Welcome to the InfoSci Platform
Reference Hub1
Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia

Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia

Wendy Griswold
Copyright: © 2013 |Pages: 17
ISBN13: 9781466620148|ISBN10: 1466620145|EISBN13: 9781466620155
DOI: 10.4018/978-1-4666-2014-8.ch008
Cite Chapter Cite Chapter

MLA

Griswold, Wendy. "Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia." Transcultural Blended Learning and Teaching in Postsecondary Education, edited by Emmanuel Jean Francois, IGI Global, 2013, pp. 128-144. https://doi.org/10.4018/978-1-4666-2014-8.ch008

APA

Griswold, W. (2013). Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia. In E. Jean Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education (pp. 128-144). IGI Global. https://doi.org/10.4018/978-1-4666-2014-8.ch008

Chicago

Griswold, Wendy. "Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia." In Transcultural Blended Learning and Teaching in Postsecondary Education, edited by Emmanuel Jean Francois, 128-144. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2014-8.ch008

Export Reference

Mendeley
Favorite

Abstract

This study focuses on the professional development experiences of teachers in the Altai Republic, Russian Federation. The Russian educational system is undergoing computerization, and teachers are learning to integrate educational technology into classroom practice. This qualitative study explored the potential perspective transformation experienced by teachers, using multiple sources of evidence (interviews with program and school administrators, school teachers, observation). Findings indicated that teachers are beginning to think and act in new ways based on their experiences with educational technology. Teachers are also collaborating in this learning process, which provides an important support for continued learning and growth. Findings also indicate transformative learning theory (TLT) is a useful framework for exploring transformative learning in this non-Western setting and helped to uncover elements of transformative learning which may be culturally determined.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.