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
The focus of this article is how National Writing Project High School English teachers used blogs as a form of professional development, and why it is necessary to change the way professional development credit is allocated to include the autonomy to chose to post and comment on blogs. This mixed methods sequential design study included data from 73 surveys, 8 interviews, and 13 artifacts in the form of lesson plans using the National Writing Project Consultant as a sample population. The results show the necessity for school support, teacher autonomy in regards to professional development, and the potential uses of blogs as a professional development tool. Furthermore, the results show how teachers involved in the blogging community demonstrated and used 21st century literacy skills as outlined by the NCTE 21st Century Literacies Framework.
Rybakova, K. & Witte, S. (2016). Professional Development 2.0: Teaching Teachers about Technology. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2301-2306). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from https://www.learntechlib.org/primary/p/172016/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration
Yin-Chan Liao, Anne Ottenbreit-Leftwich, Michael Karlin, Krista Glazewski & Thomas Brush, Indiana University-Bloomington, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 522–548
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