Workshop Title: Emerging Technologies for Teachers Professional Development at Scale
Michelle P. Banawan*, Ma. Mercedes T. Rodrigo**, Cher Ping Lim ***
*Ateneo de Davao University, Philippines
**Ateneo de Manila, Philippines
***University of Hong Kong
Brief Description of the Workshop
Teacher professional development (TPD) is defined as “activities that develop an individual’s skills, knowledge, and expertise as a teacher.” (OECD, 2009, p. 49). These are structured professional learning activities that result in changes to teaching practice and, therefore, improved student learning outcomes (Darling-Hammond, Hyler, & Gardner, 2017, p. 2). They take place before or in the course of professional practice as in-service or pre-service training respectively. It can occur formally or informally, through qualification programs, observations, collaborative lesson planning, coaching, mentoring and others. These activities are intended to upskill teachers, i.e. to update their knowledge and strategies about subject matter, curricula, or pedagogy; to exchange information and expertise among peers and resource people; and to increase the competence of weaker teachers (OECD, 2009, p. 49).
While the ICCE and similar conferences discuss learning technologies in general, seldom are these technologies discussed in the context of TPD. This workshop is an attempt to open conversations on the challenges that are particular to TPD and how learning technologies can help address them.
Participants are encouraged to share their research by submitting a paper for
presentation at the workshop. We also welcome submissions on the following (though not restrictive) specific topics:
- Use of emerging technologies to address TPD
- TPD best practices and exemplars
- Challenges to TPD
- Methods and approaches to TPD
- Teacher Development Strategies and Organizational Development
Call for Workshop Papers
Teacher professional development (TPD) are activities that are intended to upskill teachers by way of providing them opportunities where they can update their knowledge and strategies about subject matter, curricula or pedagogy. While the ICCE and similar conferences discuss learning technologies in general, seldom are these technologies discussed in the context of TPD. The development of teachers is critical in the attainment of educational goals as they play a critical role in the teaching and learning process.
The Emerging Technologies for TPD Workshop is a half-day workshop where researchers and practitioners are invited to share their work on various TPD topics and areas involving : (1)the use of emerging technologies to address TPD, (2) TPD best practices and exemplars, (3) Challenges to TPD, and (4) Teacher development strategies and organizational development.
We call for papers that cover technical, theoretical, pedagogical, and organizational issues in TPD. Please follow the ICCE paper format. The template can be downloaded from the conference site (http://ilt.nutn.edu.tw/icce2019/02_01subm.html).
For submissions, visit the EasyChair: https://easychair.org/conferences/?conf=iccew03.
The page length for full papers is 8 pages. The page length for short papers is 5 pages.
- Submission deadline: August 16, 2019
- Acceptance notification of workshop papers: September 6, 2019
- Final camera-ready deadline: September 15, 2019
- Michelle Banawan, Ateneo de Davao University, Philippines
- Ma. Mercedes Rodrigo, Ateneo de Manila University, Philippines
- Cher Ping Lim, University of Hong Kong, China
Workshop program committee members
- Jenilyn AGAPITO, Ph.D. Ateneo de Manila University, Philippines
- Ryan BAKER, Ph.D. University of Pennsylvania, PA USA
- Jonathan CASANO. Ateneo de Manila University, Philippines
- Behiz Ceyda CENGIZ. Middle East Technical University, Turkey
- Hsin-Tzu (Tommy) CHEN, Ed.D. Chinese Culture University, Taiwan
- May Marie Talandron FELIPE, Ph.D. Central Mindanao University, Philippines
- Quek Choon Lang GWENDOLINE. National Institute of Education, Singapore
- Pihel HUNT. University of Tartu, Estonia
- Ruilin Elizabeth KOH. National Institute of Education, Singapore
- Lucian NGEZE. Indian Institute of Technology Bombay, India
- Jaclyn OCUMPAUGH, Ph.D. University of Pennsylvania, PA USA
- Nurbiha A. SHUKOR, Ph.D. School of Education. Social Science and Humanities. Universiti Teknologi Malaysia
- Niwat SRIWASADI, Ph.D. Khon Kaen University, Thailand
- Longkai WU, Ph.D. National Institute of Education. Nanyang Technological University, Singapore.
Length of the workshop