Rural Creativity: A Study of District Mandated Online Professional Development
Article
Jennifer Summerville, University of North Carolina at Wilmington, United States ; Cynthia Steve Johnson, Jefferson County North School District USD 339, United States
Journal of Technology and Teacher Education Volume 14, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
In the spring of 2002, a rural school district in the Midwest implemented an online staff development program. As a part of this program, every educator at the middle and secondary education level was required to complete one online course of his or her choice. A survey was conducted to analyze the positive outcomes and considerations for further professional development. Rationale behind the need for such programs, successes/failures, and prescriptions for future research will be discussed.
Citation
Summerville, J. & Johnson, C.S. (2006). Rural Creativity: A Study of District Mandated Online Professional Development. Journal of Technology and Teacher Education, 14(2), 347-361. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved July 7, 2022 from https://www.learntechlib.org/primary/p/5717/.
© 2006 Society for Information Technology & Teacher Education
Keywords
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Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts
Gina Park, The University of Michigan, United States; Heather Johnson, Vanderbilt University, United States; Richard Vath, The University of Michigan, United States; Beth Kubitskey, Eastern Michigan University, United States; Barry Fishman, The University of Michigan, United States
Journal of Technology and Teacher Education Vol. 21, No. 2 (April 2013) pp. 225–245
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Efficacy of Instructor Feedback on Written Work in an Online Program
Thomas Wolsey, Walden University, United States
International Journal on E-Learning Vol. 7, No. 2 (April 2008) pp. 311–329
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