Teacher Learning through Blogging: A study of an online component to a blended professional development program.

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Shea, L.M. (2010). Teacher Learning through Blogging: A study of an online component to a blended professional development program. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 871-872). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33455.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Author

Lauren M. Shea, University of California, Irvine, United States

Abstract

In the constructivist view of learning, problem-solving and reflecting on personal experience are vital components of increasing knowledge. In relation to teaching, educators should have time to strategize, problematize, and debrief with colleagues about common concerns in order to grow and learn. After two years of empirical findings on a professional development (PD) program in a low income, high ELL district, the PD’s leaders realized the need to enhance teacher collaboration. To do this, the project team complemented the face-to-face workshops with an online blogging component. The blogging forum unites teachers to explore the PD’s focus of integrating content and language learning at a deeper level, critically discuss implementation attempts, and support each other through the process. This in-progress study demonstrates one attempt to improve current models of PD by including relevant technology. Preliminary findings on teacher collaboration, support, and cohesive learning are examined and discussed.

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