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ERIC Number: EJ818855
Record Type: Journal
Publication Date: 2008-Sep
Pages: 4
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-8756-3894
E-Learning Modules for Teacher Development: Project REAL
Walker, David A.; Downey, Portia M.; Sorensen, Christine K.
TechTrends: Linking Research and Practice to Improve Learning, v52 n5 p59-62 Sep 2008
To provide highly qualified teachers and continue the development of their classroom practices, first-rate professional development is needed. E-learning modules were created to provide quality professional development to in-service teachers, enhance instruction without time constraints, and offer a common knowledge base of instructional strategies for in-service and pre-service teachers to improve teacher preparation and provide additional resources for continued development. E-learning modules completed by both in-service and pre-service teachers establish a common knowledge of best practices of instruction in identified, critical areas. In-service and pre-service teachers are able to team teach lessons using the same strategies and expectations. E-learning modules can also provide valuable resources from other colleges across a university. These modules are available on-line or on a CD-ROM, 24 hours a day, seven days a week from any location. This article describes Project REAL (Rockford Education Alliance), a comprehensive partnership between Northern Illinois University (NIU), Rock Valley College, and Rockford, Illinois Public School (RPS) District 205 with a focus on improving student performance and enhancing the quality of teacher educators. Project REAL chose e-learning modules as an alternative method to provide professional development. (Contains 3 figures.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A