Applying constructionist principles to online teacher professional development
Nathaniel Ostashewski, Athabasca University ; Doug Reid, Wayfinder Education Group ; Susan Moisey, Athabasca University
IRRODL Volume 12, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press
This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.
Ostashewski, N., Reid, D. & Moisey, S. (2011). Applying constructionist principles to online teacher professional development. The International Review of Research in Open and Distributed Learning, 12(6), 143-156. Athabasca University Press.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Christine Greenhow, Diana Campbell, Sarah Galvin & Emilia Askari, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2256–2264
Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process
Hanna Ters, University of Wollongong; Jan Herrington, Murdoch University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.