To come online or not: Factors influencing beginning teachers participation in a blended professional learning program
Kathy Jordan, Jennifer Elsden-Clifton, RMIT University, Australia
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on the factors that influence beginning teachers’ participation in and perceived valuing of a blended learning program. The Supporting New Teacher’s Practice professional learning program uses a blended learning environment which incorporates face-to-face and CMC technologies (asynchronous and synchronous) to support beginning teachers as they face the challenges of being new to the profession. This paper provides a case study analysis of a three year program in Victoria, Australia and focuses on the factors influencing participation. Through this discussion we suggest that participation in blended learning contexts is complex and is influenced by the different values assigned to the different environments, the demands of being a beginning teacher and the self confidence in using various technologies. The paper suggests that more consideration needs to be given to recognising the complexity of participation in the blended learning space.
Jordan, K. & Elsden-Clifton, J. (2012). To come online or not: Factors influencing beginning teachers participation in a blended professional learning program. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 487-492). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
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