Dilemmas we faced in online professional development
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Zibit, M. (2003). Dilemmas we faced in online professional development. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2292-2297). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18421.
Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Online professional development fosters teacher collaboration and professional growth. But those involved in implementing programs are aware of the subtle complexities and the difficulty of balancing all its dimensions. From my experience building online learning communities in several online professional development projects I have found several key dimensions that, when in balance, lead to productive learning exchanges but when not, cause discussions and learning to flounder. How to balance these key dimensions raises dilemmas. This paper presents scenarios from Mathemagica, an online math professional development program and discusses how we attempted to solve our dilemmas. Scenarios relate to three project areas: 1. The design of the online professional development - structure, moderators; 2. The teacher?s context - school/classroom environment and culture, daily pressures; 3. The technology - equity of access, participant level of technical skill and comfort.
- Usage Analysis in Learning Systems
- Online Professional Development for Online Educators: Does it Change Teaching Practice?
- A Framework for Online Professional Development
- Assessing Teacher Beliefs, Attitudes and Expectations Towards Online Professional Development
- Studies of Middle School Mathematics Teacher Preferences Related to Online Professional Development
- Online Professional Development – lessons learned
- Online or Face-To-Face: How to Deliver Professional Development
- Online Professional Development with 25,000 K-12 Educators: Reality, Myth, or Just Mere Madness?
- The Benefits of an Online Environment in Promoting Learner-Centered Professional Development for Teachers
- An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development
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