NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ974645
Record Type: Journal
Publication Date: 2012-Mar
Pages: 44
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1528-5804
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
Dabner, Nicki; Davis, Niki; Zaka, Pinelopi
Contemporary Issues in Technology and Teacher Education (CITE Journal), v12 n1 p71-114 Mar 2012
Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the evolution of best practices in online and blended learning in the professional contexts of the students is the current practice shared in this paper. Through a description of our postgraduate course, its pedagogy and student artifacts, its impacts are illustrated in K-12 schools and teacher education within and beyond New Zealand. Authentic online formative assessment is at the core of the pedagogy described. (Contains 1 table and 1 figure.)
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; United States