E-Learning+Pedagogy

** The advantages of E-Learning for Professional Development **
well the joys and frustrations this training can involve. Typical teacher comments can include: new ideas so they ended up getting lost.” ( Ham, 2010) ||
 * [[image:frustration.jpg width="241" height="173"]] || Teachers who have been involved with school ICT professional development programmes know full
 * “Lack of time for staff PD within school PD structures, due to so many other curriculum needs.”
 * “Not putting enough focus on good pedagogy using ICT”
 * “Staff not willing to participate in IT PD”
 * “Extra work load.”
 * “One tutor knew it all and assumed that we knew it also, where most of us were very hesitant with

**professional development difficulties**.
 * **Teacher ICT professional development can take advantage of e-learning to overcome traditional**


 * E-Learning can assist with: **
 * The ability to decide why, when, where, and how ICT tools will contribute to teaching objectives;
 * Choosing ICT tools and pedagogy from those recommended for specific subjects;
 * Explaining the reasons for choosing particular ICT tools and pedagogy;


 * E-Learning can assist with the analysis of subject specific multimedia educational software, that is: **
 * evaluate CD-ROMs, web sites, video and audio, courseware;
 * assess activities proposed for learners and the contribution of these to lesson objectives;
 * analyse the specific contribution of ICT tools to individual students' learning.

and learning and in the management of learning processes. ( // Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher // // Development //, 2002 ) ||  ||
 * E-Learning can more efficiently, help with choosing training sessions and participating in new developments **
 * in order to enhance professional development, that is: **
 * participate and be active in groups working on the use of ICT;
 * use ICT tools (forums, conferencing, bulletin boards, email) to collaborate in the improvement of teaching

(Stein, 2011)
 * E-Learning pedagogy is socially-constructivist in it’s approach. Providing e-learning embraces good models of teaching: participation, assessment, **
 * quality feedback and that a human connectedness exists. **

Bruner emphasised that learning is an active process in which learners construct new ideas or concepts based upon their prior knowledge and experience. He identified three principles to guide the development of instruction. These include: (1) instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness); (2) instruction must be structured so that the student can easily grasp it (spiral organization); and, (3) instruction should be designed to facilitate extrapolation and/or fill in the gaps (going beyond the information given). (Stein, 2011)

( // Information and Communication Technology in Education: A Planning Guide //, 2002 ) This and Bruner’s advice should be taken heed of when planning to use e-learning for professional development.
 * "T he development of ICTs does not improve education if the focus is on ICTs. The vision must focus on what ICTs can do to improve education." **



Ham, S. S. V. (2010). //Outcomes for Teachers and Students in the ICT PD School Clusters Programme// // 2006-2008 – A National Overview // Christchurch: Ministry of Education.
 * References: **

Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J.,, Johnston-Wilder, P., Johnston-Wilder, S., Kingston, Y., Pope, M., and, & Wray, D. (2009). What happens as student teachers who made very good use of ICT during pre-service training enter their first year of teaching? //Teacher Development, University of Warwick, UK, 13//(2), 93–106.

// Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development //. (2002). France: United Nations Educational Scientific and Cultural Organization.

PÉREZ, M. A., FANDOS, M. & AGUADED, J. Ignacio. (2010). A proper policy in the permanent teacher’s training: Key impulse of the ICT Centre in Andalusia (Spain). //Asia-Pacific Forum on Science Learning and Teaching, 11//(1, Article 10).

Reading, C. (2006). Using ICT to increase professional connectedness for teachers in remote Australia. //SiMERR National Centre, University of New England Australia//.

Stein, S. J., Shephard, K., and Harris, I. (2011). Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand. //British Journal of Educational Technology, 42//(1), 145–165.