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Making Teacher Learning Visible
PROCEEDINGS

, West Virginia University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

How and to what extent do networked online learning environments impact teacher learning? To explore this question, we examined the experiences of five teachers in the Globaloria West Virginia program. The program completed its second year as a state-wide intervention including middle and high schools, a community technical college, and alternative schools. The social networking tools that support teacher learning in Globaloria make it possible to see process and products as they are captured by participation in the wiki and other online working spaces. Making teaching and learning visible from design process to final product is a key element in assisting teachers to reflect, revise and make significant changes in their teaching practice. The changes that teachers report—becoming learners with their students, virtually leaving the classroom door open, learning by stealth (browsing class wikis), and virtual mentoring point the way to the future of 21st century networked TPD.

Citation

Whitehouse, P. (2010). Making Teacher Learning Visible. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 4137-4143). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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