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Online Professional Development for Online Educators: Does it Change Teaching Practice? PROCEEDINGS

, , University of Calgary, Canada

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

This paper is intended to promote understanding about effective online professional development interventions that work to build the capacity of teachers as online educators, as well as examine the potential impact that online professional development might have on teaching practice. This presentation reports on a case study of an online professional development (ePD) program offered by Innovative Learning Services, a program within the Calgary Board of Education. It highlights the experiences of 500 educators who have taken part in the virtual professional development activities in the last three years. It will also convey some of the initial findings with respect to impact on teaching practice in hybrid learning environments.

Citation

Crichton, S. & Childs, E. (2003). Online Professional Development for Online Educators: Does it Change Teaching Practice?. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1681-1684). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2018 from .

Keywords

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Cited By

  1. Online Teacher Professional Development: Redesign and Delivery of a Technological Pedagogical Courselet within a Social Networking Site

    Nathaniel Ostashewski, Athabasca University, Canada; Doug Reid, 2Learn.ca Education Society, Canada

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1111–1116

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