COMPARISON OF SUPPORT INTERVENTIONS DURING A BLENDED COURSE FOR EDUCATORS FROM URBAN AND RURAL SETTINGS

• Main Authors: Juliet Stoltenkamp, Martha Kabaka
• Format: Article
• Language: English
• Published: Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) 2015-09-01
• Series: African Journal of Teacher Education
• Subjects: south africa comparative study; etools; blended learning; extensive support; education professional development (pd); technology support interventions
• Online Access: https://journal.lib.uoguelph.ca/index.php/ajote/article/view/3012

This research focused on the design and delivery of a blended Professional Development (PD) Program for in-service teacher-educators from both urban and rural settings. The overall purpose of the PD Program was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course. A strong facilitation and support approach was maintained throughout the PD Program to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the program. This article reflects on the findings regarding program design and structure; access to resources; impact time management; design of a support structure for the monitoring and evaluation of the program; and educators as self-directed learners using eTools to enhance teaching-and-learning methodologies.