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dc.contributor.authorPrestridge, Sarah
dc.contributor.authorTondeur, Jo
dc.date.accessioned2017-09-04T04:01:47Z
dc.date.available2017-09-04T04:01:47Z
dc.date.issued2015
dc.identifier.issn2227-7102
dc.identifier.doi10.3390/educsci5030199
dc.identifier.urihttp://hdl.handle.net/10072/97182
dc.description.abstractThis study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherMDPI AG
dc.publisher.placeSwitzerland
dc.relation.ispartofpagefrom199
dc.relation.ispartofpageto219
dc.relation.ispartofissue3
dc.relation.ispartofjournalEducation Sciences
dc.relation.ispartofvolume5
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchCurriculum and pedagogy not elsewhere classified
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390199
dc.subject.fieldofresearchcode3904
dc.titleExploring Elements That Support Teachers Engagement in Online Professional Development
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2015 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorPrestridge, Sarah J.


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