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School-based teachers’ professional development through technology enhanced learning in Bangladesh

Shohel, M. Mahruf C. and Banks, Frank (2012). School-based teachers’ professional development through technology enhanced learning in Bangladesh. Teacher Development: An international journal of teachers' professional development, 16(1) pp. 25–42.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/13664530.2012.668103
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Abstract

To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper 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 Apple iPods (iPod touch), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology enhanced support systems impact on classroom practice and helps teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs (UCEP) schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology enhanced learning is contributing significantly to in-service training in a resource constrained context.

Item Type: Journal Article
Copyright Holders: 2012 Teacher Development
ISSN: 1747-5120
Keywords: school-based; teachers’ professional development; UCEP-Bangladesh; technology enhanced learning; hand-held device
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
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Item ID: 32189
Depositing User: Muhammad Shohel
Date Deposited: 07 Feb 2012 09:08
Last Modified: 03 Nov 2013 20:49
URI: http://oro.open.ac.uk/id/eprint/32189
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