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Digital Teacher Induction via Webinars and Social Media
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    • Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

    Abstract

    This best practices paper provides advice on how to conceptualize, structure, and facilitate an open-access and mobile-accessible digital teacher induction program. The digital teacher induction program (DTIP) is used to provide support for graduates as well as preservice teachers of various degree and certification programs within a large teacher education program at a large public university in Texas. The presenters have participated in various roles in designing and facilitating an entirely online open-access DTIP. The program provides structured support via both synchronous (webinar-based) sessions on high-interest topics such as special education and behavior management, as well as asynchronous social-media based support (e.g., Facebook, Pinterest, Twitter, YouTube, and Slideshare). Alumni and preservice teachers are invited to attend or view the recordings of the synchronous sessions. We have recently added a blogging component to the DTIP and the program continues to change to

    Citation

    Semingson, P., Collins, D., Hungerford-Kresser, H., Hurlbut, A., Myers, J., Owens, D. & Robertson, M. (2016). Digital Teacher Induction via Webinars and Social Media. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 367-372). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .

    © 2016 Association for the Advancement of Computing in Education (AACE)

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    References

    1. Carver, C.L., & Feiman-Nemser, S. (2009). Using Policy to Improve Teacher Induction: Critical Elements and Missing Pieces. Educational Policy 23, 295-327. .
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    4. Hungerford-Kresser, H., Wiggins, J., & Amaro-Jiménez, C. (2012) Learning from our mistakes: What matters when incorporating blogging as active learning in the content literacy classroom. Journal of Adolescent and Adult Literacy, 55(4), 332-341.
    5. Ingersoll, R., & Strong, M. (2011, June). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research,81(2), 201-233.
    6. Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITFORUM for Discussion. Retrieved from: http://itforum.coe.uga.edu/Paper105/Siemens.pdf Zuidema, L.A. (2012). Making space for informal inquiry: Inquiry as stance in an online induction network. Journal of Teacher Education, 63(2), 132–146.

    These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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    Cited By

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

      Amanda Hurlbut, Sarah McMahan, Rebecca Fredrickson & Karen Dunlap, Texas Woman's University, United States

      Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2274–2279

    These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

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