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Assessing Teacher Beliefs, Attitudes and Expectations Towards Online Professional Development PROCEEDINGS

, , University of Michigan, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is widespread agreement that teacher professional development (PD) is critical for the success of standards-based reform in U.S. schools. However, the current infrastructure for professional development is ill-equipped to serve the numbers of teachers who need support in order to employ innovative teaching methods advocated by national standards, such as inquiry-oriented or project-based learning. Online PD is one possible solution for bringing high-quality PD to ever-growing numbers of teachers. This paper is about a program of empirical research to examine the needs, expectations, and experiences that teachers who are engaged in systemic reform have for online PD. The goal of this research is to understand how to design online PD environments that are useful for and usable by broad populations of teachers, as part of the design of Knowledge Networks On the Web (KNOW) an online PD tool developed for use by the Center for Learning Technologies in Urban Schools.

Citation

Brunvand, S. & Fishman, B. (2005). Assessing Teacher Beliefs, Attitudes and Expectations Towards Online Professional Development. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2171-2176). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 23, 2017 from .

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