scholarly journals Design Features of Online Teacher Professional Development: A Design Case for Re-Developing the EdHub Library to Improve Usability and Alignment of Content with Teacher Standards

2021 ◽  
Vol 12 (2) ◽  
pp. 79-92
Author(s):  
Javier Leung
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Second Generation ◽  
Content Management ◽  
Teacher Standards ◽  
Teacher Professional ◽  
Design Case ◽  
Online Teacher ◽  
K 12 ◽  
Online Teacher Professional Development

The EdHub Library is an online teacher professional development platform that serves 250 school districts as part of the Network for Educator Effectiveness in Missouri. It has a collection of more than 300 online activities. This design case describes the efforts of re-developing EdHub due to technical and usability issues of the first generation of the content management platform. The second generation of EdHub was the product of two prototypes and two user testing sessions between January 2018–April 2018. A literature review of information-seeking habits of K-12 teachers and web design and usability standards guided the development of the second generation of EdHub to support teachers’ browsing and searching behaviors. Five design decisions support the second generation of EdHub in terms of (1) priority of visual elements, (2) ease of navigation, (3) content alignment with Missouri teacher standards, (4) organization of results in the search engine, and (5) unifying learning objectives, activities, reflection, and external resources.

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design

2020 ◽  
Vol 64 (4) ◽  
pp. 304-318
Author(s):  
Matthew J. Edinger
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Gifted Education ◽  
Discussion Board ◽  
Theory And Practice ◽  
Self Report ◽  
Learning Design ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers ( N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.

scholarly journals Applying constructionist principles to online teacher professional development

2011 ◽  
Vol 12 (6) ◽  
pp. 143 ◽  
Author(s):  
Nathaniel Mark Ostashewski ◽  
Doug Reid ◽  
Susan Moisey
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Teacher Professional Development ◽  
Online Community ◽  
Social Networking Site ◽  
Just In Time ◽  
Hands On ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

<p>This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.</p>

A Research Agenda for Online Teacher Professional Development

2008 ◽  
Vol 60 (1) ◽  
pp. 8-19 ◽  
Author(s):  
Chris Dede ◽  
Diane Jass Ketelhut ◽  
Pamela Whitehouse ◽  
Lisa Breit ◽  
Erin M. McCloskey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Research Agenda ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

scholarly journals Online Teacher Professional Development in Canada: A Review of the Research

2021 ◽  
Vol 47 (2) ◽  
Author(s):  
Pamela Beach ◽  
Elena Favret ◽  
Alexandra Minuk
Keyword(s):  
Professional Development ◽  
Research Methods ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Knowledge Exchange ◽  
Geographical Regions ◽  
Study Characteristics ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

scholarly journals EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
Policy Makers ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.

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