School-Based Teachers’ Professional Development through Technology-Enhanced Learning in Bangladesh
Source: Teacher Development, Volume 16, Issue 1, 2012, pages 25-42.
This article is based on a pre-pilot intervention study of an international education development programme in Bangladesh.
Technology-enhanced learning, in this case the use of the Apple iPod (iPod touch), was used to support teachers’ teaching and learning in their school contexts.
The authors present evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development.
Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, the study explores the teachers’ professional development of the teachers who were participating in the pre-pilot intervention programme.
The authors conclude that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.