Online Professional Development: Three Approaches for Engaging Faculty through a Constructivist Framework
Carol Johnson, Tennille Cooper, University of Calgary, Canada
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
At a time when educational technology is in constant flux, some consider the professional development of teachers to be at the foundation of change (Dede, Jass Ketelhut, Whitehouse, Breit & McCloskey, 2009). Particularly with the introduction of technology into learning contexts, there exists opportunity for professional development (PD) reform in which faculty experience the same Web 2.0 technologies and social media connections as their students. Exploration of PD with such technologies presents possibilities for their use in educational settings, while also engaging faculty in 21st century learning. Having teachers explore these skills in a meaningful application context, their knowledge is permitted to evolve and change with each activity (Driscoll, 2005). This paper explores the opportunities and challenges of Web 2.0 technologies through three online learning designs: direct instruction, professional learning communities and online mentoring by way of a constructivist lens.
Johnson, C. & Cooper, T. (2013). Online Professional Development: Three Approaches for Engaging Faculty through a Constructivist Framework. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 31-35). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).