Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper discusses the characteristics of effective professional development (PD) for teachers for the implementation of Interactive White Boards (IWB) in Lebanon. It offers a guideline for school leaders to use when designing learning opportunities for teachers for proper ICT integration. Effective professional development has the potential to engage teachers in ongoing learning practices that are pedagogically and technologically focused, collaborative, supportive, and adjustable to the learning situation of each, in an environment where people help each other rather than compete against each other. Human relationship of mutual support and help creates agility in action and maximizes the effectiveness of PD. This PD is a set of processes done before, during and after IWBs’ implementation throughout one academic year. These processes or actions complement the overall PD experience of teachers. This PD is done at all levels of collaborations and takes place during working hours and r
Zein, R. & Majdalani, M. (2014). Characteristics of Effective Professional Development for the Implementation of Interactive White Boards in Lebanon. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1054-1062). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/130909/.
© 2014 Association for the Advancement of Computing in Education (AACE)
- Boyle, B., While, D. & Boyle, T. (2004). A longitudinal study of teacher change: what makes professional development effective? Curriculum Journal. 15:1, 45-68
- Cofino, K. (2010). Integrating Technology creates a culture of Collaboration. International Educator. Vol. 25 Issue 2, p23 Dall’Alba, G. & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76(3), 383-412.
- Davis, E.A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76, 607–651.
- Day, C. (1999) Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.Goodnough, K. (2001, Spring). Teacher development through action research: A case study of an elementary teacher.
- DeSantis, J. (2012) Getting the Most from Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development, The ClearingHouse: A Journal of Educational Strategies, Issues and Ideas, 85:2, 51-55
- Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001).What makes professional development effective? Results from a national sample or teachers. American Educational Research Journal, 38(4), 915.
- Griffin, G.A. (1983). Introduction: the work of staff development, in: G.A. GRIFFIN (Ed.) Staff Development, Eighty-Second Yearbook of the National Society for the Study of Education (Chicago, IL, University of Chicago Press).
- Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks: Corwin Press.
- Lewin,C., Scrimshaw, P., Somekh,B. & Haldane,M. (2009). The impact of formal and informal professional development opportunities on primary teachers' adoption of interactive whiteboards, Technology, Pedagogy and Education, 18:2, 173-185
- Mclaughlin, M.W. & Marsh, D.D. (1978) Staff development and school change, Teachers College Record, 40, pp. 69± 93.
- Miller, D. & Glover, D. (2007). Into the unknown: the professional development induction experience of secondary mathematics teachers using interactive whiteboard technology. Learning, Media and Technology, 32:3, 319-331
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.
- Pellerin, M. & Montes, C. (2012). Using the Spanish online resource ‘Aula Virtual de Español’ (AVE) to promote a blended teaching approach in high school Spanish language classrooms. Canadian Journal of Learning and Technology, 38(1).
- Supovitz, J.A. (2001). Translating teaching practice into improved student achievement. In S. Fuhrman (Eds.), The capital to the classroom: Standards-based reform in the states (pp. 81–98). Chicago, IL: University of Chicago
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.