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Networked Teacher Professional Development: Sharing and Learning using Social Networking Tools
PROCEEDINGS

, Curtin University, Australia ; , Grant McEwan, Canada

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper articulates the advancement of a new model of teacher professional development (TPD) that integrates social networking concepts into professional learning situations. This model is called Networked Teacher Professional Development (nTPD) and expands upon online professional development for teachers (oTPD). Key attributes of nTPD include a learning space that is persistent over time, utilization of social networking tools, and a focus on teacher discourse about pedagogy and teaching resources. An important part of the development of the nTPD model was the creation of a structure of successful learning activities in a variety of content areas. Teachers report that the sharing of resources, collegial discussions, and course resources are valuable in supporting and expanding their teaching practice. Online tool experience in a professional environment was reported by teachers to have a positive impact on their professional practice. More research on supporting further teacher connections in nTPD implementations is needed.

Citation

Ostashewski, N. & Reid, D. (2012). Networked Teacher Professional Development: Sharing and Learning using Social Networking Tools. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2544-2548). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

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Cited By

  1. Networked Professional Development: Describing a Learning Activity Design that Utilizes Social Media and OERs

    Nathaniel Ostashewski, Curtin University of Technology, Australia; Doug Reid, Wayfinder Education Group, Canada; Peter Hosie, Curtin University of Technology, Australia

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 2194–2198

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.