Digitalization of K-12 Teacher Training

This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.

A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs

The purpose of the chapter is to examine the effectiveness of a blended teacher professional development program focused TPACK on the TPACK development of primary school teachers. The study describes a blended teacher professional development program in which primary school teachers developed their TPACK. An embedded experimental mixed method design was employed. A total of 12 events were organized including six face-to-face seminars and six online seminars which were performed by field experts within the program. A Facebook group was created to promote sharing and to increase communication and interaction among the participants. Quantitative results indicated that all participants developed their perceived TPACK knowledge and skills with respect to their subject matter and pedagogical approaches. Qualitative results indicated that the participants reflected knowledge, skills, and actions that met the indicators related to TPACK development. The study has significant implications for the understanding of how design and conduct effective blended program.

COMPARISON OF SUPPORT INTERVENTIONS DURING A BLENDED COURSE FOR EDUCATORS FROM URBAN AND RURAL SETTINGS

This research focused on the design and delivery of a blended Professional Development (PD) Program for in-service teacher-educators from both urban and rural settings. The overall purpose of the PD Program was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course. A strong facilitation and support approach was maintained throughout the PD Program to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the program. This article reflects on the findings regarding program design and structure; access to resources; impact time management; design of a support structure for the monitoring and evaluation of the program; and educators as self-directed learners using eTools to enhance teaching-and-learning methodologies.

CONCEPTUAL FRAMEWORK OF A BLENDED PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS

The study presents a conceptual framework of a blended professional development program for teacher success in deep learning and enhanced practice. Twenty-nine middle school teachers (22 first year and 7 continuing teachers) participated in a year-long blended professional development program. Effects of the blended PD program were measured by analyzing the content of participants’ virtual interactions, i.e. 1,149 online threaded discussion messages. The continuing teachers were more actively engaged in the Online Community of Practice than the first year teachers. The types of structured assignments and learning time influenced the level of participation but did not make a significant impact on the content of interactions. Most virtual interactions involved the sharing of instructional ideas based on personal experiences. Results showed the changes of participants’ teaching practice toward more student-centered lessons, encouraging students’ (verbal) engagement, using various questioning strategies, and using collaborative group work employing a wider variety of resources.