scholarly journals The LID (Learning Interactively at a Distance) Project: supporting learning, teaching and continuing professional development using information and communication technology

1998 ◽  
Vol 24 (1) ◽  
pp. 87-97
Author(s):  
Chris Lloyd ◽  
Mike Draper
Keyword(s):  
Professional Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Continuing Professional Development ◽  
Information And Communication

Use of Information and Communication Technology by Health Care Providers for Continuing Professional Development in Botswana

2017 ◽  
pp. 181-192 ◽  
Author(s):  
Wananani. B. Tshiamo ◽  
Mabedi Kgositau ◽  
Mabel Magowe
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Information And Communication Technology ◽  
Health Care Providers ◽  
Communication Technology ◽  
Continuing Professional Development ◽  
Care Providers ◽  
Information And Communication ◽  
Ict Infrastructure

The impact of Information and Communication Technology (ICT) in the social and economic lives of people including the area of education cannot be overemphasized. Continuing education is an important vehicle for maintaining and improving professional standards and keeping in synch with the latest trends in the profession, especially for health care providers. Hinged on literature review, document review and case study, this chapter aims to elaborate on the importance of continuing professional development (CPD) to health and medical care, and how ICTs can be used as a platform for CPD. Focusing on Botswana as a case study, the chapter explores challenges and issues faced by health care providers in using ICTs to access CPD and includes solutions and recommendations. Challenges identified included underdeveloped ICT infrastructure and limited use of available ICT resources by health care providers.

scholarly journals Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joseph Lune Ngenzi ◽  
Richard E. Scott ◽  
Maurice Mars
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Easy Access ◽  
Face To Face ◽  
Review Articles ◽  
Information And Communication

Abstract Background Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-income countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda. Methods PubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included. Results Six review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional face-to-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content. Conclusion The use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.

TEACHERS’ PERCEPTION TOWARDS ICT INTEGRATION: PROFESSIONAL DEVELOPMENT THROUGH BLENDED LEARNING

2016 ◽  
Vol 11 (2) ◽  
pp. 20-26
Author(s):  
ARWA AHMED ABDO QASEM ◽  
VISWA NATHAPPA
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Change Strategies ◽  
Ict Integration ◽  
Information And Communication

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. The teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool.

scholarly journals Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

2008 ◽  
Vol 33 (2) ◽  
Author(s):  
George Zhou ◽  
Stanley Varnhagen ◽  
Myrna R. Sears ◽  
Susan Kasprzak ◽  
Gail Shervey
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Change ◽  
Online Professional Development ◽  
Inservice Teachers ◽  
Face To Face ◽  
Information And Communication ◽  
Groupe De Discussion

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change. Résumé : L’objet de la présente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et à étudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue réalisée alors que le cours était donné et environ neuf mois après la fin du cours. Les données indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifiés s’est avérée une réussite. Toutefois, il a été difficile d’initier une communauté d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont éprouvé de grandes difficultés à mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’étude suggère que les prochaines séances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des séances en personne et devront être offertes à plus d’un enseignant par école. Le perfectionnement professionnel qui vise des changements devrait être considéré comme un processus continu et appuyé alors que l’école change.

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

Using Information and Communication Technology to Maximize Workforce Readiness

2013 ◽  
pp. 209-224
Author(s):  
Merideth Dee
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Blended Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Workforce Readiness ◽  
Information And Communication ◽  
E Learning

The following chapter will provide a general discussion regarding the use of Information and Communication Technology (ICT) and how ICT can be used to help prepare students for the demands of the workforce. Additionally, the chapter will explore why ICT fluency is an important factor in preparing students for the demands of the workforce. Furthermore, the chapter will review the literature and empirical research concerned with: attitudes toward the use of ICT, the value of using ICT with regards to workforce readiness and professional development, how different learning environments, such as blended-learning, e-learning, m-learning, virtual learning communities, and social interaction impact workforce readiness, and the theories to consider when designing multimedia and why multimedia can help to prepare students for the workforce.

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