About this paper

Appears in:
Pages: 2478-2486
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

BLENDED TRAINING FOR TEACHERS LEARNING DEVELOPMENT

S. Khalil1, S. Elsherif2

1Helwan University (EGYPT)
2Alixandria University (EGYPT)
Blended training for learning is an interesting phrase in the training world, and it usually refers to a mixing of traditional face-to-face classroom facilitation with computer-based modules — usually self-paced online training.

Including of blended learning point to several benefits of teacher training approach, including:
1. Blended learning extends training beyond a single “event.”
2. Blended learning allows trainees to absorb training on their own time, leaving valuable classroom time for more skill-building activities.
3. Blended learning saves money by reducing the mobility and work-stoppage costs of classroom training.

If learning professionals can start focusing more on improving people’s performance than on simply “delivering content,” we can create a true “blended” learning model — one that gets away from the “knowledge-delivery” industry.
Most blended learning models today consist of classroom training and self-paced online courses, which are made up of information on a screen, occasional quizzes, and sometimes some student-to-student (or student-to-instructor) interactions.
As listed, that’s a training delivery strategy. But that’s hardly the only way teachers learn to do their job.

Teacher trainees learn from one another, from job aids, Internet searches, blogs, webcasts, and countless other places. The challenge for most trainers is that these resources aren't “approved,” and can’t be tracked and reported.
Approved sources and tracking learning activity are training concerns, not performance concerns. If we really want to enable teachers to succeed, we need to focus more on what will really help the most. It’s usually not a course, and it’s usually not a knowledge-delivery system.
We need to start seeing at our role as one of performance support, connecting workers with the resources they need at the time that they need them. Ironically, once we start doing that, we’ll have built a true blended learning model.

This research paper is considered a reflect of real case study class room training Helwan university trainers affiliated with Cambridge university application of their standered blended teacher training at the Nile International Schools in Egypt for art education curiculum through (1-9) grades level
@InProceedings{KHALIL2014BLE,
author = {Khalil, S. and Elsherif, S.},
title = {BLENDED TRAINING FOR TEACHERS LEARNING DEVELOPMENT},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {2478-2486}}
TY - CONF
AU - S. Khalil AU - S. Elsherif
TI - BLENDED TRAINING FOR TEACHERS LEARNING DEVELOPMENT
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 2478
EP - 2486
ER -
S. Khalil, S. Elsherif (2014) BLENDED TRAINING FOR TEACHERS LEARNING DEVELOPMENT, INTED2014 Proceedings, pp. 2478-2486.
User:
Pass: