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Using Emerging Online Technologies and Strategies to Support Teacher Induction

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Moore, J., Kepp, L., Silberstein, E., Clift, R. & Hebert, L. (2008). Using Emerging Online Technologies and Strategies to Support Teacher Induction. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 3086-3090). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27701.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Julie Moore, Instructional Technology, University of Georgia, United States; Lynn Kepp, New Teacher Center, University of California, Santa Cruz, United States; Emily Silberstein, National Council on Teaching and America’s Future, United States; Renee Clift, Lara Hebert, Curriculum and Instruction, University of Illinois, Urbana-Champaign, United States

Abstract

Teacher induction programs (focused on support for those in their first two to three years of teaching) are recognized as an important strategy in keeping teachers in the profession but the quality and substance of such initiatives varies considerably. Online support systems for new teachers are just beginning to emerge, combining established theories of both community development and professional development in new online environments. This panel will highlight three such initiatives and their approach to supporting teacher induction in an online environment: New Teacher Center (University of California, Santa-Cruz), Illinois New Teacher Collaborative (University of Illinois Urbana-Champaign) and the BRIDGE - Building Resources: Induction and Development for Georgia Educators (University of Georgia). Each panelist will share an overview of their project including project goals, models/approaches being utilized, and what they are learning from their work.

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