The TeleLearning
Professional Development School is a concept anchored in a multi-site
network of teacher educators from Faculties of Education in Canada engaged
in collaborative research with school practitioners working on thoughtful
and effective uses of online activities and knowledge building. It was
first a research activity of the TeleLearning Network of Centres of
Excellence, funded in September 1995 through the Social Science Research
Council of Canada, which aimed at building new models of professional
development and teacher education that are required today to address
the new needs for technology knowledge and use of technology of practicing
and graduating school teachers. It is now sustained through a variety
of research and teaching activities.
The TL*PDS is anchored into physical settings (classrooms, schools,
and other organizations) where a substantial use of new technology for
teaching and learning is made. The two Canadian official languages are
spoken in the TL*PDS (English
and French). Learning and knowledge building communities are being
studied in a number of ways, including student-teacher interaction in
network-enabled classrooms, classroom processes, and content development.
For instance, the TACT Community encourages student teachers to engage
in collaborative learning and in knowledge building in a number of ways.
- To
establish networked learning communities and knowledge building communities
in teacher education and professional development is a work of design
in and of itself. It is, in the words of Banathy (1994), a "future-creating
disciplined inquiry".
References
-
- IsCoL
IKIT
- The
Concord Consortium
- NCATE Professional Development Schools Standards (2001)
- Brown,
A.L. (1997) Transforming schools into communities of thinking and
learning about serious matters. American Psychologist, 52,
4, 399-413.
Bransford, J., Brown, A. L., & Cocking, R. R. (1999) How people learn, Ch
9
|