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IV. TRAINING STRATEGIES, STANDARDS AND ONLINE COURSES

Case Studies and Best Practices (Asia Pacific)

Recommended:
*** Teacher training and technology: An overview of case studies and lessons learned
The World Bank supported case studies of various international teacher training and technology programmes, hoping to discern good practices and effective strategies to share with other education initiatives. This paper outlines the findings of three such studies – in Armenia, China and Singapore.

ICT in Teacher Education: Case Studies from the Asia-Pacific Region
This UNESCO publication contains a collection of sample cases of ICT in Teacher Education programmes from Asia-Pacific that provide insights about the issues faced and lessons learned by these programmes.

Models and Best Practices in Teacher Professional Development
This paper from the Global e-Schools and Communities Initiative (GeSCI) documents models and best practices in the area of Teacher Professional Development for ICT in Education.

Country Cases:

ICT in Professional Development of Teachers in Thailand: The Lead-Teacher Model
This page describes how Thailand is undergoing with ICT integration in Education. The project described is nation-wide implemented by Ministry of Education by establishing the Institute for the Promotion of Teaching Science and Technology.

Exploring the Extent of ICT Adoption Among Secondary School Teachers in Malaysia
This paper surveyed Malaysian teachers’ readiness, perception of competency, and specific training and support needs with regards to their ICT use in teaching and professional work.

Using distance education and ICT to improve access, equity and the quality in rural teachers’ professional development in western China
The paper talked about establishing and maintaining a network of Teachers’ Learning Resource Centres (TLRCs) in Gansu, China – mainly to support village teachers’ continuing professional development by capacitating them in developing/sourcing/sharing ICT-based resources and a “support network”. Presentation

ICT Training Courses for Teacher Professional Development in Jordan
In view of the key role of teachers in implementing changes and improvements in the educational sector, the Jordanian Ministry of Education adopted several ICT training courses to prepare teachers to integrate ICT effectively across the curriculum. This study looks at the effectiveness of these ICT training courses within the Jordanian education system.

Information and Communication Technologies (ICT) Professional Development Strategy for Teachers in Guyana: A Case Study
This publication discusses the potential of ICT tools and content to serve “as [catalysts] for educational change” while at the same time, highlights the importance that Guyana gives to the professional development of the education stakeholders who are expected to use these technologies.

Investigation of K-12 Teachers’ ICT Competencies and the Contributing Factors in Acquiring the Competences (Turkey)
This paper explores the various factors that influence teachers’ perceived and desire to acquire ICT competences, based on data collected from 1,429 K-12 teachers in Turkey.

A Survey of ICT Competencies among Students in Teacher Preparation Programmes at the University of Benin, Benin City, Nigeria
The study examined “the ICT usage habits and the self-assessed ICT competencies possessed by undergraduate students in teacher preparation programmes in the University of Benin”. The study likewise looked into the differences in the perceived ICT competency among students, based on different factors.:

High-Impact Professional Development for Rural Schools
This article by Edutopia chronicles how the eMINST (Enhancing Missouri’s Instructional Networked Teaching Strategies) professional development programme trains teachers on the use of ICT to enhance inquiry-based learning. “According to a Learning Point Associates study in 2010, ten years of eMINTS PD research has consistently demonstrated that the program increases teachers' use of technology to support inquiry-based learning, and students in grades 3-6 who receive this high-quality, technology-integrated instruction outperform students who do not.” Find out why.