Exploring Blended Learning for Science Teacher Professional Development in an African Context
Bopelo Boitshwarelo, University of Botswana
IRRODL Volume 10, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
Boitshwarelo, B. (2009). Exploring Blended Learning for Science Teacher Professional Development in an African Context. The International Review of Research in Open and Distributed Learning, 10(4),. Athabasca University Press.
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Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology
Kristian Spring & Charles Graham
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Emmanuelle Quillerou, UMR M_101 AMURE, Ifremer Brest Département d'Economie Maritime, Technopole de Brest-Iroise, BP 70, 29280 Plouzané, France. Email: email@example.com, France
The International Review of Research in Open and Distributed Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 178–197
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