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Dilemmas we faced in online professional development PROCEEDINGS

, Boston College, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online professional development fosters teacher collaboration and professional growth. But those involved in implementing programs are aware of the subtle complexities and the difficulty of balancing all its dimensions. From my experience building online learning communities in several online professional development projects I have found several key dimensions that, when in balance, lead to productive learning exchanges but when not, cause discussions and learning to flounder. How to balance these key dimensions raises dilemmas. This paper presents scenarios from Mathemagica, an online math professional development program and discusses how we attempted to solve our dilemmas. Scenarios relate to three project areas: 1. The design of the online professional development - structure, moderators; 2. The teacher?s context - school/classroom environment and culture, daily pressures; 3. The technology - equity of access, participant level of technical skill and comfort.

Citation

Zibit, M. (2003). Dilemmas we faced in online professional development. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2292-2297). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

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