Patterns of Constructive Engagement in a Web-based Learning Activity for Teacher Professional Development
Ming-Chou Liu, Faculty of Education, National Dong-Hwa University, Taiwan ; Kuo-An Lai, Ying-Ching Chu, National Dong-Hwa University, Taiwan
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Using information and communication technology (ICT) to enhance teacher professional development is a current trend in teacher education. For this study we created a web-based learning system that helps teachers design and develop a teaching plan that integrates ICT into classroom teaching. Quantitative and qualitative data were collected to analyze how the pattern of teacher engagement affected the quality of the teaching plans. The findings indicate that: 1) Performance in a web-based learning activity depends on the degree of engagement in the designing task. This implies that engagement is indispensable to obtaining excellent learning results. 2) The reflection phase is the most important phase of the learning cycle, followed by the action phase. This implies that in web-based learning, learners should actively engage each phase of the Knowledge-Action-Reflection (KAR) cycle. More importantly, those who firmly carry the task through to the end get better results.
Liu, M.C., Lai, K.A. & Chu, Y.C. (2009). Patterns of Constructive Engagement in a Web-based Learning Activity for Teacher Professional Development. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1631-1640). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)