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The Impact of Online Professional Development on Teaching Practice: Research Summary and Final Results
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, , University of Calgary, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

This research investigates one online professional development program for K-12 teachers to determine if it impacted teaching practice. It reports on the findings of the five phased research agenda. This research employed the traditions of ethnography (Patton, 1990), case study research (Merriam, 1998) and frame and code analysis (Goffman, 1959, 1974). The findings of this research suggest that the ePD program did have an impact on the teaching practice of its participants. This impact was described and interpreted across five frames which include: (1) Fundamentals, (2) Change and Impact, (3) Program Design, (4) Implementation and Use, and (5) Learning Culture and Sense of Community.

Citation

Childs, E. & Crichton, S. (2004). The Impact of Online Professional Development on Teaching Practice: Research Summary and Final Results. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 256-263). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

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References

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