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ERIC Number: EJ899079
Record Type: Journal
Publication Date: 2010-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-1042-1629
Reexamining Technology's Role in Learner-Centered Professional Development
Polly, Drew; Hannafin, Michael J.
Educational Technology Research and Development, v58 n5 p557-571 Oct 2010
The American Psychological Association's "Learner-Centered Principles" provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
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: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A