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Online Teacher Professional Development and Implementation Success: The Learning to Teach with Technology Studio (LTTS) Experience
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Osman, G. & Duffy, T. (2005). Online Teacher Professional Development and Implementation Success: The Learning to Teach with Technology Studio (LTTS) Experience. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 407-413). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21204.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005
E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
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Table of Contents
Teacher professional development efforts are reported to have little impact on classroom practices and student achievement. Rooted in theory and research, the design of the Learning to Teach with Technology Studio (LTTS), an online problem-based teacher professional development program, addresses some of the factors commonly associated with teacher training ineffectiveness. The presentation reports on the results of an evaluation study which examines the impact of LTTS on teacher practices, and identifies factors related to successful implementation. The presentation will briefly explain the LTTS design characteristics.
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