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…

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…

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…

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,…

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…

Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in…

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…

The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. As teacher education departments build pre-service preparation programs, in-service professional development…

The authors share findings, insights, and implications from "Going Virtual! The Status of Professional Development for K12 Online Teachers," a 2007 report supported by the North American Council for Online Learning (NACOL, now known as iNACOL). The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional…

This article reports on an exploratory, longitudinal study, which examined six teachers' views on the factors that affect technology use in classrooms. The research examined teachers of grades 4, 5, and 6--for three years, studying the teachers both as a group and as individual case studies. Three case studies were selected for analysis, with the…

This study investigated the impact of a project-based graduate practicum experience that was facilitated online. The study investigated the effects of the online practicum experience by: (a) using quantitative data to assess the learning and professional growth of the practicum participants in comparison to a group of teachers that did not…

In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library…

Instructional coaching or mentoring, as a form of professional development for teachers, has gained importance as educational policy has called for the implementation of research-validated instructional practices by highly qualified teachers. Technology-mediated mentoring has strong potential for overcoming barriers of accessibility and…

The survey presented in this article examines teachers' perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative…