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Designing online PD for 100,000 teachers: Resolving the tension between maximizing reach and optimizing interaction.
PROCEEDINGS

, , Department of Public Instruction, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As a recipient of a federal Race to the Top (RttT) grant in 2010, the state of North Carolina identified one initiative of the grant as providing professional development to the approximately 100,000 teachers in the state. Part of this initiative consisted of providing some of this professional development through online courses or modules. Providing online PD to this large number of educators provided some unique challenges: balancing the need to provide access to a large audience while still effectively meeting the needs of those learners. Two models that we have used to meet this challenge have been providing Self-paced modules and Instructor led modules. Self-paced online courses address the challenge in maximizing access and participation. Instructor-led options provide opportunities to harness advantages of socio-cultural aspects of learning through peer and instructor interactions. An ongoing study, this work addresses the challenges of self-paced courses versus facilitated

Citation

Soni, G. & Donna, M. (2014). Designing online PD for 100,000 teachers: Resolving the tension between maximizing reach and optimizing interaction. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2971-2973). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

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