e-PD: blended models of sustaining teacher professional development in digital literacies

Anderson, Neil, and Henderson, Michael (2004) e-PD: blended models of sustaining teacher professional development in digital literacies. E-Learning, 1 (3). pp. 383-394.

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It is commonly agreed that professional development of teachers in the use of information and communication technologies should be sustained over time. Most professional development, however, is delivered in single or short sequences of face-to-face sessions, paying little heed to this requirement. Once the face-to-face training is completed, a large proportion of teachers seemingly succumb to entropy. Often there is limited application of the proposed outcomes of the professional development in the classroom and few (if any) opportunities to share examples of successful programs or student work examples, particularly when teachers return to isolated or regional areas. With particular reference to an Australian context, this article suggests one way within a pragmatic approach to extend the traditional boundaries of face-to-face training and sustain professional development.

Item ID: 6260
Item Type: Article (Research - C1)
ISSN: 1741-8887
Keywords: e-PD; professional development; sustaining; teachers
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Originally published in E-Learning (2004, Vol. 1, No. 3). This journal changed its title from E-Learning (ISSN 1741-8887) to E-Learning and Digital Media (ISSN 2042-7530) as from the first issue of 2010 (Volume 7 Number 1).

Date Deposited: 19 Jan 2010 01:21
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 50%
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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