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Online Professional Development – lessons learned
PROCEEDINGS

, Boston College, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Over the three years of the MSTelementoring project we experienced success as well as difficulties fostering online learning with inservice teachers. "MSTelementoring", funded by the National Science Foundation, is an online professional development project for K-12 teachers in central New York State's Syracuse region. It provides sustained support for teachers as they work to change their practice to more inquiry methods in math and science, fosters the integration of the Internet into existing curriculum, and provides an online mentoring group for sharing and learning.

It is important to go beyond the conception of professional development as "training." Changing one's practice is not something that can come about by attending an isolated week long workshop but is an ongoing process that must evolve over time and in the context of a teacher's daily work. Overtime, teachers need the support to experiment, reformulate their ideas, change their beliefs, and realize they are the best qualified to challenge themselves and direct their own learning.

This paper/presentation will share what we have learned about:

  • Designing online learning so that it helps teachers grow as professionals
  • Facets and constraints of online discourse
  • And strategies to get teachers to exchange reflections, ideas, issues, and potential solutions

Citation

Goldman, M.Z. (2002). Online Professional Development – lessons learned. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 835-837). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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