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A Case Study of Teacher Professional Development Course Model: Integrating Information and Communication Technology and Knowledge Management
PROCEEDINGS

, , Institute of Education, National Chiao Tung University, Taiwan

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In recent years, attention to teacher professional development (TPD) has increased dramatically. However, traditional model of TPD seems limited to individual teachers and lacks collaboration, sharing, and continuous learning. It usually couldn’t effectively help teachers’ professional development. The combination of ICT and knowledge management (KM) in TPD could become a future trend. However, few empirical studies have validated the effectiveness of such an integration. The purpose of this study was to conduct a case study of an e+KM+TPD course model that integrated ICT and KM in the context of Taiwan. Participants were 81 Taiwanese elementary and junior high school teachers. The data of the research came from three sources: survey, artifacts, and course observations. The results showed that participants agreed that the course content met their need for TPD, and agreed this course can help them to access, interact, organize, and innovate the professional knowledge.

Citation

Chang, C.M. & Chou, C. (2011). A Case Study of Teacher Professional Development Course Model: Integrating Information and Communication Technology and Knowledge Management. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2385-2390). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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