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Promoting Maker-Centred Instruction through Virtual Professional Development Activities for K-12 Teachers in Low-Income Rural Areas
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Chen, Ye; Cao, Li – British Journal of Educational Technology, 2022
With an increased interest in makerspace in K-12 education, professional development (PD) is needed to equip teachers with the knowledge, skills and dispositions to effectively incorporate makerspace and maker technology in teaching. This study examined a virtual PD programme to improve K-12 teachers' knowledge, attitudes and beliefs in teaching…
Descriptors: Professional Development, Electronic Learning, Educational Technology, Elementary Secondary Education
Transitioning to Remote Learning: Lessons from Supporting K-12 Teachers through a MOOC
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Liz O. Boltz; Aman Yadav; Brittany Dillman; Candace Robertson – British Journal of Educational Technology, 2021
The recent face-to-face school closures due to COVID-19 pushed teachers to quickly move their instruction online and support their students remotely. Whilst there has been a considerable push for technology integration in schools in recent years, there has been little focus on how to prepare teachers to teach online given that traditional…
Descriptors: Elementary School Teachers, Secondary School Teachers, Professional Development, Distance Education
Mediating Worklife Learning and the Digitalisation of Work
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Stephen Billett – British Journal of Educational Technology, 2021
Competence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers'…
Descriptors: Workplace Learning, On the Job Training, Skill Development, Professional Development
Emergency Education Effects on Teacher Abilities and Motivation to Use Digital Technologies
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Marc Beardsley; Laia Albó; Pablo Aragón; Davinia Hernández-Leo – British Journal of Educational Technology, 2021
To identify factors that can contribute toward supporting educator adoption of digital technologies beyond the emergency remote teaching response to COVID-19, we investigated how teachers' motivation and abilities related to the use of digital technologies for teaching changed since the onset of the pandemic. Two surveys and interviews were…
Descriptors: Foreign Countries, COVID-19, Pandemics, Distance Education
Teachers Pedagogical Change Framework: A Diagnostic Tool for Changing Teachers' Uses of Emerging Technologies
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Tarling, Isabel; Ng'ambi, Dick – British Journal of Educational Technology, 2016
One of the challenges facing education systems in general and the South African education system in particular is how to understand ways that teachers change from nonusers of technologies to becoming transformative teachers with technology. Despite numerous initiatives, not limited to training, workshops and so forth, to bring about sustained and…
Descriptors: Foreign Countries, Professional Development, Technology Uses in Education, Teaching Methods
Training Teachers to Use New Technologies Impacts Multiple Ecologies: Evidence from a National Initiative
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Davis, Niki; Preston, Christina; Sahin, Ismail – British Journal of Educational Technology, 2009
A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel…
Descriptors: Foreign Countries, Teaching Methods, Inservice Teacher Education, Knowledge Base for Teaching