Search results for: Voogt Joke
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In this article, the authors used the Interconnected Model of Professional Growth to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.
Updated: Jul. 30, 2012
This article describes a blended in-service arrangement which was designed to support Russian science teachers from rural schools in the integration of technology. The purpose of the study was to determine the impact of the blended approach on science teacher learning, classroom impact and student affective outcomes. The results indicate that the blended in-service arrangement as developed in this study was a promising approach in supporting Russian rural school teachers with the integration of technology.
Updated: May. 30, 2011