%0 Journal Article %1 RefWorks:22 %A Gaible, Edmond %A Burns, Mary %D 2005 %J Online Submission %K Change Change; Computer Costs; Countries; Developed Developing Development; Education; Educational Effectiveness; Evaluation; Faculty Foreign Guides; Improvement; Information Integration; Nations; Objectives; Partnerships Policy; Policymakers Program Proposal Proposals; Researchers; Strategies; Technology Technology; Uses Writing; in %P 146 %T Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries %U http://search.ebscohost.com.proxy2.library.uiuc.edu/login.aspx?direct=true&db=eric&AN=ED496514&site=ehost-live %X This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities. To the extent possible in a brief work, the handbook combines a global perspective--including information about best practices and successful projects from both developing and developed countries--with attention to the challenges faced by education policymakers, teachers, and students in Least Developed Countries (LDCs) and countries attempting to meet the goals of Education for All (EFA). This handbook helps decision makers improve their abilities to: (1) Understand the complex relationships between ICT use, professional learning, the change process, types of TPD and classroom implementation so as to aid the development of requests for proposals (RFPs) that address these issues; (2) Recognize best practices and essential supports in the use of ICTs for TPD in order to evaluate proposals of national, regional, and local scale; (3) Propose types of TPD and ICT implementations that can achieve specific objectives in relation to educational improvement; (4) Identify cost considerations, potential partnerships, evaluation requirements and other factors essential to the planning of effective ICT-enabled TPD; and (5) Communicate effectively with researchers, representatives of Gos, policymakers, donor-agency personnel, and others about the roles played by TOD and Ictus in educational reform. The handbook draws experiences and lessons learned from over 50 programs and initiatives in 25 developing countries. Prepared for the World Summit on the Information Society, Tunis (2005)This handbook produced by Published by infoDev/The World Bank.

@article{RefWorks:22, abstract = {This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities. To the extent possible in a brief work, the handbook combines a global perspective--including information about best practices and successful projects from both developing and developed countries--with attention to the challenges faced by education policymakers, teachers, and students in Least Developed Countries (LDCs) and countries attempting to meet the goals of Education for All (EFA). This handbook helps decision makers improve their abilities to: (1) Understand the complex relationships between ICT use, professional learning, the change process, types of TPD and classroom implementation so as to aid the development of requests for proposals (RFPs) that address these issues; (2) Recognize best practices and essential supports in the use of ICTs for TPD in order to evaluate proposals of national, regional, and local scale; (3) Propose types of TPD and ICT implementations that can achieve specific objectives in relation to educational improvement; (4) Identify cost considerations, potential partnerships, evaluation requirements and other factors essential to the planning of effective ICT-enabled TPD; and (5) Communicate effectively with researchers, representatives of Gos, policymakers, donor-agency personnel, and others about the roles played by TOD and Ictus in educational reform. The handbook draws experiences and lessons learned from over 50 programs and initiatives in 25 developing countries. [Prepared for the World Summit on the Information Society, Tunis (2005)This handbook produced by Published by infoDev/The World Bank.]}, added-at = {2008-12-27T17:34:46.000+0100}, author = {Gaible, Edmond and Burns, Mary}, biburl = {https://www.bibsonomy.org/bibtex/268a8e7244c3cdbdf26272055585f9401/critzo}, description = {test export from refworks}, interhash = {8a6bcb0852e34822ccbd5c7b1fedf608}, intrahash = {68a8e7244c3cdbdf26272055585f9401}, journal = {Online Submission}, keywords = {Change Change; Computer Costs; Countries; Developed Developing Development; Education; Educational Effectiveness; Evaluation; Faculty Foreign Guides; Improvement; Information Integration; Nations; Objectives; Partnerships Policy; Policymakers Program Proposal Proposals; Researchers; Strategies; Technology Technology; Uses Writing; in}, language = {English}, month = {0101}, note = {EM: 2007}, pages = 146, timestamp = {2008-12-27T17:34:53.000+0100}, title = {Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries}, url = {http://search.ebscohost.com.proxy2.library.uiuc.edu/login.aspx?direct=true&db=eric&AN=ED496514&site=ehost-live}, year = 2005 }