Do educators who learn online feel part of a community? Is online teacher professional development intellectually rigorous, relevant and cost-effective? What are the implications of engaging in sustained professional development without leaving the school environment? What interventions are necessary to support educators who are learning online in a developing country environment? How can capacity be built among African educators to design and facilitate online learning courses?
These questions are addressed throughout the four sections of this report through analyzing the participation of over 100 in-service Ugandan and Namibian teacher educators who, as a result of United States Agency for International Development (USAID) funding, were able to participate in online professional development through a program for educators based at the Harvard Graduate School of Education called WIDE World.2 The WIDE World programs approach emphasizes helping participants learn how to apply research-based strategies in their own teaching. It uses networked technology to provide tailored feedback and support from coaches who promote collaboration and interaction among participants.
Read the complete report here.
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