs, changes in classroom practices, and student perceptions and learning of the subjects. Data were obtained using a pre-post design that included surveys, classroom observations, and key informant interviews. Findings Overall our results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees. Despite this, student responses were mixed: students viewed mathematics less favorably by the end of the program, but became more positively inclined towards science/technology. Conclusions The blended learning model shows potential for teacher professional development, although further research preferably through controlled studies is needed. Aspects that need to be examined further include the nature of the online tasks given to teachers, the role of the online facilitators, the impact on student achievement, and the implications of providing teachers with less release time than was available in this study.

The classroom in your pocket?1

Research exploring the ways in which information communication technologies (ICTs) could improve access to, and the quality of, teacher education in the global south (Leach et al., 2006) showed that when teachers were given sustained training, support and access to laptop and handheld computers, they found the handheld and laptop computers equally useful, both as tools for their own professional development and as tools for supporting classroom practices. Those who expressed a preference for one device over the other identified the handheld computer as the best tool for supporting teacher professional development and practice, particularly in rural communities.This article reports the findings of a recent one‐year project which built on the previous research, but which focused solely on the potential of handheld computers for teacher professional development. Many studies have investigated the use of handheld computers in classroom settings but most of these focus on pupil learning (e.g. Fung et al., 1998; Yarnall et al., 2003). There is not yet a substantial body of literature on the potential of handhelds for teacher education, although Soloway (2002) argues that handhelds provide an opportunity for making major changes in educational settings.In this study, the teachers themselves used the analytical framework for teacher professional knowledge developed by Banks et al. (1999) to consider their own experiences with the handheld computers. This study finds that handheld digital tools offer a number of pedagogic and pragmatic advantages over laptop or desktop computers for teachers, especially in rural communities. However, further technical development is required fully to orient the devices to classroom practices (as opposed to the ‘office’ or ‘business’ orientation).

Teacher Professional Development in Mathematics and Science: A Blended Learning Approach

Blended learning is a promis- ing model for supporting teacher professional development that combines the advantages of tradi- tional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers’ attitudes, knowledge, and classroom practices. These professional development programs were designed to enhance middle school teachers’ subject matter knowledge and pedagogical skills in mathematics and science/ technology. Our results indicate that the programs positively affected teacher attitudes and content knowledge in these curricular areas and motivated many teachers to transform their classroom practices. Increased teacher collaboration and involvement at the school level sug- gest that the experiences contrib- uted to the emergence of fledgling communities of practice. At the same time, the lack of cohesion in online groups and the drop off in participation suggest the need to rethink some aspects of the design of blended learning environments.

Beyond Reflection: Teacher Learning as Praxis

Reflection is increasingly used as a means to supportteacher professional development, and ultimately tosupport teachers' efforts to improve the persistentunderachievement of minority students. In this article,we identify the limits of the traditional view ofreflection, argue that reflection is an artifact and apractice embedded in a larger process, namely teacherlearning, and outline basic notions of a culturalhistoricalvision of learning as praxis in whichreflection is embedded. Further, we argue that a newvision of critical, situated reflection must include bothtechnical and political content and be based on adialogic approach.

Backs to the Wall: Supporting Teacher Professional Development With Technology

This paper describes the development and initial piloting of a technology based model for professional development, qesn.connection (www.qesn.meq.gouv.qc.ca/connection), designed to provide short-term and sustained support to school teams in the area of curriculum reform in Québec, Canada. The model responds to a design request from the Ministère de l'Éducation du Québec to offer school teams tools and strategies, via distance, for team building and school based decision making. The launch topic to accomplish this is the integration of technology in the classroom, to be followed by the implementation of a reformed curriculum. Two pilot schools offer support and feedback on the model and areas for further research and evaluation.

The Internet Learning Forum

Summary This paper reports an effort to create a community of practice for teachers' professional development via the World Wide Web. Beginning with a discussion of our theoretical foundations and current online models of professional development, we address the problem of how developing Web and video technologies may provide innovative and effective professional development for teachers. We describe the initial conceptions of the Internet Learning Forum (ILF), a Web site developed to support mathematics and science teachers sharing and evolving their pedagogical practices. This site includes exemplary instructional units, teachers' reflections, and peer discussion. Starting with video, ILF participants examine assumptions, reflect on practices, and share within the ILF community. The goal of this unique community of practice is to create quality professional development. While this paper provides an overview of our initial design work, the site has evolved into a nationally funded project. However, the work described here, which guided the development of the prototype, has important implications for other Web-based efforts to support teacher professional development.