This paper describes a collaborative project between a district curriculum specialist and university-based researchers to provide on-going support to social studies teachers as they transitioned to digital learning during the Covid-19 pandemic. We developed an asynchronous, on-line and self-guided professional learning project to support teachers…

This paper outlines a collaborative effort to respond and support the instructional needs and concerns of teacher educators due to the challenges posed by the sudden onset of emergency remote teaching at the university level. The School of Teacher Education members formed a synergistic Remote Learning Community, developed an action plan and…

New computer science standards are being rapidly introduced at the elementary level but little is known about how to prepare teachers to learn and teach the content of these standards, or how to support students with disabilities in learning computer science. Accordingly, we designed and studied the Inclusive Computer Science Model of Professional…

Global challenges require international collaboration in order to solve, as Covid 19 exemplifies. In order to oppose xenophobia and promote global solidarity as the world fights this pandemic, teachers need professional development on global learning. Analysis of data collected during an online course that integrated global learning and a variety…

This rise in the use of social networks presents new ethical, legal, and professional challenges for educators. Pre-service teachers need professional development to be cognizant of the content they are posting to personal social networks. The purpose of this mixed-methods study was to develop professional development guidelines to help…

While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students' survey data, reflections, and class activities from education courses across three universities to better understand the successes…

Online teacher professional development has become an alternative to face-to-face professional development. Such a shift from face-to-face to online professional development, however, brings new challenges for professional development facilitators, whose roles are crucial in orchestrating teacher learning. This paper is motivated by the need to…

We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional…

A mixed-method study was carried out to investigate how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration. A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Teacher data were categorized by grade level,…

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

The process of teacher identification, selection, initial training, and on-going professional development that has developed at the Illinois Virtual High School (IVHS) over the past seven years is described and discussed in this article. Validation was based upon existing practices and research. To provide background the creation and initial…

Discusses the development of information technology (IT) in teachers' professional work and its development within organizations based on examples in the United Kingdom. Highlights include Project INTENT, to improve IT in teacher education; dimensions of professional development; personalized strategies for staff development; individual and group…

Recent years have seen an increase in the use of video for teacher education and professional development accompanied by widespread recognition that to be beneficial, video must be used in activities that induce particular modes of inquiry. However, little is known about how teachers typically watch video. The present study investigates the use of…

Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to broaden their definitions and observations of…

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…