Designing and Implementing Collaborative Classroom Videoconferences

Future Research ◽

Constructivist Learning Theory ◽

Affective Outcomes ◽

Classroom Implementation ◽

Professional Development Training ◽

Teacher Professional ◽

Videoconferencing Technology ◽

Social Constructivist Learning

The chapter introduces collaborative classroom projects implemented through videoconferencing technology as a means of enhancing and enriching classroom instruction. The various applications of collaborative classroom videoconferencing are discussed in the light of social constructivist learning theory. Special attention is devoted to teacher professional development training in designing and implementing collaborative classroom videoconference projects. Distinctive types of collaborative classroom implementation projects with supporting examples as well as affective outcomes associated with student learning are presented and discussed. The chapter concludes with a summary of the best practices in the utilization of collaborative classroom projects; directions and recommendations for future research are also offered.

Designing teacher professional development programs to support a rapid shift to digital

Educational Technology Research and Development ◽

10.1007/s11423-020-09863-5 ◽

2020 ◽

Author(s):

Tania Heap ◽

Ruthanne Thompson ◽

Adam Fein

Keyword(s):

Blended Learning ◽

Development Program ◽

Future Research ◽

Effective Teacher ◽

Development Programs ◽

Global Pandemic ◽

Teacher Professional ◽

The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece

Education Sciences ◽

10.3390/educsci10040121 ◽

2020 ◽

Vol 10 (4) ◽

pp. 121

Author(s):

Ilona-Elefteryja Lasica ◽

Maria Meletiou-Mavrotheris ◽

Konstantinos Katzis

Keyword(s):

Augmented Reality ◽

Technology Acceptance ◽

Development Program ◽

Educational Process ◽

First Century ◽

Future Research ◽

Teacher Professional ◽

The Impact

The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.

CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

J-ELLiT (Journal of English Language, Literature, and Teaching) ◽

10.17977/um046v3i2p34-44 ◽

2019 ◽

Vol 3 (2) ◽

pp. 34

Author(s):

Suharyadi Suharyadi ◽

Gunadi Harry Sulistyo ◽

Sri Rachmajanti

Keyword(s):

Empirical Evidence ◽

Continuous Professional Development ◽

English Teacher ◽

Knowledge And Skills ◽

Teaching Knowledge ◽

Professional Development Training ◽

Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

The Professional Development of English Language Teachers in Colombia: A Review of the Literature

Colombian Applied Linguistics Journal ◽

10.14483/22487085.12966 ◽

2019 ◽

Vol 1 (21) ◽

pp. 89-102 ◽

Cited By ~ 1

Author(s):

Ximena Paola Buendia ◽

Diego Fernando Macías

Keyword(s):

Language Proficiency ◽

English Language ◽

Empirical Studies ◽

Integrated Approach ◽

Language Teachers ◽

Future Research ◽

Teacher Professional ◽

English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

Using Twitter to Form Professional Learning Communities

10.4018/978-1-7998-8473-6.ch030 ◽

2022 ◽

pp. 510-525

Author(s):

Mete Akcaoglu ◽

Charles B. Hodges ◽

Lucas John Jensen

Keyword(s):

Social Media ◽

Professional Learning ◽

State Level ◽

Future Research ◽

Synchronous Chat ◽

The Social ◽

Media Platform ◽

Teacher Professional

Social media has become an important tool for informal teacher professional development. Although there is a growing body of research investigating issues across the US, there is a lack of research on teacher professional development taking place on Twitter in Georgia, USA. In this research, the authors applied digital methods to analyze 5,425 entries from educators participating in a state-level, weekly, synchronous chat about educational technology (#TECHTalkGA) on the social media platform Twitter. Findings include that participants utilized the chat for organization, planning, and classroom technologies, with a predilection toward specific hardware and software topics. Limitations and implications for future research are discussed.

Brief Report: Teachers' Awareness of the Relationship Between Prior Knowledge and New Learning

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.47.1.0017 ◽

2016 ◽

Vol 47 (1) ◽

pp. 17-27 ◽

Cited By ~ 4

Author(s):

Charles Hohensee

Keyword(s):

Prior Knowledge ◽

Experienced Teachers ◽

Future Research ◽

New Learning ◽

Teacher Professional ◽

The Relationship

In this study, I examined the degree to which experienced teachers were aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they developed their prior knowledge as a result of applying that knowledge to new contexts. However, teachers were not explicitly aware of backwardtransfer effects. Results from this study have implications for future research on backward transfer, as well as for teacher professional development.

Using Videoconferencing for Teacher Professional Development and Ensemble Clinics

Music Educators Journal ◽

10.1177/0027432111434741 ◽

2012 ◽

Vol 98 (3) ◽

pp. 56-58 ◽

Cited By ~ 4

Author(s):

Frederick Burrack

Keyword(s):

Music Teachers ◽

Direct Impact ◽

Developmental Needs ◽

Specific Feedback ◽

Teacher Professional ◽

Videoconferencing Technology ◽

Impact On Instruction

Videoconferencing technology can create opportunities to offer music teachers specific feedback that is crucial to satisfying their developmental needs by providing direct impact on instruction through online ensemble clinics.