Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237

Autor/in	Minea-Pic, Andreea
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237
Quelle	(2020), (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
Schlagwörter	Educational Technology; Technology Uses in Education; Online Courses; Electronic Learning; Teacher Education; Large Group Instruction; Adult Learning; Access to Computers; Teacher Competencies; Technological Literacy; Teacher Participation; Faculty Development; Distance Education; Nonformal Education; Informal Education; Readiness; Teacher Attitudes; Learning Activities; Cultural Differences; Seminars; Age Differences; Teaching Experience; Occupations; COVID-19; Pandemics; School Closing; Foreign Countries; Geographic Location; Chile; South Korea; Spain; Latvia; Europe; North America; South America; Asia; Australia; New Zealand; Belgium; Lithuania; United States + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Lehrerausbildung; Lehrerbildung; Adulte education; Adult training; Erwachsenenbildung; Lehrkunst; Technisches Wissen; Distance study; Distance learning; Fernunterricht; Non-formal education; Non formal education; Nichtformale Bildung; Informelle Bildung; Lehrerverhalten; Lernaktivität; Kultureller Unterschied; Seminar; Age; Difference; Age difference; Altersunterschied; Beruf; Berufsumfeld; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Korea; Republik; Spanien; Lettland; Europa; Nordamerika; Südamerika; Asien; Australien; Neuseeland; Belgien; Litauen; USA
Abstract	Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers' engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers' engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01