Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching

Autor/inn/en	Dabner, Nicki; Davis, Niki; Zaka, Pinelopi
Titel	Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 12 (2012) 1, S.71-114 (44 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Foreign Countries; Student Projects; Elementary Secondary Education; Formative Evaluation; Active Learning; Organizational Development; Graduate Study; Course Descriptions; Student Evaluation; Scoring Rubrics; Assignments; Educational Policy; Educational Technology; Instructional Design; Technology Integration; Inservice Teacher Education; Preservice Teacher Education; Web Based Instruction; Electronic Learning; Blended Learning; Online Courses; Integrated Learning Systems; Open Source Technology; New Zealand; United States + Suchen Sie Ihr Suchwort? Ausland; Schulprojekt; Aktives Lernen; Organisationsentwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kursstrukturplan; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Assignment; Auftrag; Zuweisung; Politics of education; Bildungspolitik; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Web Based Training; Online course; Online-Kurs; Neuseeland; USA
Abstract	Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the evolution of best practices in online and blended learning in the professional contexts of the students is the current practice shared in this paper. Through a description of our postgraduate course, its pedagogy and student artifacts, its impacts are illustrated in K-12 schools and teacher education within and beyond New Zealand. Authentic online formative assessment is at the core of the pedagogy described. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10