Professional Development with and for Emerging Technologies

2014 ◽  
pp. 1010-1027 ◽  
Author(s):  
Ria Hanewald
Keyword(s):  
Professional Development ◽  
New Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Emerging Technologies ◽  
New Technology ◽  
Learning Platforms ◽  
Teacher Professional ◽  
Asian Languages

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

Professional Development with and for Emerging Technologies

2013 ◽  
pp. 175-192
Author(s):  
Ria Hanewald
Keyword(s):  
Professional Development ◽  
New Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Emerging Technologies ◽  
New Technology ◽  
Learning Platforms ◽  
Teacher Professional ◽  
Asian Languages

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

Introducing iPads into Primary Mathematics Classrooms

2015 ◽  
pp. 193-213 ◽  
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 689-709
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 612-631
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 660-680
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Teacher Education and Teacher Professional Development

2017 ◽  
pp. 112-137 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
New Technologies ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
College Courses ◽  
Educational Personnel ◽  
Teacher Professional

This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 270-290
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

scholarly journals La resolución de problemas como estrategia de desarrollo profesional docente: tensiones que se generan en el profesor

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 101-122 ◽  
Author(s):  
Josefa Perdomo-Díaz ◽  
Cristóbal Rojas ◽  
Patricio Luis Felmer
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Strategy ◽  
Teaching And Learning ◽  
Development Programs ◽  
Desarrollo Profesional ◽  
Development Experience ◽  
Beliefs About Teaching ◽  
Teacher Professional

Los programas de desarrollo profesional docente tienen como objetivo generar cambios en los profesores, en sus conocimientos, sus creencias o sus prácticas. Para que esos cambios se produzcan, la experiencia vivida en el programa de desarrollo profesional debe provocar que el profesor se cuestione aspectos relacionados con su profesión. En este artículo presentamos una estrategia de desarrollo profesional para profesores de matemática de todos los niveles educativos, centrada en el uso de la resolución de problemas, y mostramos un análisis de las tensiones que este tipo de estrategia provoca en los profesores participantes. Para ello se realiza el estudio de un caso, correspondientea un taller denominado RPAula, realizado en Chile, con profesores de educación básica. Los resultados muestran que la participación en este taller provoca tensiones relacionadas con las expectativas que los profesores tienen hacia sus estudiantes, sus creencias acerca de la enseñanza y el aprendizaje y sus modelos de enseñanza de la matemática. Teacher professional development programs aim to generate changes in teachers, in their knowledge, beliefs or practices. For these changes to occur, the professional development experience should cause the teacher to question aspects related to his/her profession. In this article, we present a problem-solving-based professional development strategy for mathematics teachers and we offer an analysis of the tensions which emerged. To do this, we carried out a case study based on a workshop called RPAula that took place in Chile with elementary teachers. The results show that participation in this workshop causes tensions related to teachers’ expectations about their students, their beliefs about teaching and learning, and their models of mathematics teaching.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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