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Online Professional Development: Combining Best Practices from Teacher, Technology and Distance Education
ARTICLE

Journal of In-service Education Volume 34, Number 2, ISSN 1367-4587

Abstract

This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The model has been used to develop courses in using the World Wide Web to enhance the teaching of children's literature, mathematics, science, social studies, multicultural education, parental involvement, literacy, inquiry-based learning and English as a second language. The model's components and pedagogical foundations are applicable for the design and implementation of online courses in other disciplines with field-based learning experiences. Unique features of the model are also shared as well as findings from a formative evaluation study. (Contains 1 figure.)

Citation

Signer, B. (2008). Online Professional Development: Combining Best Practices from Teacher, Technology and Distance Education. Journal of In-service Education, 34(2), 205-218. Retrieved April 23, 2019 from .

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Cited By

  1. Education for Sustainability: Online Professional Development for Educators

    Annie Hale, Arizona State University, United States; Leanna Archambault & Gabriela Marie Chacon, Arizona State University at the Tempe Campus, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 859–863

  2. Themes and Strategies for Transformative Online Instruction: A Review of Literature

    Robert Mayes, University of Wyoming, United States

    Global Learn 2011 (Mar 28, 2011) pp. 2121–2130

  3. Online Teacher Professional Development in Mathematics Education

    Robert Powers & Heng-Yu Ku, University of Northern Colorado, United States; Robert Mayes, University of Wyoming, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 651–658

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