In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to…

This paper investigates the complex interactions that occur as teachers meet online to justify and negotiate their assessment judgements of student work across relatively large and geographically dispersed populations. Drawing from sociocultural theories of learning and technology, the technology is positioned as playing a role in either…

This article described the experiences of an inservice professional development program for teachers with a focus on online synchronous discussions. Transcripts of six online synchronous discussions containing 3600 messages from an online teacher professional development course were analyzed. In addition, the researchers interviewed 10…

This paper describes a method that utilized technology to collect and collate quantitative and qualitative data about pre-service teachers' use of networked technologies during a 12-week undergraduate course, and the impact of this use on their pedagogical beliefs regarding the integration of information and communications technology (ICT). The…