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The Benefits of an Online Environment in Promoting Learner-Centered Professional Development for Teachers
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Walsh, Jr., E. & Beckham, L. (2004). The Benefits of an Online Environment in Promoting Learner-Centered Professional Development for Teachers. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1004-1006). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/10998.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
Janice Nall & Robby Robson
More Information on ELEARN
Table of Contents
The online course, "Professional Development for Alabama Teachers," utilizes contemporary staff development practices to train P-12 teachers to identify and implement the appropriate, data-driven staff development steps necessary to impact their own teaching and their students' learning. In contrast to the "one shot, hit or miss" training most often associated with teacher professional development, the online environment used in this course was intended to remove participants from the traditional workshop or staff development settings and place them in an extended, content-rich, online learning community with opportunities to read and discuss current research, communicate with peers from within and outside of their own school systems, consult with staff development experts, and implement and report site-based action research. Within the context of staff development for practicing teachers, the implications and benefits of utilizing an online environment are discussed.
- Online Professional Development for Online Educators: Does it Change Teaching Practice?
- Student-Teacher Interaction on Facebook: What Students Find Appropriate
- Studies of Middle School Mathematics Teacher Preferences Related to Online Professional Development
- Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
- Dilemmas we faced in online professional development
- Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
- What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
- Online or Face-To-Face: How to Deliver Professional Development
- Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)
- An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development
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