You are here:

Professional Learning and Collaboration for Teaching with HyperDocs
PROCEEDING

, University of Massachusetts Amherst, United States ; , Elon University, United States ; , California State University Fullerton, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Social technologies can create new opportunities for teachers to collaborate and share teaching and learning activities. HyperDocs – interactive, digital teaching and learning materials created, disseminated, and remixed by educators – are an unresearched example of this trend. Despite substantial HyperDoc-related buzz, we know little regarding how educators learn about and refine their use of Hyperdocs. To address literature gap, we surveyed 261 educators regarding their experiences with HyperDocs. We found that participants learned about HyperDocs in professional development contexts as well as via more self-directed activities. Various people, spaces, and tools contributed to respondents’ learning about and refining their use of HyperDocs. These findings have implications for research on professional learning, HyperDocs, and other crowdsourced teaching and learning initiatives.

Citation

Trust, T., Carpenter, J. & Green, T. (2020). Professional Learning and Collaboration for Teaching with HyperDocs. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1913-1920). Online: Association for the Advancement of Computing in Education (AACE). Retrieved June 23, 2021 from .