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New Teacher Academies: Building Digital Teacher Induction through Blogs and Social Media PROCEEDING

, , , , Texas Woman's University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The research on new teacher induction encourages educational preparation programs and school districts to create innovative, sustainable initiatives that support new teachers and increase teacher retention in the field While mentoring programs and ongoing professional development have always been provided for new teachers, programs are beginning to experiment with digital induction tools including asynchronous (webinars) and synchronous (blogs, websites, social media, podcasts) as a means support new teachers This work-in-progress paper details the initial steps, current findings, and future goals to establish a sustainable digital induction program that expands upon an existing one-day professional development session offered by the university The New Teacher Academy digital induction site hosts a platform for educational leaders to share tips and research-based strategies geared towards new teachers in the form of a written blog and future online webinars Content on the site is archived and shared via social media for easy access Future research goals include studying how teachers use the blog to impact their teaching and how the content on the site affects teacher confidence in their classroom practice

Citation

Hurlbut, A., McMahan, S., Fredrickson, R. & Dunlap, K. (2018). New Teacher Academies: Building Digital Teacher Induction through Blogs and Social Media. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2274-2279). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from .

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