Using technology to train teachers : section six - technologies for teacher professional development - television (Anglais)

Television has been employed successfully in several of the largest developing countries, including Mexico, Brazil, and China. Television's strengths include the power to engage viewers, to present conceptual information visually, and to show real people...  Voir la suite Television has been employed successfully in several of the largest developing countries, including Mexico, Brazil, and China. Television's strengths include the power to engage viewers, to present conceptual information visually, and to show real people and environments from throughout the world. Television can support teacher professional development (TPD) by giving teachers opportunities to observe other teachers as they implement new instructional practices. By enabling teachers to anticipate what will happen, television reduces the risk inherent in experimentation. Mexico's Telesecundaria program is designed specifically to provide year-round curricula to rural junior secondary schools, enabling college graduates with no training as teachers to guide students toward successful completion by supplementing educational programming with in-class discussion, lessons, and assessments. In Brazil, both private- and public-sector channels carry educational programming that addresses vocational training, social issues such as HIV/AIDS prevention, and ways to improve classroom instruction. Salto para o futuro, broadcast by the government to address TPD, is watched by roughly 200,000 Brazilian primary and secondary teachers. The program's goal is to guide teachers in instructional change, but results are mixed. Without close connection to the concerns of teachers and support at the school level, TPD-focused television is more appropriate as a means to improve existing teaching and learning rather than a means to effect substantial change.  Réduire