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Modeling Expectations through Authentic Online Teacher Professional Development
PROCEEDING

, , University of North Texas, United States

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

Online learning is uniquely different from the traditional forms of instruction at most K-12 public schools. More and more schools are looking for ways to incorporate online learning into their curriculum in order to better serve their students. This places increased burdens on teachers as they seek to navigate the transition between the traditional face-to-face approach and that of online teaching and learning. This poster advances the idea that blending elements of situated learning and anchored instruction in professional development sessions for teachers can improve the understanding and integration of online learning technologies into the classroom. These complementary theories can be used to design professional development opportunities that simultaneously deliver effective instruction to teachers and serve as models for good online teaching practices.

Citation

Riddle, J. & Meredith, T. (2016). Modeling Expectations through Authentic Online Teacher Professional Development. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3050-3054). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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