Moving education into the digital age: the contribution of teachers' professional development.
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development ( TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and commun...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 5; pp. 426 - 438 |
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| Autores principales: | , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104223669&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104223669 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2013 vid: 29 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104223669 90133322 10.1111/jcal.12031 104223669 ppf: 426 ppct: 12 formats: tig: atl: Moving education into the digital age: the contribution of teachers' professional development. aug: au: Twining, P. Raffaghelli, J. Albion, P. Knezek, D. affil: The Open University sug: subj: Faculty Development Professional Development Methods Information Technology Utilization Knowledge Educational Technology Utilization ab: This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development ( TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology ( ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers ( TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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