Professional Development Programme in the Use of Educational Technology to Implement Technology-Enhanced Courses Successfully

2010 ◽  
pp. 91-110
Author(s):  
Sibongile Simelane
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Development Programme ◽  
Faculty Members ◽  
Successful Implementation ◽  
Integrate Technology ◽  
Professional Development Programme

Universities globally have realised that they need to educate instructors, lecturers and teachers in how to integrate technology into education. Some higher education institutions have already introduced professional development programmes in educational technology to ensure that technology will be effectively utilised, which in turn will enhance the quality of their educational practices. In this chapter, a case study of the implementation component of the e-TUTO programme will be discussed in depth with the findings from the participants who participated in the programme during June 2005 to June 2006. An overview of professional development programme in the use of educational technology to assist lecturers to implement technology-enhanced courses successfully is presented, as well as an overly demanding e-TUTO programme, which might hinder the successful implementation of a technology-enhanced course. The professional development programme should empower faculty members to utilise and integrate technology to enhance the quality of teaching and learning.

scholarly journals A case study examining the mediating impact of Coach Educators delivering a professional development programme.

2019 ◽  
Author(s):  
Alexander Sobolewski
Keyword(s):  
Professional Development ◽  
Qualitative Data ◽  
Research Strategy ◽  
Development Programme ◽  
Personal Agency ◽  
Structured Interviews ◽  
Coach Development ◽  
Professional Development Programme ◽  
High Degree

The important mediating influence of Coach Educators (CEs) delivering a programme of learning has been largely ignored in research seeking to find the key to effective CPD. This paper aims to bring CEs to the fore by reporting the experiences of 7 CEs and 2 Programme Managers delivering a sport National Governing Body coach development programme. Qualitative data were collected via semi-structured interviews and interpreted through the theoretical lens of relational interdependence (Billett, 2008) using a retroductive research strategy. The findings identified the subjective and idiosyncratic processes through which CEs developed their understanding of the programme resulting in individual differences in construal. The high degree of workplace affordance gave CEs autonomy to deploy their personal agency and intentionality to shape practice leading to wide variations in CPD delivery. The results suggest the subjectivity of CEs can have a potentially significant impact on the fidelity of the programme being delivered.

scholarly journals Developing inquiry-based teaching and learning in Family Maths programme facilitators

Pythagoras ◽  
2007 ◽  
Vol 0 (66) ◽  
Author(s):  
Pam Austin ◽  
Paul Webb
Keyword(s):  
Professional Development ◽  
South African ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Development Programme ◽  
Department Of Education ◽  
Transformative Education ◽  
Qualitative And Quantitative Methods ◽  
Nelson Mandela ◽  
Professional Development Programme

The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which this programme develops facilitators’ ability to implement inquiry-based learning. The research undertaken uses both qualitative and quantitative methods in an empirical study of 39 facilitators. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. Data generated by the study reveal that both the facilitators’ understanding and practice of inquiry improved as they progressed through the novice, intermediate and veteran categories of the Family Maths professional development programme.

scholarly journals ‘n Program om gehalte-werklewe van psigiatriese verpleegkundiges te bevorder

Curationis ◽  
1997 ◽  
Vol 20 (2) ◽  
Author(s):  
B. Schoonwinkel ◽  
M. Muller ◽  
H. Klopper
Keyword(s):  
Professional Development ◽  
Development Programme ◽  
Work Life ◽  
Quality Of Work Life ◽  
Psychiatric Nurses ◽  
Nursing Service ◽  
Quality Of Work ◽  
Professional Development Programme ◽  
External Environments

The aim of this study was to describe guidelines for a personal and professional development programme to facilitate the quality of work-life experienced by psychiatric nurses in a hospital. An explorative and descriptive research design with a qualitative research orientation was employed. The study was divided into three phases. In phase one the needs, desires and expectations of psychiatric nursing in a hospital nursing service were explored and described. In phase two the factors in a nursing service which influence the quality work-life of nurses, were explored and described Consequently, the last phase of the study was conducted, being inferrred from data of phases one and two which lead to the conceptual framework upon which the guidelines and programme are based. A personal and professional development programme for psychiatric nurses to facilitate quality of work-life experienced, consisting of three parts, was described to enclose aspects of the psychiatric nurse’s internal and external environments, as well as patterns of interaction between the internal and external environments.

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