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On the issue of TPD (Teachers´ Professional Development) in an OLC (Online Learning Community) as TEL (Technology Enhanced Learning).
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Mid Sweden University.ORCID-id: 0000-0002-0941-9364
2011 (engelsk)Inngår i: US-China Education Review, ISSN 2161-623x, Vol. 1, nr 7, s. 1016-1022Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

It is sometimes assumed that teachers in an informed way shall embrace TEL (technology enhanced learning) in their practices. In this article, it is argued that TPD (teachers’ professional development) for this purpose can be a part of their engagement in an OLC (online learning community), and we ask the questions¾How can professional development be understood in relation to TEL? For what contents and in what form can TPD in an OLC have a potential to transform teaching? It is suggested that OLCs have the potential to through TEL make teachers implement technology in their practices to enhance learning and that this is an effective form of TPD, since teachers in an OLC at first hand answer to their own demands or that from colleagues. In this article, we elaborate on the possibilities and limitations of the OLC for TPD in terms of content and form. Six different OLCs for TPD are chosen to serve as examples on the diversity of forms and contents possible to focus.

sted, utgiver, år, opplag, sider
David Publishing Company , 2011. Vol. 1, nr 7, s. 1016-1022
Emneord [en]
digital competence, Nordic countries, OLC (online learning community), TPD (teachers´professional development), TEL (technology enhanced learning)
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Identifikatorer
URN: urn:nbn:se:umu:diva-52878OAI: oai:DiVA.org:umu-52878DiVA, id: diva2:507471
Tilgjengelig fra: 2012-03-05 Laget: 2012-03-05 Sist oppdatert: 2019-05-21bibliografisk kontrollert

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Olofsson, Anders DLindberg, J Ola

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