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Session Type: Symposium
This symposium draws together scholarship across multiple institutions, theoretical traditions and methodological approaches to address the design of teacher professional development in the online space. Collectively, our papers take up the question, How can we build and sustain professional learning communities using digital tools? We draw on empirical data from four virtual professional learning settings for K-12 science and mathematics teachers, considering the affordances and constraints of various design features for fostering deep engagement with content and substantive discussion among participants. Together, the presentations consider a range of participation structures, tools, and features of dialogue to push forward the conversation about facets of design for productive teacher learning environments in the digital age.
Learning Through Designing Online Practice-Based Learning Labs for K–2 Teachers - Jessica J. Thompson, University of Washington; Jennifer Richards, Northwestern University School of Education and Social Policy Learning Sciences
Facilitating Productive Exchanges in Virtual Study Groups for Science Teachers - Jean Moon, Tidemark Institute; Leslie Duhaylongsod, Salem State University; Sarah Michaels, Clark University; Margaret E Foster, Next Generation Science Exemplar System
Using an Online Video Annotation Tool to Initiate Teacher Dialogue Around Ambitious Science Teaching - Heather Jo Johnson, Vanderbilt University; Melissa J. Luna, West Virginia University
Sentence Stems to Foster Dialogue: Using "I Notice" and "I Wonder" in Online Professional Development - Eleanor Anderson, Northwestern University; Tracy Dobie, University of Utah