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How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
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, York University/York Region District School Board, Canada

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Since its inception in 2000 the Advanced Broadband Enabled Learning (ABEL) program has developed a blended learning service that enhances teacher and faculty professional practice and improves student achievement. Using award winning methodology ABEL provides school districts and post secondary institutions with a collaborative platform, an instructional design approach for professional learning that uses information communications technologies (ICT), a proven implementation strategy and ongoing research and evaluation. While it continues to maintain its focus on transforming teacher and faculty practice through the use of broadband technology in schools, research into best practices in delivering professional development and the impact of its implementation has led ABEL to focus more fully on the impact of job-embedded learning. This paper focuses on ABEL's program strategy for teacher training and professional growth that models the compelling intersection of content, technology and pedagogy and transforms practice.

Citation

Murphy, J. (2007). How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2233-2237). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

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References

  1. Koehler, M. & Mishra, P. (2005). What Happens When Teachers Design Educational Technology?. The Development of Technological Pedagogical Content Knowledge”. Journal of Educational Computing Research. 32(2) 131-152.
  2. Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108(6) 1017-1054.

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