Transforming Online Professional Development: The Design and Implementation of the Project-Based Learning Management System (PBLMs) for In-Service Teachers

Autor/in	Chen, Ching-Huei
Titel	Transforming Online Professional Development: The Design and Implementation of the Project-Based Learning Management System (PBLMs) for In-Service Teachers
Quelle	In: British Journal of Educational Technology, 42 (2011) 1, (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01143.x
Schlagwörter	Expertise; Electronic Learning; Student Projects; Technology Integration; Active Learning; Educational Technology; Inservice Teacher Education; Best Practices; Pedagogical Content Knowledge; Program Effectiveness; Web Based Instruction; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Expert appraisal; Schulprojekt; Aktives Lernen; Unterrichtsmedien; Lehrerfortbildung; Pädagogische Kompetenz; Web Based Training
Abstract	Supporting in-service teachers for successful integration of educational technologies into their teaching practices has been a challenge. While professional development in technology integration is found to help teachers gain technology skills and model good examples of using technology for teaching, they may fail to provide teachers with a clear vision of how technology can be used to support educational best practices. For this reason, the author and his colleagues designed an online learning environment, project-based learning management system (PBLMs), to not only increase in-service teachers' technological pedagogical content knowledge, but also help them translate this knowledge into practice with the assistance from peers and experts. While PBLMs provides a multitude of unique learning experience that encourage meaningful learning through student-directed investigation, further investigations on how to better sustain teachers' motivation in online professional development, how to support their completion of each task and how to bridge the discrepancy between teachers' design plans and their instructional products can shed lights on the overall effectiveness of online professional development. (Contains 1 figure.) (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10