Rethinking Collective Participation in an Online Professional Development Seminar
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Feger, S. (2004). Rethinking Collective Participation in an Online Professional Development Seminar. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 2857-2864). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13280.
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Abstract: This paper proposes an expansion of the concept of collective participation, a key structural feature of high-quality professional development (Garet, Porter, Desimone, Birman, & Yoon, 2002). We base our analysis on five online seminars for the K-5 mathematics curriculum Investigations in Number, Data, and Space, which have engaged over 90 educators in professional development. Evidence indicates that participation of educators from many school sites is effective for building knowledge of curriculum implementation in online groups. This extends the concept of collective participation beyond face-to-face learning activities for participants in a single school by engaging the distributed competence of mathematics educators from different school sites.
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