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Exploring Blended Learning for Science Teacher Professional Development in an African Context
ARTICLE

, University of Botswana

IRRODL Volume 10, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

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.

Citation

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. Retrieved May 22, 2019 from .

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