Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities

2011 ◽  
pp. 412-435
Author(s):  
Donald E Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Teaching And Learning ◽  
University Leadership ◽  
Development Models ◽  
Educational Stakeholders ◽  
Professional Networking ◽  
Integration Of Technology ◽  
Institutional Reputation ◽  
Improving Teaching And Learning

In this chapter we advocate the reconceptualisation of pedagogical focused professional development to a more flexible and systematic approach and present two technology-oriented models. This chapter is of interest to a range of educational stakeholders including university professional developers, academics, leaders, students, and support staff. Two mixed method case studies of students’ and academics’ experiences of online and blended teaching and learning informed the design of the models. These multi-faceted models are designed to promote effective pedagogically-focused professional development, the scholarship of teaching and learning, social and professional networking, and supportive university leadership all aimed at improving teaching and learning. We articulate how the integration of technology can facilitate all of these important activities. It is anticipated that, if implemented, these models will result in a more pedagogically- and techno- efficacious academy; more satisfied and successful graduates; more informed, involved, and trusted leaders; greater sustainability for programmes; and the enhancement of institutional reputation.

Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities

2014 ◽  
pp. 695-718
Author(s):  
Donald E. Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Teaching And Learning ◽  
University Leadership ◽  
Development Models ◽  
Educational Stakeholders ◽  
Professional Networking ◽  
Integration Of Technology ◽  
Institutional Reputation ◽  
Improving Teaching And Learning

In this chapter we advocate the reconceptualisation of pedagogical focused professional development to a more flexible and systematic approach and present two technology-oriented models. This chapter is of interest to a range of educational stakeholders including university professional developers, academics, leaders, students, and support staff. Two mixed method case studies of students' and academics' experiences of online and blended teaching and learning informed the design of the models. These multi-faceted models are designed to promote effective pedagogically-focused professional development, the scholarship of teaching and learning, social and professional networking, and supportive university leadership all aimed at improving teaching and learning. We articulate how the integration of technology can facilitate all of these important activities. It is anticipated that, if implemented, these models will result in a more pedagogically- and techno- efficacious academy; more satisfied and successful graduates; more informed, involved, and trusted leaders; greater sustainability for programmes; and the enhancement of institutional reputation.

scholarly journals SoTL in the Margins: Teaching-Focused Role Case Studies

2021 ◽  
Vol 9 (1) ◽  
pp. 61-78
Author(s):  
Nicola Simmons ◽  
Lauren Scharff ◽  
Michelle Eady ◽  
Diana Gregory
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
International Society ◽  
Teaching And Learning ◽  
Professional Support ◽  
Tenure Track ◽  
Scholarship Of Teaching ◽  
Unique Challenge ◽  
Improving Teaching And Learning ◽  
Excellence In Teaching

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

scholarly journals SoTL in the Margins: Teaching-Focused Role Case Studies

2021 ◽  
Vol 9 (1) ◽  
pp. 61-78
Author(s):  
Nicola Simmons ◽  
Lauren Scharff ◽  
Michelle Eady ◽  
Diana Gregory
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
International Society ◽  
Teaching And Learning ◽  
Professional Support ◽  
Tenure Track ◽  
Scholarship Of Teaching ◽  
Unique Challenge ◽  
Improving Teaching And Learning ◽  
Excellence In Teaching

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

Changing the Face of ELA Classrooms

2014 ◽  
pp. 981-998
Author(s):  
Dianna L. Newman ◽  
Victoria C. Coyle ◽  
Lori A. McKenna
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teacher Behavior ◽  
Mobile Technologies ◽  
Pedagogical Content ◽  
Development Models ◽  
Learning Standards ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
The Face

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers' abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers' integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.

scholarly journals Reimagining Professional Development for Digital Literacies: Old, New and Pandemic

2021 ◽  
Vol 23 (2) ◽  
pp. 49-60
Author(s):  
Suzanna Wong ◽  
Linda Laidlaw ◽  
Yina Liu
Keyword(s):  
Professional Development ◽  
School Districts ◽  
Teacher Development ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Professional Associations ◽  
Literacy Skills ◽  
Development Models ◽  
Literacy Teaching ◽  
Digital Skills

During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teaching and learning literacy. Following the start of the COVID-19 pandemic they shared their experiences, insights and challenges. In our article, we address implications for digital literacy teaching and learning and the need for new ways of approaching teacher development.

scholarly journals THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS

2019 ◽  
Vol 3 (3) ◽  
pp. 349-360
Author(s):  
Mphatso Imwa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Case Studies ◽  
Teaching And Learning ◽  
English Language ◽  
School Education ◽  
Online Research ◽  
Secondary School Education ◽  
Improving Teaching And Learning

This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying. 

scholarly journals Beyond Computers In The Classroom: Factors Related To Technology Adoption To Enhance Teaching And Learning

2010 ◽  
Vol 3 (4) ◽  
pp. 27 ◽  
Author(s):  
Janet A. Buckenmeyer
Keyword(s):  
Professional Development ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Suburban School District ◽  
Use Of Technology ◽  
Teaching And Learning Research ◽  
Development Data ◽  
Teachers Attitudes ◽  
Improving Teaching And Learning ◽  
Available Resources

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher’s decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers’ attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

Changing the Face of ELA Classrooms

2013 ◽  
pp. 270-287 ◽  
Author(s):  
Dianna L. Newman ◽  
Victoria C. Coyle ◽  
Lori A. McKenna
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teacher Behavior ◽  
Mobile Technologies ◽  
Pedagogical Content ◽  
Development Models ◽  
Learning Standards ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
The Face

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers’ abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers’ integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.

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