Exploring Blended Learning for Science Teacher Professional Development in an African Context

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1)...

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Autor principal:	Bopelo Boitshwarelo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	ICTs Pedagogy Professional Development Teacher Training Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/479e587c5bff4019b242a324136d2766
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spelling	oai:doaj.org-article:479e587c5bff4019b242a324136d27662021-12-02T18:03:18ZExploring Blended Learning for Science Teacher Professional Development in an African Context10.19173/irrodl.v10i4.6871492-3831https://doaj.org/article/479e587c5bff4019b242a324136d27662009-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/687https://doaj.org/toc/1492-3831This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.Bopelo BoitshwareloAthabasca University PressarticleICTsPedagogyProfessional DevelopmentTeacher TrainingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 4 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	ICTs Pedagogy Professional Development Teacher Training Special aspects of education LC8-6691
spellingShingle	ICTs Pedagogy Professional Development Teacher Training Special aspects of education LC8-6691 Bopelo Boitshwarelo Exploring Blended Learning for Science Teacher Professional Development in an African Context
description	This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
format	article
author	Bopelo Boitshwarelo
author_facet	Bopelo Boitshwarelo
author_sort	Bopelo Boitshwarelo
title	Exploring Blended Learning for Science Teacher Professional Development in an African Context
title_short	Exploring Blended Learning for Science Teacher Professional Development in an African Context
title_full	Exploring Blended Learning for Science Teacher Professional Development in an African Context
title_fullStr	Exploring Blended Learning for Science Teacher Professional Development in an African Context
title_full_unstemmed	Exploring Blended Learning for Science Teacher Professional Development in an African Context
title_sort	exploring blended learning for science teacher professional development in an african context
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/479e587c5bff4019b242a324136d2766
work_keys_str_mv	AT bopeloboitshwarelo exploringblendedlearningforscienceteacherprofessionaldevelopmentinanafricancontext
_version_	1718378747859566592

Exploring Blended Learning for Science Teacher Professional Development in an African Context

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