Digital Leadership and Professional Development

2021 ◽  
pp. 163-182
Author(s):  
Virginia E. Altrogge ◽  
Ruby L. Parks
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Professional Learning ◽  
Collaborative Leadership ◽  
Shared Vision ◽  
Peer Observation ◽  
Learning Networks ◽  
Video Observations ◽  
Group Members ◽  
Learning Walks

In order to successfully collaborate—whether in person, through technology, or using a hybrid of both methods—the participants of the collaboration must adopt a shared vision for the product of the partnership. A shared vision can be created by surveying group members' values and communicating about these ideas in order to build trust and respect among the collaborators. Through this process, which will be outlined in more detail in this chapter, collaborative leaders can work together with their partners to envision and realize projects that reach beyond what any individual could achieve alone. On a more concrete level, several practices have been proven to lead to more successful collaborative leadership. The ones that will be discussed in this chapter are learning walks, peer observation, professional learning networks, book studies, social networking, professional learning/networking communities, and video observations.

scholarly journals Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny

2016 ◽  
Author(s):  
Atiya Khan
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Effective Means ◽  
English Teachers ◽  
Information And Communications Technology ◽  
Learning Networks ◽  
Using Data ◽  
Interactive Workshop

The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.

Creating Ongoing Online Support Communities through Social Networks to Promote Professional Learning

2013 ◽  
pp. 754-772
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Informal Learning ◽  
Professional Learning ◽  
Online Support ◽  
Graduate Courses ◽  
Professional Network ◽  
The Social ◽  
The Impact

Professionals who want to remain competitive in their fields are turning to Web 2.0 to learn the knowledge and skills they need in order to do their work more efficiently and effectively. Through a detailed description of how one instructor transformed his online graduate courses into dynamic, interactive, ongoing online learning communities that extended beyond the classroom, this chapter provides academics and practitioners a model for establishing a professional network that learners can participate in, and replicate in their workplaces for their professional development and informal learning. An overview of the role of social networking in creating professional development and informal learning opportunities for cognitive apprenticeship, knowledge brokering, and ongoing online support communities, as well as the results of a survey conducted on students’ perceptions of the impact of the social networking strategies and tools on their professional development and informal learning in and out of class will also be discussed.

scholarly journals #iteachmsu Centering an Educator Learning Community (ELC)

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Erik Skogsberg ◽  
Melissa McDaniels ◽  
Madeline Shellgren ◽  
Patricia Stewart ◽  
Makena Neal
Keyword(s):  
Social Networking ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Learning Networks ◽  
Scholarship Of Teaching ◽  
Faculty Learning Communities ◽  
K 12

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12’s professional learning networks and “hashtag activism,” the authors’ university launched #iteachmsu. #iteachmsu combines practices of social networking with a digital and in-person teaching “commons.” Through #iteachmsu, the authors hope to further shift campus cultures in the age of COVID-19, centering teaching and learning as a valuable and ongoing focus for an educator learning community (ELC).

A Dashboard to Monitor Self-Regulated Learning Behaviours in Online Professional Development

2021 ◽  
Vol 19 (1) ◽  
pp. 18-34
Author(s):  
Flavio Manganello ◽  
Francesca Pozzi ◽  
Marcello Passarelli ◽  
Donatella Persico ◽  
Francesca Maria Dagnino
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Online Professional Development ◽  
Learning Networks ◽  
Self Monitoring ◽  
Current Configuration ◽  
Self Regulated Learning ◽  
Actual Usage ◽  
Regulated Learning ◽  
Learning Behaviours

This paper reports on usage and impact on learning achievements of a dashboard developed to help monitor self-regulated learning behaviours in an online professional development path. The design of the path as well as of the dashboard were grounded on a pre-existing conceptual framework distinguishing between four different types of self-regulated learning behaviours taking place in professional learning networks and underpinning professional practice sharing. One of the objectives of the path was to promote such behaviours among participants, and the dashboard was designed to support their self-monitoring. Data were collected through usage log files analysis, a survey, and pretest and posttest. The results shed light on participants' actual usage of the dashboard, their opinion regarding its usefulness in relation of its capability to measure and support their SRL processes, and the dashboard's actual impact on their learning achievements. Moreover, some limitations in the current configuration of the dashboard emerged, which can guide further development.

Creating Ongoing Online Support Communities through Social Networks to Promote Professional Learning

2012 ◽  
pp. 114-133
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Informal Learning ◽  
Professional Learning ◽  
Online Support ◽  
Graduate Courses ◽  
Professional Network ◽  
The Social ◽  
The Impact

Professionals who want to remain competitive in their fields are turning to Web 2.0 to learn the knowledge and skills they need in order to do their work more efficiently and effectively. Through a detailed description of how one instructor transformed his online graduate courses into dynamic, interactive, ongoing online learning communities that extended beyond the classroom, this chapter provides academics and practitioners a model for establishing a professional network that learners can participate in, and replicate in their workplaces for their professional development and informal learning. An overview of the role of social networking in creating professional development and informal learning opportunities for cognitive apprenticeship, knowledge brokering, and ongoing online support communities, as well as the results of a survey conducted on students’ perceptions of the impact of the social networking strategies and tools on their professional development and informal learning in and out of class will also be discussed.

Social Media and Professional Learning Networks

2020 ◽  
pp. 182-199
Keyword(s):  
Professional Development ◽  
Social Networks ◽  
Social Media ◽  
Professional Learning ◽  
International Society ◽  
Teaching And Learning ◽  
Digital Age ◽  
Learning Networks ◽  
The World ◽  
Social Media Platforms

This chapter examines social media as a form of professional development. It sheds light on social media platforms that support collaboration and reflection among educators. The International Society for Teachers in Education (ISTE) continues to stress the importance of teachers possessing skills and behaviors of digital age professionals. This is necessary as educators become co-learners with their students and colleagues around the world. Social networks, such as Twitter and Google+ communities, provide opportunities to move up the Substitution Augmentation Modification Redefinition Model developed by Dr. Ruben Puentedura, or offer a method of seeing how computer technology might impact teaching and learning, as well as professional learning for teachers.

Jack C Richards' 50 Tips for Teacher Development

2017 ◽  
Author(s):  
Jack C. Richards
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Peer Observation ◽  
Reading Groups ◽  
Current State ◽  
Wide Range ◽  
On Line ◽  
Research Action

This book offers 50 practical ideas for teachers to use for professional development. The tips cover a wide range of activities that can be carried out individually or in collaboration with others, including self and peer observation, journal writing, on-line forums, classroom research, action research, team teaching, lesson review, materials review, lesson study, mentoring, peer coaching, reading groups, and workshops. Each tip is described in a 2 two-page format that gives the rational for the activity and step-by-step procedures for implementing it. The Tips can be used with both novice and more experienced teachers and are intended to provide a basis for teachers to review the current state of their professional learning and to develop and implement goals for their professional development.

scholarly journals Material matters for learning in virtual networks: A case study of a professional learning programme hosted in a Google+ online community.

2015 ◽  
Vol 23 ◽  
Author(s):  
Aileen Ackland ◽  
Ann Swinney
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Professional Education ◽  
Online Community ◽  
Learning Experience ◽  
Learning Technology ◽  
Learning Networks ◽  
Actor Network ◽  
Holistic Understanding

In this paper, we draw on Actor–Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data comprised postings in the Google+ community, email correspondence, meeting notes, feedback submitted at the final workshop and post-module evaluation forms. Our analysis revealed a complex set of interactions, and suggests multiple ways human actors story their encounters with non-human components and the effects these have on the learning experience. The aim of this paper is to contribute to a more holistic understanding of the components and dynamics of social learning networks in the virtual world and consider the implications for the design of online learning for continuous professional development (CPD).Keywords: professional education and training; learning communities; higher education; Actor–Network Theories(Published: 14 August 2015)Citation: Research in Learning Technology 2015, 23: 26677 - http://dx.doi.org/10.3402/rlt.v23.26677 

scholarly journals University-Supported Networks as Professional Development for Teachers in School-Age Educare

2020 ◽  
Vol 8 (1-2020) ◽  
pp. 66-79
Author(s):  
Lena Glaés-Coutts
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Active Part ◽  
Collective Agency ◽  
School Age ◽  
Learning Networks ◽  
Professional Development For Teachers ◽  
Professional Development Needs ◽  
The University ◽  
Informal Approach

One of the most valued types of professional learning for teachers are forums that allow them to share their practices with other teachers. This is paper examines how university-based learning networks support the professional development needs of teachers in School-Age educare. University- supported network provide a more informal approach to professional learning and allows the teachers in School-Age educare to connect with other teachers in their field. The network further provides the participants an opportunity to be an active part of the research that is conducted at the university and a platform for developing a collective agency.

Productivity and Professional Development

2020 ◽  
pp. 165-184
Author(s):  
William I. Bauer
Keyword(s):  
Professional Development ◽  
Public Relations ◽  
Professional Learning ◽  
Continuing Professional Development ◽  
Music Educators ◽  
Graduate Degree ◽  
Learning Networks ◽  
Personal Learning ◽  
Support Materials ◽  
Graduate Degree Programs

There are numerous ways in which technology can improve the productivity of music educators, helping to make administrative and organizational tasks more efficient and effective. This chapter describes a variety of technological tools that can be used to facilitate overall organization, communication, public relations and advocacy, the creation and acquisition of instructional support materials, data management, travel, and maintenance of financial records, all of which are typical responsibilities of music teachers. Technology can also be useful for continuing professional development. From informal Personal Learning Networks to formalized graduate degree programs, technology can empower music educators with personalized, sustained, flexible, and social professional learning opportunities. Taken together, these approaches to professional development can help music educators continually develop and refine their TPACK, facilitating an ongoing upward spiral of the knowledge and skills necessary for music learning today.

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