Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?
Priscilla Norton, Dawn Hathaway, George Mason University, United States
Journal of Technology and Teacher Education Volume 23, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. This study combined a quantitative and qualitative research approach to gain insight into how teacher-learners’ experience as an online learner shaped their understanding of online learning and online teaching. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
Norton, P. & Hathaway, D. (2015). Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?. Journal of Technology and Teacher Education, 23(4), 509-533. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2015 Society for Information Technology & Teacher Education